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Abstract
Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of education, the challenge of today still is to design appropriate adult basic education programmes including literacy, numeracy and life skills. Studies carried out in the framework of the research programme of the Adult Education Department of Eduardo Mondlane University in Mozambique reveal the dilemmas encountered in designing such programmes. By uncovering these dilemmas this article aims to display critical issues regarding the content and the implementation of literacy and non-formal education programmes for adults relevant to their context. As the Mozambican research programme was part of a cooperation with universities in South Africa and the Netherlands, the issues will be discussed against the background of this international cooperation.
Acknowledgements
The authors wish to acknowledge the late Professor Max van der Kamp, the founding father and inspiration of the cooperation between the three adult education departments, Dr Agneta Lind, who supervised the two research studies, dra. Rosalina Rungo, who contributed first as a student-researcher and later as the director of the adult education training centre in Maputo and last, but not least, Dr Jacques Zeelen, who was a visiting professor in Mozambique and is now an esteemed colleague and PhD supervisor in Groningen.
