Adult Education for Women Empowerment
Running head: ADULT EDUCATION FOR WOMEN EMPOWERMENT IN SOUTH AFRICA
Empowering Women in South Africa to Serve as Catalysts Using Adult Education in Reducing Transmission of the Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome
Patricia D. Bailey
Capella University
Abstract
There is a high rate of illiteracy in South Africa with over 4.5 million adults that has never attended school and approximately 5 million who are functionally illiterate. (Aitchison, 2004). Studies have found that disparities based on ethnicity, sex and status is a direct link to illiteracy in South Africa. Adult education is a means to an end. It is one of the means of contributing to reduction of the Immunodeficiency Virus and Acquired Immunodeficiency Syndrome (HIV/AIDs) in South Africa. This paper will discuss how adult education can help empowerment women in southern African countries in reducing transmission of HIV/AIDs. The countries that will be discussed are Botswana and Lesotho.
Empowering Women in South Africa to Serve as Catalysts Using Adult Education in Reducing the Transmission of the Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome
Description of the Setting Traditionally, African education has passed from generation to generation by word of mouth and cultural rituals. This form of education has been used as the basis for sustainable development in agriculture, food preparation and as a way of acquiring lifelong learning (Omolewa, 2007). In the context of South Africa, there are a variety of definitions for literacy. The term may be defined in relation to its economic, psychological and social transformation of individuals involved. Botswana and Lesotho has recognized the importance of adult education in enabling the population to acquire social, practical, civic and political skills. Basic literacy in these countries has been defined as the ability to read and write and carry out simple human thinking and
Empowering Women in South Africa to Serve as Catalysts Using Adult Education in Reducing Transmission of the Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome
Patricia D. Bailey
Capella University
Abstract
There is a high rate of illiteracy in South Africa with over 4.5 million adults that has never attended school and approximately 5 million who are functionally illiterate. (Aitchison, 2004). Studies have found that disparities based on ethnicity, sex and status is a direct link to illiteracy in South Africa. Adult education is a means to an end. It is one of the means of contributing to reduction of the Immunodeficiency Virus and Acquired Immunodeficiency Syndrome (HIV/AIDs) in South Africa. This paper will discuss how adult education can help empowerment women in southern African countries in reducing transmission of HIV/AIDs. The countries that will be discussed are Botswana and Lesotho.
Empowering Women in South Africa to Serve as Catalysts Using Adult Education in Reducing the Transmission of the Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome
Description of the Setting Traditionally, African education has passed from generation to generation by word of mouth and cultural rituals. This form of education has been used as the basis for sustainable development in agriculture, food preparation and as a way of acquiring lifelong learning (Omolewa, 2007). In the context of South Africa, there are a variety of definitions for literacy. The term may be defined in relation to its economic, psychological and social transformation of individuals involved. Botswana and Lesotho has recognized the importance of adult education in enabling the population to acquire social, practical, civic and political skills. Basic literacy in these countries has been defined as the ability to read and write and carry out simple human thinking and
References: Aitchison, J. (2004). Lifelong learning in South Africa: Dreams and delusions. International Journal of Lifelong Education, 23(6), 517-544. Aitchison, J. J. (1999). Literacy and ABE and training in South Africa: A quick survey. Adult Education and Development, 53, 99-120. Lephoto, H. (1995). Educating Women for Empowerment in Lesotho. Convergence, 28(3), 5-13. Retrieved from ERIC database. Makwinja-Morara, V. (2009). Female Dropouts in Botswana Junior Secondary Schools. Educational Studies: Journal of the American Educational Studies Association, 45(5), 440-462. Retrieved from ERIC database. Maruatona, T. (2004). Adult Literacy Education in Botswana: Planning between Reproduction and Resistance. Studies in the Education of Adults, 36(2), 235-251. Retrieved from ERIC database. Maruatona, T. (2006). Lifelong learning for facilitating democratic participation in Africa. International Journal of Lifelong Education, 25(6), 547-560. Merriam, S. B., Courtenay, B. C., & Cervero, R. M. (2006). Global issues and adult education. San Francisco: Jossey-Bass. Muiru, J., & Mukuria, G. (2005). Barriers to participation in adult literacy programs in Africa. Adult Basic Education, 15(2), (Omolewa M 2008 Adult literacy in AFRICA: the push and pull factors)Omolewa, M (Omolewa M et al 2007 Traditional African modes of education: Their relevance in the modern world)Omolewa, M., (2007). Traditional African modes of education: Their relevance in the modern world. International Review of Education, 53, 593–612. Riemer, F. (2008). Becoming Literate, Being Human: Adult Literacy and Moral Reconstruction in Botswana. Anthropology & Education Quarterly, 39(4), 444-464. Stanage, S. M. (1986). "Unrestraining" liberty: Adult education and the empowerment of persons. Adult Education Quarterly, 36(3), 123-129. UNAIDS, 2004 Report on the Global AIDS Epidemic, July 2004.