Magazine
Le Magazine vise à promouvoir le partage d'articles sur des sujets pertinents pour la communauté des professionnels et des praticiens de l'ALE Afrique - avec un accent sur les nouvelles informations d'actualité relatives au secteur y compris de nouvelles méthodes et approches.
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Une approche largement acceptée - Mali
fr| Youba Cissé | DVV International Approche systémique de l'apprentissage et de l'éducation des adultes (AEA)
En savoir plusAu Mali, il est assuré que toutes les parties prenantes sont impliquées dans l'amélioration systématique du système d'éducation des adultes au Mali. Cela garantit une large acceptation du processus.
Mieux gérer les activités génératrices de revenus - Mali
fr| Mae Fastner | DVV International Approche intégrée de l’AEA
En savoir plusLes apprenants des cercles d’alphabétisation REFLECT des communes de Sio, Konna et Fatoma (Mali) renforcés pour bien gérer leurs activités génératrices de revenus.
Renforcer quelles compétences au Togo? - Togo
fr| Wakilou Ouro-Okourou, Mae Fastner | DVV International
En savoir plusAfin de préciser ses interventions au Togo, DVV International a organisé des ateliers pour comprendre les besoins du développement des compétences au Togo.
"Une immense opportunité" - Mali
fr| Yaya Boly Sanogo, Mae Fastner | DVV International
En savoir plusTémoignage de Mme Fatoumata Coulibaly sur son usage des nouvelles technologies à la vulgarisation des innovations agricoles dans le cadre de sa participation dans une formation dans le projet «Centre d'Innovations Vertes» de DVV International au Mali.
Pollution adds to COVID-19 deaths, says scientists - Afrique du Sud
en| Tony Carnie AEA dans le cadre du COVID 19
En savoir plusTony Carnie's article brings into focus the relationship between COVID-19 deaths and comorbidities resultant from exposure to high levels of air pollution. Whilst this article focuses on the South African context, the author provides statistics from a number of countries globally. The article draws attention to the urgency for minimum pollution emission standards and the need for alternative energy sources that do not affect the health of citizens.
South Africa is the most unequal country in the world - Afrique du Sud
en| Lauren Graham | University of Johannesburg AEA dans le cadre du COVID 19
En savoir plusThe COVID-19 pandemic has brought this reality into sharp focus. In this article, the author focuses on inequalities related to living circumstances, livelihoods, education, access to the internet and food security. In the concluding section of the article, the author offers measures necessary as part of addressing deepening inequality in South African society.
The digital learning divide - Afrique du Sud
en| Bangani, Z. 18 June 2020 AEA dans le cadre du COVID 19
En savoir plusThis article focuses on how online learning during the Covid-19 pandemic further exposes the digital divide in South Africa. A few students and an academic share their experiences throughout the article, highlighting the difficulties with online learning. Not only are these difficulties to do with issues such. as poor connectivity, high data costs, lack of access to hardware and inadequate online training, but also home environments that are not conducive as learning spaces. For example, many poor homes are small and shared by a number of family members, and creating a learning space may be very difficult or even impossible to create. This article emphasises that online learning does not simply level the playing field or somehow erase social inequality. When students are expected to transfer from face-to-face to digital learning, the conditions and context in which people live - which extend beyond just learning (such as having little or no food) - are brought to the fore. Education is part of a system of inequity and injustice and the online learning experience during the pandemic highlights this.
Kenyan Universities face big challenges going digital. But it can be done
en| Shehu Shagari Awandu. 29 June 2021 | Jaramogi Oginga Odinga University of Science and Technology AEA dans le cadre du COVID 19
En savoir plusThis article, written by an academic working at a university in Kenya, takes a critical look at online learning and how it was propelled by the COVID-19 pandemic into higher education. The author points out that online learning cannot simply replace face-to-face learning as some sort of panacea. In a Kenyan context, as in many other African contexts, online learning has a number of negatives, such as issues to do with poor connectivity, high data costs, an unstable power supply, an inability to do practicals or field work and even write examinations under conducive conditions. The author proposes a number of things that are needed in order to make digital learning work better. He also points out a number of challenges, such as that “only 40%” of the Kenyan population use the internet and very few universities have well developed IT infrastructure and staff who can oversee such systems. He offers a number of suggestions and solutions, such as blended learning. While the article takes a critical look at online learning, the author believes that with sufficient resources and infrastructure, digital learning should be part of the learning experience, remembering that “one size does not fit all”.
