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.

Language dynamics and structured community setup communication requires a close examination of how agreement and directionality of possessives are construed in main stream pragmatics. This paper investigates the types and distribution of possession markers in Metaꞌ, - a Grass-fields Bantu language of the Momo subgroup community in the North-West Region of Cameroon. It examines the nature of the Metaꞌ possessives or possession markers in general, with particular attention on its possessive determiners as portraying some complexity in structure and distribution. This situation leads us to question whether possessives in Metaꞌ are pre-modifiers or post modifiers to nouns and to further examine what accounts for the different positions occupied by possession markers in this language. The study further argues that the post-nominal position of possessive determiners is as a result of focus on the head noun and asserts that, the co-occurrence of two possessive determiners in Meta’ is as a result of emphases or the fact that they do not modify the same noun.