MOJA

An integrated functional adult education programme (IFAE) has been designed and implemented to benefit the young and adults aged 15 and above who have not had access to education and training on various occasions. IFAE has been implemented since the fourth Education Sector Development Programme (ESDP IV) with Community Learning Centers. Within the new school-based adult learning and education programme, community learning and training centres (CLTCs) are based in the premises of existing primary schools. These guidelines provide principles, organization and management of the centres as well as key aspects of leadership, participation, ownership and sustainability.

The Adult Learning and Education System Building Approach (ALESBA) has been designed based on four key elements within the conceptual framework: enabling environment, Institutional arrangements, technical processes, and management processes. These principles are the foundational blocks to all the booklets: Phases one to five. The booklets have now been translated into the Kiswahili language, and this would provide increased access to the materials in Eastern and parts of Central Africa and this medium of instruction is widespread in these parts of the African continent.

The Adult Learning and Education System Building Approach (ALESBA) has been designed based on four key elements within the conceptual framework: enabling environment, Institutional arrangements, technical processes, and management processes. These principles are the foundational blocks to all the booklets: Phases one to five. The booklets have now been translated into the Kiswahili language, and this would provide increased access to the materials in Eastern and parts of Central Africa and this medium of instruction is widespread in these parts of the African continent.

The Adult Learning and Education System Building Approach (ALESBA) has been designed based on four key elements within the conceptual framework: enabling environment, Institutional arrangements, technical processes, and management processes. These principles are the foundational blocks to all the booklets: Phases one to five. The booklets have now been translated into the Kiswahili language, and this would provide increased access to the materials in Eastern and parts of Central Africa and this medium of instruction is widespread in these parts of the African continent.

The Adult Learning and Education System Building Approach (ALESBA) has been designed based on four key elements within the conceptual framework: enabling environment, Institutional arrangements, technical processes, and management processes. These principles are the foundational blocks to all the booklets: Phases one to five. The booklets have now been translated into the Kiswahili language, and this would provide increased access to the materials in Eastern and parts of Central Africa and this medium of instruction is widespread in these parts of the African continent.

The Adult Learning and Education System Building Approach (ALESBA) has been designed based on four key elements within the conceptual framework: enabling environment, Institutional arrangements, technical processes, and management processes. These principles are the foundational blocks to all the booklets: Phases one to five. The booklets have now been translated into the Kiswahili language, and this would provide increased access to the materials in Eastern and parts of Central Africa and this medium of instruction is widespread in these parts of the African continent.

The regional Community Learning Centre operational guidelines for East/Horn of Africa have been designed to contribute to Adult Learning and Education (ALE) programmes in this region. The pillars for the concept of the CLC model are based on the Adult Learning and Education System Building Approach (ALESBA), and this framework is the reference point for all CLC model implementation in the region. The key reference documents include but are not limited to the Sustainable Development Goals (SDG) 4, 4.7; the CONFINTEA VII Marrakesh Framework for action (UIL 2022); AND article 19 and 26 of the Universal Declaration of Human Rights (UDHR). Historically, DVV International has supported ALE programmes for the past 30 years, leaving an indelible footprint in Ethiopia, Uganda, and now Tanzania. Innovative approaches to community learning are being tried and tested, and then implemented to ensure evidence-based advocacy and policy for transformational change in communities in this region.