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Taylor, Edward W.; Duveskog, Deborah; Friis-Hansen, Esbern – International Journal of Lifelong Education, 2012
The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the "how and why" of farming and…
Descriptors: Foreign Countries, Transformative Learning, Learning Theories, Nonformal Education
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Preece, Julia; Croome, David; Ntene, Mankatso; Ngozwana, Nomazulu – International Journal of Lifelong Education, 2011
This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho's contribution to lifelong learning in its communities. It provides background information on the…
Descriptors: Research Projects, Action Research, Focus Groups, Lifelong Learning
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Lekoko, Rebecca; Modise, Oitshepile – International Journal of Lifelong Education, 2011
This paper argues that lifelong learning can be a torch for education that is relevant, appropriate and appreciated by many Africans if conceptualized within the African Indigenous Learning (AIL) framework. Such learning is entrenched deep in the practices, cultures and ways of knowing of many Africans. The fundamentals or the ideals of lifelong…
Descriptors: Foreign Countries, Lifelong Learning, Indigenous Knowledge, World Views
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Preece, Julia – International Journal of Lifelong Education, 2011
The aim of this paper is to reflect on past discussions in order to see how far we have travelled in terms of research over the past 12 years, identify some of the continuities and look at the significance of some of the changes that have taken place in order to inform our agenda for the future. This paper starts with some conceptual definitions…
Descriptors: Adult Education, Lifelong Learning, Foreign Countries, Intellectual History
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Maruatona, Tonic – International Journal of Lifelong Education, 2006
Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations' policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality…
Descriptors: Cultural Pluralism, Foreign Countries, Educational Quality, Citizen Participation
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Endresen, Kristin; Von Kotze, Astrid – International Journal of Lifelong Education, 2005
This paper is based on research into the Treatment Action Campaign (TAC) in South Africa. The research investigated whether, through being active members of this social movement, HIV-positive activists learn things they could not otherwise learn about their status and the epidemic, and how they put such knowledge to use. We show how activists…
Descriptors: Foreign Countries, Poverty, Adult Educators, Adult Education
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Mulenga, Derek C. – International Journal of Lifelong Education, 2001
Analysis of Tanzanian educator Julius Nyerere's works concludes that his philosophy of adult education and lifelong learning was very progressive and his ideas on education for liberation were consistent with Paulo Freire's. He provided a sustained critique of colonialism and racism and linked principles of education for liberation to the goal of…
Descriptors: Adult Education, Adult Educators, Educational Philosophy, Foreign Countries
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Avoseh, M. B. M. – International Journal of Lifelong Education, 2001
Contrasts the current conceptualization of lifelong learning in the context of globalization with the concept in the context of Africa. States that lifelong learning in traditional African societies was the foundation for active citizenship in the process of becoming a revered ancestor. Suggests lessons for the current construction of lifelong…
Descriptors: Citizen Participation, Foreign Countries, Lifelong Learning, Role of Education
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Walters, Shirley; Watters, Kathy – International Journal of Lifelong Education, 2001
Adult education is embedded in the political, social, cultural, and economic processes of society. In southern Africa, the focus has been on adult education for survival, economic development, and political and cultural development. The discourse of adult education is currently being challenged by that of lifelong learning. (SK)
Descriptors: Adult Education, Economic Development, Foreign Countries, Lifelong Learning
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Oduaran, Akpovire – International Journal of Lifelong Education, 2000
Describes the phenomenon of globalization and its manifestations in Africa in political, sociocultural, economic, and educational spheres. Proposes ways to structure lifelong education to enable Africans to participate globally. (SK)
Descriptors: Access to Education, Change Strategies, Developing Nations, Foreign Countries
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Brennan, Barrie – International Journal of Lifelong Education, 1997
Experiences of developing nations are used to formulate three types of nonformal education: as complement, satisfying needs unfulfilled by the school system; as alternative, using traditional or indigenous learning; and as supplement to the formal system. Nonformal education is analyzed across nations as system, setting, or process. (SK)
Descriptors: Definitions, Developing Nations, Foreign Countries, Nonformal Education
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Percy, Rachel – International Journal of Lifelong Education, 1999
Assessment of a participatory rural appraisal project in Ethiopia indicated that decentralization of extension in sub-Saharan Africa is an opportunity for farmers and extension agents to collaborate. The congruence of experiential learning and participatory approaches can contribute to the transformation of "top-down" extension…
Descriptors: Agricultural Education, Experiential Learning, Extension Agents, Farmers
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Gitau, B. K. – International Journal of Lifelong Education, 1988
The author outlines the phenomenology of the two main contrasting views on the subject of African culture: liberal and radical. Topics covered include (1) culture and perception; (2) language and culture; (3) culture, education, and identity; (4) culture and motivation; and (5) social and economic structure. (CH)
Descriptors: Cultural Context, Foreign Countries, Language Dominance, Phenomenology