By Budd L. Hall
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Extra info for Adult Learning: a Design for Action. A Comprehensive International Survey
A nation can 53 54 B. M. Cissé progress successfully only through internal development and reliance on its own human resources. In such a way, all classes are involved and first experience development on a personal level. The nation must encourage and motivate each individual to enable him to freely and willingly take part in the development of his country. To fulfil this prerequisite takes time and requires plans, programmes and projects which should not be imposed. On the contrary, they should be derived from a concerted effort on the part of everyone, and should aim for the true involvement of the people at all stages from design to implementation.
But none of these branches can be self-contained; their work must be coordinated and linked. The work of the agricultural specialist must be linked with that of the nutritionist and that of the 32 J. K. Nyerere people who train villagers to be more effective in selling or buying; and he may himself find the need to call u p o n — o r lead the villagers towards — the person who can teach literacy. Adult education in fact must be like a spider's web, the different strands of which knit together, each strengthening the other, and each connected to the others to make a coherent whole.
But our practice, and our practitioners, are — to put it m i l d l y — n o t above criticism! But of course, even if a top priority is given to adult education, there are priorities within that priority still to be determined. Resources are always limited. In poor and backward countries they are laughably small in relation to the need. So choices have to be made between such things as generalized education, different kinds of specialized mass education, the radio, mass circulation of subsidized literature, residential education, the training of the educators and an increase in teachers un- 36 J.
Adult Learning: a Design for Action. A Comprehensive International Survey by Budd L. Hall