Adult education for an independent Namibia

Abstract

Introduction provided by author:

An Independent Namibia will need not only a new formal education system, but also non-formal education for adults. Therefore, the second chapter presents a theoretical and empirical review of Freirian methodology. It also suggests that Freire's central concept of conscientisation is particularly relevant in the context of a newly Independent country. This is followed in the third chapter by an analysis of literacy and other non-formal education initiatives by SWAPO in its settlements in Zambia and Angola. The possibility of developing these initiatives into national programmes in a period of national reconstruction is discussed

The final chapter gives a very brief summary of the argument presented in this dissertation and some concluding remarks, with an emphasis on Freire's own view, that; "experiments cannot be transplanted, they must be reinvented or recreated". (Freire 1978 p. 9)

The research which constitutes this dissertation, is based on a literature review, discussions with people involved in educational programmes in SWAPO settlements, informal contacts with Namibians studying in Britain and the author's own experience as a Namibian

The structure of the dissertation is as follows: In chapter one, a brief historical review of Namibia in general and the nature of formal education in particular is given. Further, the processes and structures are analyzed which maintain a high level of illiteracy in Namibia. These include the policy of separate education systems for whites, blacks and coloured populations (with unfair distribution of resources being allocated to the black sector which constitutes over 80 percent of total population) poor quality of black teacher training, the militarisation of Namibia and integration of schools into the internal security system