21世紀(jì)是發(fā)展與創(chuàng)新的世紀(jì),但是,發(fā)展和掃盲是兩個(gè)不可分割,互相關(guān)聯(lián)的事物,要發(fā)展必須要提高人民的識(shí)字率。一個(gè)國(guó)家在文盲人口很高的情況下談?wù)摪l(fā)展是很困難的,而中國(guó),與其他仍然落后的國(guó)家相比,很早就意識(shí)到了這一點(diǎn)。當(dāng)我試圖深入研究為什么包括喀麥隆在內(nèi)的那些非洲國(guó)家的成年人識(shí)字率依然低下時(shí),我發(fā)現(xiàn)識(shí)字本身并不是真正的問(wèn)題,而是掃盲教育政策的制訂。本研究聚焦于喀麥隆掃盲教育政策的發(fā)展和現(xiàn)狀、現(xiàn)存問(wèn)題和面臨的挑戰(zhàn),描述和探討了喀麥隆中部地區(qū)（Mfoundi地區(qū)）的成人掃盲教育政策,并根據(jù)中國(guó)的掃盲經(jīng)驗(yàn)提出了一些解決方案。具體地說(shuō),本文描述喀麥隆掃盲教育政策的發(fā)展和現(xiàn)狀,以及喀麥隆掃盲教育政策的主要改革,調(diào)查了喀麥隆掃盲教育政策的實(shí)施情況,分析喀麥隆掃盲存在的問(wèn)題,最后考察了中國(guó)掃盲教育的經(jīng)驗(yàn),并提出供決策者參考的相關(guān)建議,以改善喀麥隆的成人掃盲教育。為了能深入問(wèn)題,本研究采用了定性和定量研究相結(jié)合的混合方法,把問(wèn)題分為六個(gè)子問(wèn)題進(jìn)行研究。自1960年獨(dú)立以來(lái),喀麥隆在成人掃盲政策方面迄今有三項(xiàng)主要改革。第一次是1962年的改革,它是一次全國(guó)性掃盲運(yùn)動(dòng),也被稱(chēng)為“樹(shù)下的學(xué)校”,從1962年持續(xù)至... 

【文章來(lái)源】：浙江師范大學(xué)浙江省

【文章頁(yè)數(shù)】：291 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
摘要
ABSTRACT
Acronyms
Chapter1 Introduction
    Background of the study
    Statement of the problem
    Purpose of the study
    Research Questions
    Significance of the Study
    Research scope and Delimitation
    Research limitations
    The state of the problem
    Literature review
    Theoretical framework
Chapter2:Research Methodology
    Introduction
    2.1 Approach of the research
    2.2 Data collection techniques
        2.2.1 Presentation of the Site
        2.2.2 Documentary research
        2.2.3 Direct observation
        2.2.4 Indirect observation
    2.3 Data Analysis
    2.4 Period of survey
    2.5 Difficulties encountered
    2.6 Limits of the study
    2.7 Presentation plan of the thesis content
Chapter3:Reforms and their impacts in history of literacy education policy inCameroon
    3.1 Historical context of education in Cameroon
    3.2 Historical development and the content of adult’s literacy policy in Cameroon
        3.2.1 Historical development of adult’s literacy policy in Cameroon
        3.2.2 Content of the adult’s literacy policy document
    3.3 presentation of the current situation of adults’education and literacypolicy in Cameroon
    Conclusion
Chapter4:Literacy practice in adult literacy centers in Cameroon
    4.1 People involved
    4.2 The main disciplines offered by the adult literacy program in Cameroon
    4.3 Duration of training and teaching time in literacy centers in Cameroon
    4.4 Teaching site
    4.5 Teachers
    4.6 Funding
    4.7 Text books
    4.8 Relations between officials,literacy educators and learners
        4.8.1 Relations between officials and literacy educators
        4.8.2 Relations between officials and learners
    4.9 How monitors sensitize adults to attend literacy classes
    Conclusion
Chapter5:Efficiency and Challenge of Adult Literacy policy in Cameroon
    Introduction
    5.1 Efficiency of Adult Literacy Education in Cameroon
        5.1.1 Efficiency at the institutional level
        5.1.2 Efficiency at the local(literacy centers)level
    5.2 Challenge of Adult Literacy policy in Cameroon
        5.2.1 Challenge of Adult Literacy policy at the institutional level
        5.2.2 Challenge of Adult Literacy policy at the literacy centers
Chapter6:Successful experience of Adult Literacy Education policy in China
    Introduction
    6.1 Key directions of literacy education policy in China
        6.1.1 The Policy of Language Simplification to Increase Literacy
        6.1.2 The policy known as"rapid literacy method"or literacy for workers
        6.1.3 Instauration of the9 Years Compulsory Education
        6.1.4 Instauration of special curricula and various text books for literacyeducation as well as diploma or certificate at the end of literacy program
        6.1.5 Orientation of rural literacy in accordance with the needs of agriculturalproduction and that of farmers
        6.1.6 Selection of literacy educators
        6.1.7 The Policy of"one:block,two:sweeps and three:improvements"
    6.2 The motive factors and Enlightenment of the development of literacyeducation policy China
        6.2.1 Political power
        6.2.2 Economic power
        6.2.3 Enlightenment
    6.3 Resilience of the Chinese Government toward some literacy difficulties
        6.3.1 During the period of distortion of the New China Literacy EducationPolicy(1966-1976)
        6.3.2 During the restoration and reconstruction of New China's LiteracyEducation Policy(1977-90s)
        6.3.3 During the adjustment and renewal of literacy education policy in NewChina(since year2000)
    6.4 The achievement and experience of literacy education in China
    Conclusion
Chapter7:Recommendations based on Chinese experience for a more effective fightagainst adult illiteracy in Cameroon
    7.1 Summary of findings
    7.2 Recommendations
        7.2.1 Reduce barriers and increase participation
        7.2.2 Increase the number and range of effective learning opportunities forAdult literacy
        7.2.3 To ensure the quality and effectiveness of literacy programs for Adults
        7.2.4 Strengthen Partnerships to develop a solid and effective Adult literacySystem
        7.2.5 Strengthen Government actions and intensify law enforcement toensure that literacy is a"top priority"in the education system
        7.2.6 Strengthening Scientific Research on literacy Education
        7.2.7 Combination of knowledge and Technology
        7.2.8 Strengthening the Law of Compulsory Primary Education in Cameroon
        7.2.9 Establishment of Multiples Measures for Political Stability
        7.2.10 Adopt the Experimental Literacy Program(2017)
Bibliography
Appendix
Acknowledgement



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