MOJA

During the 1990s it became clear that adult learning must be an important part of all strategies for development. In a series of world conferences between 1990 and 1996, various agencies of the United Nations addressed the issues of education for all, the environment, human rights, population, social development, the status of women, human settlements and food security.

Les ouvrages de la collection APAL francophone touchent des thèmes importants dans le domaine de la formation des formateurs d’adultes, thèmes retenus dans le cadre d’un référentiel de formation adopté lors d’un atelier sous régional regroupant les universités francophones d’Afrique subsaharienne, en juillet 2007 à Accra. Ce référentiel s’inscrit dans une perspective africaine de l’éducation des adultes, qui vise à contextualiser les théories développées ici et ailleurs en la matière.

Community education emerges out of people’s experiences and social interests generated within communities.

This workbook presents a collection of tools that was used as part of participatory action research to develop an environmental justice curriculum in communities surrounding the Missionvale Campus of NMMU in Nelson Mandela Bay.

During the 1990s it became clear that adult learning must be an important part of all strategies for development.

The fourth industrial revolution (4IR) is gaining national and global attention as the ‘new phase’ of development that will address a wide range of social and economic issues in societies.

This work emerges out of the proposal for the establishment of Community Colleges in the 2014 White Paper for Post-school Education and Training.