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Le foyer de la communauté africaine de l’éducation des adultes

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Ks

ALESBA Booklet two: Consensus building - "Kujenga makubaliano." – Kiswahili version

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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.
Ks

ALESBA Booklet four: Alternatives analysis and design - "Uchambuzi wa mibadala na usanifu.” Kiswahili Version

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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.
Ks

ALESBA Booklet six: Review, adjust, and upscale - "Pita, rekebisha, na panua wigo." – Kiswahili version

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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.
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Regional Community Learning Centres (CLC) Operational guidelines for East/Horn of Africa

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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.
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IPE 81 (2023): Adult Learning and Education within the Framework of Lifelong Learning

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Published at irregular intervals in the series International Perspectives in Adult Education (IPE) are country reports, comparative studies, monographs and materials, as well as experiences related to adult education, from one or several countries, which are looked at and discussed from an international perspective. Depending on the topic and target groups, the individual volumes are issued in various languages.

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en

Reigniting Hope: 50 Years of Adult Education in Tanzania - Tanzanie

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Reigniting Hope: 50 Years of Adult Education in Tanzania

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Marrakech Framework for Action (Final Version)

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Marrakech Framework for Action (Final Version)

en

Towards an emergent curriculum for climate justice adult educators/activists

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"Ecoliteracy is essential for adult educators/activists en route to creating ecoliterate populations. Working cooperatively with other networks in the spirit of a 'solidarity economy', a group within the PIMA network has run a climate justice education programme through a series of webinars. We describe and analyse a case story of an emergent climate justice curriculum in action. We use an ecofeminist analysis to understand the relational entanglement of ecological breakdown, capitalism, colonialism, racism and patriarchy which in part undergird the breaching of planetary boundaries. We identify five inquiry-based themes which are suggestive as coordinates for orientating curricula for adult educators/activists learning climate justice. One of these is the importance of building ecoliterate alliances through collaborative action as we face the 'socio-ecological hurricane' which is bearing down".

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