Latin American Report - Volume 27, Issue 1, 2011
Volume 27, Issue 1, 2011
Author Kofi Poku Quan-BaffourSource: Latin American Report 27 (2011)More Less
This issue of Latin America Report deals with the challenges in education in general but more specifically in adult education. The contributors make use of theoretical frameworks from both Latin America and Africa to make sense of Adult education and its forerunners in a globalizing world.
Author Kwabena Adu-BoahenSource: Latin American Report 27, pp 155 –163 (2011)More Less
A nation's space is territorially bounded, generally, and it moves forward in time. Within this space-time context, individuals identify themselves in significant respects. The march of a nation in time involves the evolution of species constituting a nationality. Nationality is defined on the basis of a variety of principles such as race, ethnicity, language or culture. In the era of a nation-state system, most historians believe that history is the main representation of the evolution of people within a territory and others elsewhere sharing with them various forms of identity. Historical knowledge is, thus, essential for nationhood and cultural interconnections between nations. This article examines the ways in which history education in Ghana matters in the evolution of nationality and the forging of historical connections between the peoples of that country and others in different parts of the world for the creation of a better-informed citizenry.
Author Mpho DichabaSource: Latin American Report 27, pp 164 –173 (2011)More Less
Adult Basic Education and Training in-service training for educators often fails to enhance job performance because it is not viewed as an experiential process involving factors that affects ABET educators before, during and after training. To seek an overview of longer term gain from the in-service training, the Kirkpatrick model of training evaluation was employed. The evaluation sought to obtain post training perception of the effectiveness of training and its longer term impact. This article explores the variables that affect the transfer of knowledge in in-service training of basic education educators. Based on the experiences of the author as adult educator and the review of the relevant available literature this article assessed factors that accelerate or impede transfer of learning. To circumvent these factors, this study recommends intervention mechanisms, namely, involving ABET educators in the planning of their in-service training, basing training on careful assessment of educators' needs, using work-related situations in training, providing support during training and evaluating the in-service training, among others.
Author Akwasi Arko-AchemfuorSource: Latin American Report 27, pp 174 –180 (2011)More Less
Adult education is one of the most effective ways to teach women how to cope with the socio-economic challenges of life. A lot of women in Lesotho have been forced to become the head of their families because of the migrant labour system which takes men away from their homes. Since the 1990s thousands of Basotho men have been retrenched from South African mines leading to the loss of a major source of income and remittances to the families of the ex-miners. Because of soil erosion and land degradation, some households are no longer able to depend on agriculture for their livelihoods. As a result of this coupled with persistent drought and the HIV/AIDS pandemic, the levels of poverty have increased in rural areas. Women are being empowered through adult education to ensure that they are able to engage in sustainable livelihoods. One of the adult education programmes that empower rural women to tackle poverty and hunger in most Basotho villages is the making of vegetable gardens called 'mantloane' in Sesotho. The term refers to the way children use stones to build play houses imitating the way adults do things. Rural women in Lesotho have been taught to use stones to build these vegetable farms as well as conserving water which is helping a lot of families with the vegetables they use in the house throughout most of the year. The author argues that this programme can be adapted in other rural communities in African countries to combat poverty and hunger. This investigation is a case study which employs the qualitative approach to do in-depth study of two rural communities; Mount Tabor and Ha 'Ngoe-in the Mafeteng district of Lesotho. Thirty women from the two villages were interviewed on the impact of this adult education project on their lives. Over 96% of the respondents indicated that the education programme which started about six years ago has helped their families to deal with the problems of hunger, malnutrition and poverty.
Author Rangarirai Alfred MusvotoSource: Latin American Report 27, pp 181 –194 (2011)More Less
The concepts of history and identity occupy central positions in current African literary representations and in theoretical debates that focus on their discussions. The purpose of this paper is to investigate the notion of history and identity in Zimbabwe. It is important to reimagine and rewrite Zimbabwean history in order to map out and construct new identities. In order to understand identity formations and re-formations, we need, first to explore the concepts of history and historicity in the Zimbabwe context. Therefore, the argument in this paper is that some theoretical perspectives on history and identity are polemical in nature and necessarily unstable because of mankind's constant desire to deconstruct narratives of previously received knowledge. The question that this paper raises in relationship to history and identity is to rethink the slippery terrain of translating experience and knowledge into telling or narrating the self and other.