Volume 39, Issue 3, May 2023, Pages 1248–1252
Tangyie Evani1, Fokwa Ruth2, Teufack Carelle3, and Ngala Nadege4
1 Department of General Studies, Institute of Technology, Bandjoun, University of Dschang, Cameroon
2 Department of African studies and Globalization, University of Dschang, Cameroon
3 Department of African studies and Globalization, University of Dschang, Cameroon
4 Department of African studies and Globalization, University of Dschang, Cameroon
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Approaches in achieving and implementing a shared vision for adult education concepts applicable to Sub Saharan African contexts are almost nonexistent when it concerns strategies conceived within the global context. This situation has limited the understanding of complex efforts on building sustainable development oriented educational mechanisms that lead to more effective and adequate context-based results in African states south of the Sahara. This study emphasizes on the point that, in an era of increasing globalization, a comprehensive inclusive global economic society would have significant potentials to contribute to achieving universal collective development goals, if inadequacies in developing nations’ organizational and technological knowhow are adjusted to create avenues for participating in decision making processes. This will ensure that meaningful and context bound economic values are sustained within the global economy context that integrates cultural diversity in adult education and development strategies. By applying a cross cultural development analysis frame, the paper is contributing to a better understanding of the fundamental changes in the nature and goals of Sub-Saharan transformative learning model which seeks to reduce a dominant conceptual paradigm that annihilates African cultural values and principles as fundamental parameters on which Adult Education and community development principles should be conceived and executed. This study thus explores the sub-Saharan African context of adult education, its basis as an oral community, analyzes paradigms that unravel its sociocultural specificities, and assert the need for an African context oriented adult education scheme that underpins the socio-cultural dimension of transformative learning as basics for an integrated participatory meaningful Adult Education program for African states south of the Sahara.
Author Keywords: sociocultural, educational mechanism, inadequacies, meaningful, paradigms.
Tangyie Evani1, Fokwa Ruth2, Teufack Carelle3, and Ngala Nadege4
1 Department of General Studies, Institute of Technology, Bandjoun, University of Dschang, Cameroon
2 Department of African studies and Globalization, University of Dschang, Cameroon
3 Department of African studies and Globalization, University of Dschang, Cameroon
4 Department of African studies and Globalization, University of Dschang, Cameroon
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Approaches in achieving and implementing a shared vision for adult education concepts applicable to Sub Saharan African contexts are almost nonexistent when it concerns strategies conceived within the global context. This situation has limited the understanding of complex efforts on building sustainable development oriented educational mechanisms that lead to more effective and adequate context-based results in African states south of the Sahara. This study emphasizes on the point that, in an era of increasing globalization, a comprehensive inclusive global economic society would have significant potentials to contribute to achieving universal collective development goals, if inadequacies in developing nations’ organizational and technological knowhow are adjusted to create avenues for participating in decision making processes. This will ensure that meaningful and context bound economic values are sustained within the global economy context that integrates cultural diversity in adult education and development strategies. By applying a cross cultural development analysis frame, the paper is contributing to a better understanding of the fundamental changes in the nature and goals of Sub-Saharan transformative learning model which seeks to reduce a dominant conceptual paradigm that annihilates African cultural values and principles as fundamental parameters on which Adult Education and community development principles should be conceived and executed. This study thus explores the sub-Saharan African context of adult education, its basis as an oral community, analyzes paradigms that unravel its sociocultural specificities, and assert the need for an African context oriented adult education scheme that underpins the socio-cultural dimension of transformative learning as basics for an integrated participatory meaningful Adult Education program for African states south of the Sahara.
Author Keywords: sociocultural, educational mechanism, inadequacies, meaningful, paradigms.
How to Cite this Article
Tangyie Evani, Fokwa Ruth, Teufack Carelle, and Ngala Nadege, “Capturing the intangible in cross cultural learning: Retracting Intercultural Adult Education in Sub-Saharan Africa,” International Journal of Innovation and Applied Studies, vol. 39, no. 3, pp. 1248–1252, May 2023.
