MOJA

These guidelines have been produced for Reflect practitioners who have already undertaken a Reflect Training of Trainers (TOT) and who are preparing to train community level facilitators through a 10-12 day Reflect Training of Facilitators (TOF) course. They have been developed to reflect the structure of a Reflect learning unit. That is, there are suggested overall aims for the TOF course provided, and then there are aims for each day of the course together with activities, suggestions for facilitating the activities, suggested time required for each activity, and notes on materials/preparation.

This is the fourth booklet in the series on Adult Learning & Education - Systems Building (ALESBA). The toolkit consists of a series of booklets that takes the user through the approach based on the different phases of implementation. This booklet introduces an overview of the alternatives analysis and design process before practical steps and tools are presented to facilitate the process.

The following booklets are available in the toolkit and series:

Introduction to the approach and toolkit
Phase One – Consensus Building
Phase Two – Assessment and Diagnosis
Phase Three – Alternatives Analysis and Design

Phase Four – Implement and Test

Phase Five – Review, Adjust and Up-scale

This is the third booklet in the series on Adult Learning & Education - Systems Building (ALESBA). The toolkit consists of a series of booklets that takes the user through the approach based on the different phases of implementation. The third booklet in the series focuses on assessing the current status of an Adult Learning & Education system.

The following booklets are available in the toolkit and series:

• Introduction to the approach and toolkit
• Phase One – Consensus Building
• Phase Two – Assessment and Diagnosis
• Phase Three – Alternatives Analysis and Design

• Phase Four – Implement and Test

• Phase Five – Review, Adjust and Up-scale

This is the second booklet in the series on Adult Learning & Education - Systems Building (ALESBA). The toolkit consists of a series of booklets that takes the user through the approach based on the different phases of implementation. The second booklet covers the role of consensus building. Consensus building is the first phase in the system building approach.

The following booklets are available in the toolkit and series:

• Introduction to the approach and toolkit
• Phase One – Consensus Building
• Phase Two – Assessment and Diagnosis
• Phase Three – Alternatives Analysis and Design

• Phase Four – Implement and Test

• Phase Five – Review, Adjust and Up-scale

Series on Adult Learning & Education - Systems Building (ALESBA). The toolkit consists of a series of booklets that takes the user through the approach based on the different phases of implementation. The following booklets are available in the toolkit:

• Introduction to the approach and toolkit
• Phase One – Consensus Building
• Phase Two – Assessment and Diagnosis
• Phase Three – Alternatives Analysis and Design

• Phase Four – Implement and Test

• Phase Five – Review, Adjust and Up-scale

Le présent manuel de procédure et de gestion est un document destiné aux principales parties prenantes et acteurs concernés par l’éducation et la formation non formelles des jeunes et des adultes au niveau communautaire et communal.

During the 1990s it became clear that adult learning must be an important part of all strategies for development. In a series of world conferences between 1990 and 1996, various agencies of the United Nations addressed the issues of education for all, the environment, human rights, population, social development, the status of women, human settlements and food security.

Les ouvrages de la collection APAL francophone touchent des thèmes importants dans le domaine de la formation des formateurs d’adultes, thèmes retenus dans le cadre d’un référentiel de formation adopté lors d’un atelier sous régional regroupant les universités francophones d’Afrique subsaharienne, en juillet 2007 à Accra. Ce référentiel s’inscrit dans une perspective africaine de l’éducation des adultes, qui vise à contextualiser les théories développées ici et ailleurs en la matière.