Research on Adults Literacy Policy in the Central Region of
发布时间：2021-06-02 22:55
21世纪是发展与创新的世纪,但是,发展和扫盲是两个不可分割,互相关联的事物,要发展必须要提高人民的识字率。一个国家在文盲人口很高的情况下谈论发展是很困难的,而中国,与其他仍然落后的国家相比,很早就意识到了这一点。当我试图深入研究为什么包括喀麦隆在内的那些非洲国家的成年人识字率依然低下时,我发现识字本身并不是真正的问题,而是扫盲教育政策的制订。本研究聚焦于喀麦隆扫盲教育政策的发展和现状、现存问题和面临的挑战,描述和探讨了喀麦隆中部地区（Mfoundi地区）的成人扫盲教育政策,并根据中国的扫盲经验提出了一些解决方案。具体地说,本文描述喀麦隆扫盲教育政策的发展和现状,以及喀麦隆扫盲教育政策的主要改革,调查了喀麦隆扫盲教育政策的实施情况,分析喀麦隆扫盲存在的问题,最后考察了中国扫盲教育的经验,并提出供决策者参考的相关建议,以改善喀麦隆的成人扫盲教育。为了能深入问题,本研究采用了定性和定量研究相结合的混合方法,把问题分为六个子问题进行研究。自1960年独立以来,喀麦隆在成人扫盲政策方面迄今有三项主要改革。第一次是1962年的改革,它是一次全国性扫盲运动,也被称为“树下的学校”,从1962年持续至...
【文章来源】：浙江师范大学浙江省
【文章页数】：291 页
【学位级别】：博士
【文章目录】：
摘要
ABSTRACT
Acronyms
Chapter1 Introduction
Background of the study
Statement of the problem
Purpose of the study
Research Questions
Significance of the Study
Research scope and Delimitation
Research limitations
The state of the problem
Literature review
Theoretical framework
Chapter2:Research Methodology
Introduction
2.1 Approach of the research
2.2 Data collection techniques
2.2.1 Presentation of the Site
2.2.2 Documentary research
2.2.3 Direct observation
2.2.4 Indirect observation
2.3 Data Analysis
2.4 Period of survey
2.5 Difficulties encountered
2.6 Limits of the study
2.7 Presentation plan of the thesis content
Chapter3:Reforms and their impacts in history of literacy education policy inCameroon
3.1 Historical context of education in Cameroon
3.2 Historical development and the content of adult’s literacy policy in Cameroon
3.2.1 Historical development of adult’s literacy policy in Cameroon
3.2.2 Content of the adult’s literacy policy document
3.3 presentation of the current situation of adults’education and literacypolicy in Cameroon
Conclusion
Chapter4:Literacy practice in adult literacy centers in Cameroon
4.1 People involved
4.2 The main disciplines offered by the adult literacy program in Cameroon
4.3 Duration of training and teaching time in literacy centers in Cameroon
4.4 Teaching site
4.5 Teachers
4.6 Funding
4.7 Text books
4.8 Relations between officials,literacy educators and learners
4.8.1 Relations between officials and literacy educators
4.8.2 Relations between officials and learners
4.9 How monitors sensitize adults to attend literacy classes
Conclusion
Chapter5:Efficiency and Challenge of Adult Literacy policy in Cameroon
Introduction
5.1 Efficiency of Adult Literacy Education in Cameroon
5.1.1 Efficiency at the institutional level
5.1.2 Efficiency at the local(literacy centers)level
5.2 Challenge of Adult Literacy policy in Cameroon
5.2.1 Challenge of Adult Literacy policy at the institutional level
5.2.2 Challenge of Adult Literacy policy at the literacy centers
Chapter6:Successful experience of Adult Literacy Education policy in China
Introduction
6.1 Key directions of literacy education policy in China
6.1.1 The Policy of Language Simplification to Increase Literacy
6.1.2 The policy known as"rapid literacy method"or literacy for workers
6.1.3 Instauration of the9 Years Compulsory Education
6.1.4 Instauration of special curricula and various text books for literacyeducation as well as diploma or certificate at the end of literacy program
6.1.5 Orientation of rural literacy in accordance with the needs of agriculturalproduction and that of farmers
6.1.6 Selection of literacy educators
6.1.7 The Policy of"one:block,two:sweeps and three:improvements"
6.2 The motive factors and Enlightenment of the development of literacyeducation policy China
6.2.1 Political power
6.2.2 Economic power
6.2.3 Enlightenment
6.3 Resilience of the Chinese Government toward some literacy difficulties
6.3.1 During the period of distortion of the New China Literacy EducationPolicy(1966-1976)
6.3.2 During the restoration and reconstruction of New China's LiteracyEducation Policy(1977-90s)
6.3.3 During the adjustment and renewal of literacy education policy in NewChina(since year2000)
6.4 The achievement and experience of literacy education in China
Conclusion
Chapter7:Recommendations based on Chinese experience for a more effective fightagainst adult illiteracy in Cameroon
7.1 Summary of findings
7.2 Recommendations
7.2.1 Reduce barriers and increase participation
7.2.2 Increase the number and range of effective learning opportunities forAdult literacy
7.2.3 To ensure the quality and effectiveness of literacy programs for Adults
7.2.4 Strengthen Partnerships to develop a solid and effective Adult literacySystem
7.2.5 Strengthen Government actions and intensify law enforcement toensure that literacy is a"top priority"in the education system
7.2.6 Strengthening Scientific Research on literacy Education
7.2.7 Combination of knowledge and Technology
7.2.8 Strengthening the Law of Compulsory Primary Education in Cameroon
7.2.9 Establishment of Multiples Measures for Political Stability
7.2.10 Adopt the Experimental Literacy Program(2017)
Bibliography
Appendix
Acknowledgement
本文编号：3210905
【文章来源】：浙江师范大学浙江省
【文章页数】：291 页
【学位级别】：博士
【文章目录】：
摘要
ABSTRACT
Acronyms
Chapter1 Introduction
Background of the study
Statement of the problem
Purpose of the study
Research Questions
Significance of the Study
Research scope and Delimitation
Research limitations
The state of the problem
Literature review
Theoretical framework
Chapter2:Research Methodology
Introduction
2.1 Approach of the research
2.2 Data collection techniques
2.2.1 Presentation of the Site
2.2.2 Documentary research
2.2.3 Direct observation
2.2.4 Indirect observation
2.3 Data Analysis
2.4 Period of survey
2.5 Difficulties encountered
2.6 Limits of the study
2.7 Presentation plan of the thesis content
Chapter3:Reforms and their impacts in history of literacy education policy inCameroon
3.1 Historical context of education in Cameroon
3.2 Historical development and the content of adult’s literacy policy in Cameroon
3.2.1 Historical development of adult’s literacy policy in Cameroon
3.2.2 Content of the adult’s literacy policy document
3.3 presentation of the current situation of adults’education and literacypolicy in Cameroon
Conclusion
Chapter4:Literacy practice in adult literacy centers in Cameroon
4.1 People involved
4.2 The main disciplines offered by the adult literacy program in Cameroon
4.3 Duration of training and teaching time in literacy centers in Cameroon
4.4 Teaching site
4.5 Teachers
4.6 Funding
4.7 Text books
4.8 Relations between officials,literacy educators and learners
4.8.1 Relations between officials and literacy educators
4.8.2 Relations between officials and learners
4.9 How monitors sensitize adults to attend literacy classes
Conclusion
Chapter5:Efficiency and Challenge of Adult Literacy policy in Cameroon
Introduction
5.1 Efficiency of Adult Literacy Education in Cameroon
5.1.1 Efficiency at the institutional level
5.1.2 Efficiency at the local(literacy centers)level
5.2 Challenge of Adult Literacy policy in Cameroon
5.2.1 Challenge of Adult Literacy policy at the institutional level
5.2.2 Challenge of Adult Literacy policy at the literacy centers
Chapter6:Successful experience of Adult Literacy Education policy in China
Introduction
6.1 Key directions of literacy education policy in China
6.1.1 The Policy of Language Simplification to Increase Literacy
6.1.2 The policy known as"rapid literacy method"or literacy for workers
6.1.3 Instauration of the9 Years Compulsory Education
6.1.4 Instauration of special curricula and various text books for literacyeducation as well as diploma or certificate at the end of literacy program
6.1.5 Orientation of rural literacy in accordance with the needs of agriculturalproduction and that of farmers
6.1.6 Selection of literacy educators
6.1.7 The Policy of"one:block,two:sweeps and three:improvements"
6.2 The motive factors and Enlightenment of the development of literacyeducation policy China
6.2.1 Political power
6.2.2 Economic power
6.2.3 Enlightenment
6.3 Resilience of the Chinese Government toward some literacy difficulties
6.3.1 During the period of distortion of the New China Literacy EducationPolicy(1966-1976)
6.3.2 During the restoration and reconstruction of New China's LiteracyEducation Policy(1977-90s)
6.3.3 During the adjustment and renewal of literacy education policy in NewChina(since year2000)
6.4 The achievement and experience of literacy education in China
Conclusion
Chapter7:Recommendations based on Chinese experience for a more effective fightagainst adult illiteracy in Cameroon
7.1 Summary of findings
7.2 Recommendations
7.2.1 Reduce barriers and increase participation
7.2.2 Increase the number and range of effective learning opportunities forAdult literacy
7.2.3 To ensure the quality and effectiveness of literacy programs for Adults
7.2.4 Strengthen Partnerships to develop a solid and effective Adult literacySystem
7.2.5 Strengthen Government actions and intensify law enforcement toensure that literacy is a"top priority"in the education system
7.2.6 Strengthening Scientific Research on literacy Education
7.2.7 Combination of knowledge and Technology
7.2.8 Strengthening the Law of Compulsory Primary Education in Cameroon
7.2.9 Establishment of Multiples Measures for Political Stability
7.2.10 Adopt the Experimental Literacy Program(2017)
Bibliography
Appendix
Acknowledgement
本文编号：3210905
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