Adult Education Analysis

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In this assignment I am planning on defining the following terms colonialism, neo-colonialism, indigenous education, imperialism, and history. Stating the vision and mission of the Namibian institute of mining and technology, and outlining how the institution incorporates the dynamic and characteristic of adult education .Using a timeline to explaining the historical development of adult education in the field of adult education interpreting the western influence on adult education in Africa.
Colonialism is a process of separation, control and domination by a powerful country over a less powerful one, often resulting in the imposition of structure of control and domination. Colonialism influences economic, social, political and cultural sector,
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Whereas neo-colonialism is just a term used to cover up for colonialism, as they all have the same aims to export the social conflicts of the capitalist countries. In Africa many countries are politically independent, but economically depended on European and western countries, through which foreign capital is used for exploitation rather than development of less developed parts and foreign investments increases rather than decreases, the gap between the rich and the poor countries of the world. On the other hand neo-colonialism may be beneficial to less developed African parts, as they lack a lot of basic needs and their education systems are very unsuccessful which results in the lack of expertise to develop an industrialized…show more content…
Adult education originated in Africa whereby it was practiced through indigenous education, before there introduction of alpha and beta to people in Northern Africa Egypt. In the 18th century Africans started improving their farming techniques, whereas they where facilitated by the missionaries on agricultural extensions. Adult education in Africa starting moving in different direction moving away from traditional education to becoming commercial education institutions such as colleges, academies and institutes, which are responding to market demands for learning opportunities, especially in work-related fields. On the same point the organization of civil society developed providing there owns educational programmes, as well as a context in which adults acquire experiences through their active participation in such programmes. In many countries the trade union movements became an important source of adult learning, increasingly making the private sector the major provider of learning opportunities for adults. Furthermore with the expanding of adult education in Africa, globalization influenced the job requirements as institutions needed skilled, knowledgeable and flexible individuals. However adult education was seen as the only programme to reduce this gap, through helping companies expanding their training and development for employees as they respond to the challenges

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