Nonformal education and rural development in Ghana

This article describes and evaluates a nonformal education rural development project which evolved through a collaborative arrangement between a private voluntary organization in Ghana and a North American university. After extensive discussions a relationship developed between the University of Massachusetts' Center for International Education and Ghana's Peoples' Educational Association, a national adult education organization with links to the University of Ghana's Institute of Adult Education.The two organizations agreed to cooperate in the development and evaluation of several village facilitator models in which a much wider cross-section of the community would participate in a variety of development projects and educational activities. The models were to emphasize a shift from a leader-dominated perspective to more group participation with villagers taking responsibility for their actions, both in meetings and in development projects.     

The Role of Education in Restructuring Socialism: the Tanzanian case

Summary Tanzanian educators recognize the need to ally education more clearly to economic development, for they see in a revitalized economy the impetus for the growth of social services. The shortcomings in the educational system which must help accomplish this are clear. They realize that the ‘education for self‐reliance'policies have only slightly altered the nation's economy and have done little to create the ‘new’ socialist person. Teachers, their students, and parents do not yet possess the attitudes necessary to promote cooperation and service; and the majority of students do not attain the knowledge and skills necessary for an economy to prosper.

The nation's educational bureaucracy must also be committed to dramatic change. To date, only cosmetic changes have occurred in the way schools are administered. While leadership at the top has been sincere, regional and local educational leaders often only pay lip service.

Revolutionary change in Tanzanian education could come quickly through coercion and force. However, that is not the Tanzanian way and the chosen path. Instead, change is to be accomplished through the democratic process of enlightenment and dedication. This takes time. The major question is whether Tanzania still has the time.