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.

This workbook was written for use by community educators and self-organised community groups interested in understanding and claiming the right to food.

This document was written up following several workshops within our Community Education Programme. We talked about our experiences of adult education and non-formal learning spaces. We stated our desires to change these into democratic spaces that build our shared humanity and lead to social change.

This book is for the use of community educators and self-organised community groups that are interested in finding ways to help marginalised and economically excluded groups.

Four of us who work on a research project – Emerging Voices II (part of ‘Building a progressive network of critical research and public engagement: Towards a democratic post-schooling sector’ (Education Policy Consortium)) set off on a Sunday on a nine hour drive from Port Elizabeth to Port St Johns

The Community Education Programme (CEP) is based at the Centre for Integrated Post-school Education and Training at NMMU on the Missionvale Campus.

The study “Factors Leading to Low Level Participation in Adult Literacy Programmes Among Men of Namwala District” looks at why men will not participate in adult literacy programmes.

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.