L’ÉDUCATION NON FORMELLE AU BURKINA FASO - Burkina Faso
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10 points pour tout comprendre et bien agir.
L’APENF – Burkina a le plaisir de vous offrir ce livret en espérant ainsi vous donner une idée précise de ce qu’est l’éducation non formelle.
L’association pour la promotion de l’éducation non formelle au Burkina (APENF – Burkina) est une association à but non lucratif, laïque, et apolitique. L’APENF est un maillon du Groupe de Travail de l’Education Non Formelle de l’ADEA.
Résumé du rapport de l’étude des modèles de financements de l’AENF en Afrique de l’Ouest
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La présente étude, réalisée par Pamoja Education sous le financement de DVV International, vise à dresser tous les modèles de financement de l’Alphabétisation et de l’Education Non Formelle (AENF) en Afrique de l’Ouest.
National Adult Literacy and Mass Education Rolling Strategy 2020/2021-2024/25 - Tanzania
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Tanzania National Adult Literacy and Mass Education Rolling Strategy 2020/2021-2024/25 (NALMERS) The Strategy aims to address various social challenges through comprehensive and inclusive literacy programmes.
Entrepreneurial empowerment through skills training: impact on business skills and income-generating activities in Namibia - Namibia
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This article explains how beneficiaries of income-generating activities were empowered by taking part in skills development training in the Ohangwena region of Namibia.
DVV International Strategic Fields of Action - Global
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DVV International is the only professional organisation in the world that focuses on the field of Adult Learning and Education (ALE), collaborating on development and international cooperation. DVV International achieves its goals through interventions in three spheres of activity. Read on to find out more and to download the publication.
PIMA Bulletin No. 50 - Global
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In this bulletin, there are several examples of adult learning and education (ALE) interventions in war situations, from Uzbekistan, to Mali, Ukraine, and Afghanistan. Daniel Bladh et al provide a rich example of growing authoritarianism, democratic regression, and contexts of war in their article. They question roles for popular education within highly charged conflict zones.