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首页> 外文期刊>Journal of Education and Practice >Refocusing Adult Literacy, Non Formal Education and Long Life Learning Education for Multiliteracies in Africa
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Refocusing Adult Literacy, Non Formal Education and Long Life Learning Education for Multiliteracies in Africa

机译：将非洲扫盲的成人扫盲，非正规教育和长期学习教育重新集中

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There is need for some African standardization of the terminology relating to literacy, adult basic education, non-formal education and lifelong learning, not in any restrictive or prescriptive way, but simply to aid understanding and comparability of data and research emanating from countries in Africa. Clarity will be done in this paper to distinguish adult education from more general community development. After decades of sustained efforts to eradicate illiteracy in Africa, illiteracy rates of adults remain high with continuing gender and urban/rural disparities. Illiteracy has several correlations with low productivity, low incomes and poorer health (and susceptibility to HIV/AIDS). It hampers national development efforts. The adult education sub-sector of state education systems remains relatively marginal and under-funded. In spite of the good economic progressed in many countries since the mid-1990s. This paper examines difficulties in some Africans states that is being attributed to multi-linguistic situations compounded by the often rural and subsistence economy of large proportions of the population. Nigeria for example has about 300 languages and dialects, and Chad some 120, of which only about 12 are codified. The Anglophone/Francophone division in African also provides its own difficulties for co-operation. This paper will therefore provide statistical summary of illiteracy and under-education in African countries. The paper therefore concludes that, adult education should be introduced to all teacher education programmes in African states to enhance multiliteracies.
机译：非洲需要某种与扫盲，成人基础教育，非正规教育和终身学习有关的术语的标准化，而不是以任何限制或规定的方式，而只是为了帮助理解和比较来自非洲国家的数据和研究。本文将做清晰说明，以区别成人教育和更一般的社区发展。经过几十年的不懈努力，消除了非洲的文盲，成人的文盲率仍然很高，而且性别和城市/农村地区的差距仍然存在。文盲与低生产率，低收入和较差的健康状况（以及对艾滋病毒/艾滋病的敏感性）相关。它阻碍了国家发展努力。国家教育系统的成人教育子行业仍然相对边缘并且资金不足。尽管自1990年代中期以来许多国家取得了良好的经济发展。本文研究了非洲一些州的困难，这些困难归因于多种语言的情况，而农村地区人口通常以农村和自给自足的经济为生。例如，尼日利亚有约300种语言和方言，乍得约有120种语言，其中只有约12种是经过编纂的。非洲的英语/法语电话部门也为合作提供了自己的困难。因此，本文将提供非洲国家文盲和教育不足的统计摘要。因此，本文得出结论，在非洲各州的所有教师教育计划中都应引入成人教育，以提高多元文化水平。

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