Adult Education

In this assignment I am planning on defining the following terms colonialism, neo-colonialism, indigenous education, imperialism, and history. Stating the vision and mission of the Namibian institute of mining and technology, and outlining how the institution incorporates the dynamic and characteristic of adult education .Using a timeline to explaining the historical development of adult education in the field of adult education interpreting the western influence on adult education in Africa.

Colonialism is a process of separation, control and domination by a powerful country over a less powerful one, often resulting in the imposition of structure of control and domination. Colonialism influences economic, social, political and cultural sector,

Thereby it is gradual and progressive in its achievement and in conformity with successive stages of the physical, emotional and mental development of the leaners. Indigenous education on the other hand is passed on from adult to children, which is supposed to be spread on to everyone in society at a certain stage of life. Further more indigenous education systems are very useful areas of understanding contemporary education issues, especially in the field of adult

Mean while the missionaries were important in the 19th century in Namibia as they fulfilled a number of different roles, where as they engaged in adult education programmes by training and facilitating in order to help adults to learn on how to read and write. Where as in 1890 with the introduction of the missionaries in the south marked the introduction of adult education in South West Africa. Meanwhile the missionaries introduced agriculture to the communities in which they lived, by organizing projects and programmes using organized instructional processes. After more than 40 years of education for Apartheid, the development of empowering adult education with previously disadvantage population groups became one of the major challenges for democratically elected government in Namibia. However despite the strike implementation of the Bantu Education System by the white government, some groups of people could still organize alternative education projects aiming at participants gaining more control over their own lives. According to the National Literacy Programme in Namibia, the programme was officially launched in September 1992, two years after Namibia gained independence. Whereby the programme was built on a long tradition of literacy and adult education campaign