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PIMA Special Issue - Climate Justice Education - November 2023

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Read PIMA's Special Issue on Climate Justice Education with contributions of writers from around the globe.

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Primary Schools-Based Community Learning and Training Centres, Ethiopia.

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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.
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Technical Proceeding of the Adult Education Conference 2021, Ethiopia.

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The Conference brought together director generals, directors and senior experts drawn from MoE, regional education bureaus and selected woreda health offices. g adult learning and education services delivered to youth and adults in Ethiopia. The conference highlighted an overview of ALESBA, how the conceptual framework has been constructed, the five distinctive phases of ALESBA, the roles and responsibilities assigned to different stakeholders and the scope within the approach has been operationalized in Ethiopia. Participants went through a process of analysing of results of the peer review assessment 2018 and decided on priority intervention for strengthening the ALE system in Ethiopia. In addition, the design and status of school-based adult learning and education programme were discussed.
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Technical Proceeding of the Adult Education Conference 2022, Ethiopia.

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The conference brought over 60 adult education experts and coordinators together from ministry of education, regional education bureaus and partners where they deliberated on the pressing agendas of adult and non-formal education program in Ethiopia by accentuating on the progresses, outcomes, challenges, and future directions. Participants also discussed over school-based community learning and training centers and accelerated education program which are to be scaled up throughout the country starting from this year.
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DVV International Ethiopia CLC booklet

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DVV International has closely worked with the Ministry of Education and other government executive bodies in promoting adult education in Ethiopia since more than two decades where-in, bringing remarkable outcomes. DVV International introduced innovative adult education delivery methodologies and further it promoted Functional Adult Learning within the context of Integrated and Functional Adult Education programme. In this context, DVV International has supported the implementation of Community Learning Centers (CLC) in partnership with the Ministry of Education and Regional Education Bureaus. In this booklet, the essence of establishing and managing CLC is highlighted, the foundational and operational phases, major outcomes, and lessons learned from the implementation experience combined with success stories, stakeholders’ reflections.
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Integrated Community Learning for Wealth (ICOLEW) Programme

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The MGLSD with support from the German Adult Education Association (DVV International) has been implementing the Integrated Community Learning for Wealth Creation (ICOLEW) programme. The programme is premised on 5 components namely: literacy and numeracy acquisition and enhancement; Village Savings and Loans Association; Livelihoods and business development skills support; Community Learning Centers (CLCs) establishment; and Institutional capacity strengthening and support. This document provides a comprehensive overview of this programme.
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Public Financing of Popular Adult Learning and Education (ALE)

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In mid-2020 DVV International in preparation for CONFINTEA VII in 2022, and towards understandings and conclusions that will strengthen the contribution of ALE and LLL towards achieving the Sustainable Development Goals visualised 7-9 country studies and examined what is being done to provide ‘popular ALE’ in this decade and beyond. This report summarising global trends, based where possible on the quantitative study data.
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Report on The Status of The Adult Learning and Education System for Uganda

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This is a summary of the key findings and recommendations of the study that assessed the status of the ALE system in Uganda. The assessment was guided by the ALESBA approach and it is hoped that the findings will shape the development of the next phase of the national ALE / ICOLEW programme.