Beyond literacy

Non-formal education programmes for adults in Mozambique

Bibliographic Data

ID11920353
AuthorsJosje Van Der Linden (0000-0001-5048-2640, University of Groningen, corresponding author), Alzira Manuel (0000-0002-9991-7358, Eduardo Mondlane University), Alzira Munguambe Manuel
Year2011
Volume41
Issue4
Pages467-480
Publication date2011-07-01
Open AccessNo
TypeARTICLE
VenueCompare A Journal of Comparative and International Education (JOURNAL)
Journal identifiersISSN: 0305-7925 • E-ISSN: 1469-3623
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057925.2011.581514
OpenAlexW2110240696
LanguageEN
Citations received6
References cited11

Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of education, the challenge of today still is to design appropriate adult basic education programmes including literacy, numeracy and life skills. Studies carried out in the framework of the research programme of the Adult Education Department of Eduardo Mondlane University in Mozambique reveal the dilemmas encountered in designing such programmes. By uncovering these dilemmas this article aims to display critical issues regarding the content and the implementation of literacy and non-formal education programmes for adults relevant to their context. As the Mozambican research programme was part of a cooperation with universities in South Africa and the Netherlands, the issues will be discussed against the background of this international cooperation

Adult literacy · Context (archaeology · Economic growth · Formal education · Functional illiteracy · Geography · Independence (probability theory · Literacy · Literacy Education · Medical education · Numeracy · Pedagogy · Political science · Sociology · Education Systems and Policy · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Medicine

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