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Bhola, H. S. – International Journal of Lifelong Education, 2005
Poverty reduction today, at least in rhetoric, is a global priority; the essential role of education in poverty reduction is universally assumed. However, the dialectic between the concurrent and contradictory processes of 'poverty reduction' and 'poverty induction' is not well understood, and the historically rooted and globally entrenched larger…
Descriptors: Ideology, Lifelong Learning, Adult Education, Poverty
Bhola, H. S. – 1994
An expanded vision of evaluation is offered that accommodates the use of both descriptive information and evaluative information, and which connects evaluation in the naturalistic paradigm with evaluation in the rationalistic paradigm for making informed decisions within programs of education and development. The model of "Information Development…
Descriptors: Cognitive Processes, Cooperation, Culture, Decision Making
Bhola, H. S. – 1994
This paper provides an overview of the role of education and training in the reconstruction and development of South Africa. It describes the history of education and the rationale for reconstruction and development programs. Issues and transitional reform initiatives pertaining to educational policies, general education, tertiary education, adult…
Descriptors: Access to Education, Curriculum Development, Educational Change, Educational Improvement
Bhola, H. S. – 1992
Development must offer people not only release from poverty but also social esteem and political freedom. While knowledge production has exploded, its distribution and use is still limited, especially in the Third World. Literacy is the most promising means of bringing information and technology to common people in developing nations. Each country…
Descriptors: Adult Literacy, Developing Nations, Economic Development, Epistemology
Bhola, H. S. – Psychology and Developing Societies, 1990
The correlations between literacy and development are universally recognized, though not always fully understood. Since the individual is the locus of all learning as well as the agent of all developmental actions, psychological approaches to the study of the relationship between literacy and development should be promising. The essential question…
Descriptors: Adult Basic Education, Developing Nations, Developmental Psychology, Economic Development
Bhola, H. S. – 1988
Like many other newly independent countries of the Third World, Botswana, at independence in 1966, sought strictly utilitarian uses of education to train manpower for modernization. By the mid-1970s, however, the country had assumed a more humane development ideology, promising economic equality, democracy, and social justice. The policy of…
Descriptors: Adult Literacy, African Culture, Cultural Context, Developing Nations
Bhola, H. S. – 1990
This paper addresses the logic and the structure of economic motivations for adult literacy promotion. It uses as an example the People's Republic of China to demonstrate how economic motivations can best serve the cause of adult literacy and suggests applying these concepts to India. The paper is organized in three parts. In the first part, the…
Descriptors: Adult Basic Education, Adult Literacy, Developing Nations, Economic Development
Bhola, H. S. – 1990
The argument underlying the ongoing paradigm shift from logical-positivism to constructionism is briefly outlined. A model of evaluation planning, implementation, and management (the P-I-M model) is then presented, which assumes a complementarity between the two paradigms. The P-I-M Model includes three components of educational evaluation: a…
Descriptors: Administration, Decision Making, Educational Assessment, Evaluation Methods
Bhola, H. S. – 1987
The National Literacy Campaign of Zimbabwe was launched in July, 1983. The objectives of the campaign were to enable adults (1) to understand information about themselves, their localities, and their country; and (2) to become effective leaders and productive members of their cooperatives, village committees, management committees, and other…
Descriptors: Adult Basic Education, Adult Literacy, Developing Nations, Literacy Education
Bhola, H. S. – 1988
The role of literacy in the revitalization of societies is particularly meaningful in the context of the Southern African Development Coordination Conference (SADCC), a group of nine countries (Angola, Botswana, Lesotho, Malawi, Mozambique, Swaziland, Tanzania, Zambia, and Zimbabwe) surrounding or surrounded by the Republic of South Africa (RSA).…
Descriptors: Cultural Influences, Cultural Interrelationships, Developing Nations, Foreign Countries
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Bhola, H. S. – Studies in Educational Evaluation, 1998
The Thousand Learner Unit Project, part of the national Adult Basic Education and Training Initiative in South Africa, was evaluated with input from policymakers and program personnel. While many problems were apparent with program implementation, it was considered a success for its accomplishments in the post-apartheid era and resultant political…
Descriptors: Adult Basic Education, Adult Education, Apartheid, Educational Policy
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Bhola, H. S. – Studies in Educational Evaluation, 1998
The National Literacy Program in Namibia (NLPN) was launched in 1992 with the objective of achieving 80% national literacy among adults. Several evaluations, including an evaluation of system policy and performance, have been conducted. The methodology of these evaluations and the philosophy behind them are discussed. (SLD)
Descriptors: Adult Basic Education, Evaluation Methods, Foreign Countries, Literacy Education