The Fifth International Conference on Adult Education (CONFINTEA V) that was organised by UNESCO (1997) affirmed adult learning as an integral component of sustainable development.

La crise qu’a vécue le Mali a tout bouleversé sur le plan social, économique, politique, organisationnel et institutionnel. Cet état de fait a occasionné des changements importants dans les priorités et dans les stratégies de la quasi-totalité des organismes de développement intervenant dans le pays dont DVV International Afrique de l’Ouest qui, jusque-là n’était pas connu comme une organisation intervenant dans un contexte de crise ou post-crise.

Pendant des décennies, la formation des formateurs d’adultes a été réalisée dans les institutions académiques anglophones d’Afrique grâce à l’utilisation de manuels conçus pour des étudiants des pays du Nord, essentiellement européens.

Women are at the centre of Community Literacy and Numeracy Group (CLING) activities in Freedom Park. In this article, I will attempt to show the important role they play as facilitators in community education programs in Freedom Park.

These booklets are dedicated to the millions of young people who are brutalised by the socio-economic and socio-cultural cruelties of life. Unfortunately, young people are also brutalised by those who are meant to provide healing in our country, at home and in school.

Community education emerges out of people’s experiences and social interests generated within communities. Community Education enables democratic agendas to emerge at local levels to challenge and eradicate oppression linked to exploitation, marginalisa-tion, cultural dominance, powerlessness and violence.

In January 2012, the Green Paper on Post-School Education and Training was released for public comment. It received a great deal of attention from stakeholders in the post-school system.

This booklet tells the story of fishers’ lives and struggles. It is based on the work of the Community Education Programme at CIPSET1 and the Eastern Cape Black Fishers’ Association (ECBFA) over the past three years.

This is a workbook for community learning groups. This workbook has stories and activities that can support groups to explore issues around access to energy in working class communities.

The overarching purpose of this research is to investigate how andragogical assumptions are being implemented in the IFAE program in Debark City Administration. Qualitative case study design was employed to guide this research.