Browsing by Author "Chale, Egino Michael Mgubani"

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    Towards effective teaching of adults by correspondence education methods in Tanzania
    (University of Dar es Salaam, 1975) Chale, Egino Michael Mgubani
    The central problem in this study is that of deriving teaching methods that will maximize desired consequences among correspondence students in Tanzania. Basically, this study first makes a descriptive reappraisal of teaching practices by the method of correspondence education in the case of post primary adults in Tanzania, and then suggests area for improvement in the light of national needs and goals and of the knowledge of the course consumers. Introducing and defining the problem for study Chapter I contends that correspondence education as a mass medium in the country has not as yet been fully and properly utilized to achieve its inherent purpose. This is discussed and explained within the context of previous studies already done at international levels. Since it is hypothesized that correspondence education is ineffectively provided in the country, Chapter II defends the contention within the philosophy and history of the educational system, Tanzania as the case in point. Provision of equal educational opportunities formal non-formal is one of the challenges an ex-colonial country committed to egalitarian ideal like Tanzania has got to face the chapter makes critical and analytical surveys of correspondence educational services of both government and non-government sponsored institutions. In this study, it is unequivocally contended, too, that since in correspondence education face-to-face tuition is not a normal feature, there is danger for institutions to place over emphasis on the production of mere subject oriented educational programmes. On concrete knowledge of Tanzanian correspondence students and their social, political, and cultural environmental predicaments, chapter V presents suggestions for improving correspondence education courses in Tanzania. The last chapter first ties up the assumptions it set off to prove, and secondly, recommends ways and means for improving services by the method of correspondence education in Tanzania. In recommendations it is stressed that production of correspondence courses should take into account intrinsic national qualities, ethos, and ideological aims and principles as embodied in Tanzania’s philosophy of Socialism and Self-Reliance. Areas for further research are also suggested.