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Editions **
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AED 82/2015: Global Citizenship Education
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AED 81/2014: Communities
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AED 80/2013: Post 2015
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AED 79/2012
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AED 78/2012
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AED 77/2011
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AED 76/2011
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AED 75/2010
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AED 74/2010
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AED 73/2009
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AED 72/2009
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AED 71/2008
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Editorial
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INTRODUCING THE ADULT LITERACY BENCHMARKS AND ABUJA CALL FOR
ACTION
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The Process Behind the Benchmarks
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Why the Benchmarks are Needed
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Writing the Wrongs: The 12 Adult Literacy Benchmarks
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The Process of the High-Level Workshop on Writing the
Wrongs in Abuja
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The United Nations Literacy Decade 2003 – 2012
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LIFE: Literacy Initiative for Empowerment (2005 –
2015)
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The Abuja Call for Action
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INTERNATIONAL REFLECTIONS ON ISSUES ARISING FROM THE
BENCHMARKS AND CALL FOR ACTION
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Building the Case for Literacy
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Conceptualising Literacy for Policy and Practice
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Measuring Literacy: The Kenya National Adult Literacy Survey
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Evaluating Literacy: The Process of Creating an
Evaluation Framework for Reflect
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Language Development and Revitalisation: An Educational
Imperative in Asia
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Financing Adult Literacy
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NATIONAL AND REGIONAL REFLECTIONS ON OPERATIONALISING THE
BENCHMARKS
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Pakistan: Writing the Wrongs
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West Africa: Critical Reflections on the Campaign for
EFA and the Adult Literacy Benchmarks
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Latin America: Literacy, Adult Education and the
International Literacy Benchmarks
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Nigeria: The Current Situation within the Frame work of
the International Benchmarks
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Tanzania and Vietnam: Comparing Policy and Practice in
the Light of the International Benchmarks for Adult Literacy
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India: Contextualising the Benchmarks and Indicators for
Adult Education
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Mexico: Analysing the International Adult Literacy
Benchmarks in our Context
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EPILOG
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AED 70/2008
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Editorial
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MIGRATION AND INTEGRATION
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Introductory Text
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Statement and Report
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The Right to Education in the Context of Migration and
Integration - the Development Cooperation Perspective
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Education for Women’s Empowerment: The Example of
a Refugee Camp in Zambia
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Migration and Xenophobia in Southern Africa
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Adult Education: Migration and Integration from an
International Perspective - Challenges and Opportunities
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Rural-Urban Migration and the Role of Adult Education in
China’s Social Integration
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Educational Needs and Forced Displacement in Colombia
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Migration, Integration and the Role of Education
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LITERACY AND EFA
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Reformulating Education for All (EFA) Policyin a
Framework of Lifelong Learning
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Learning through Heritage, Literacy through Poetry
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The Need for Consciousness-raising Literacy in the
Democratic Republic of Congo
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Post-War Illiteracy: A Crisis Situation for Adult
Education in Sierra Leone
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POVERTY AND SUSTAINABLE DEVELOPMENT
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Non-Formal Education for Sustainable Development in Turkey
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Adult Education and Poverty Alleviation – What Can
Be Learnt from Practice? Four Case Studies from South Africa
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HISTORY: NYERERE ON ADULT EDUCATION
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The Search for a Convivial Society
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AED 69/2007
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Editorial
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10TH ANNIVERSARY OF PAULO FREIRE’S DEATH
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Paulo Freire
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Education or Banking?
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The Million Paulo Freires
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Paulo, Teacher
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Paulo Freire and Educación Popular
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The Life of Paulo Freire
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The Continuing Relevance of Paulo Freire’s Ideas
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The Education of Young People and Adults (EYPA) and the
Current Changes in Bolivia
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The Subtle Presence of the Teacher: The Influence of
Paulo Freire on my Training
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10th Anniversary of Paulo Freire’s Death
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Paulo Freire’s Literacy Teaching Methodology
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Air
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COOPERATION AND CONFERENCES
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African Regional Conference in Support of Literacy
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One View from Bamako
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Towards the European Adult Education Action Plan
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International Adult Education Partnerships
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CONFINTEA ON THE MOVE
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Sixth International Conference on Adult Education (2009)
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The Process of Developing and Using the International
Benchmarks on Adult Literacy
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AED 68/2007
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AED 67/2006
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Editorial
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DVV: 12th GERMAN ADULT EDUCATION CONFERENCE
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Opening Speech
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Lifelong Learning, Adult Education, and Achieving the
Lisbon Goals
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The Educational Outlook in Germany - The
Volkshochschulen as Partners
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Greetings: The Volkshochschulen are the most Important
Centres of Continuing Education and Lifelong Learning
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Education and Poverty
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Succeeding with Less? Change Challenges through
Financial Cuts
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ICAE:7th WORLD ASSEMBLY
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2007: Adults' Right to Learn: Convergence, Solidarity
and Action
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The Links between Julius K. Nyerere and the ICAE: From
the First World Assembly in 1976 in Dares Salaam to the
Next in 2007 in Nairobi
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Adult Education and Development
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1976: Adult Learning: A Design for Action
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LITERACY FOR LIFE
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Increasing Literacy in Indonesia
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Commitments and Challenges of a Literate Brazil
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Literacy in Mozambique: Education for All Challenges
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Research Initiative for Achieving Education for All
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TRAINING - LEARNING SOCIETIES - FUTURE
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Training of Adult Educators in East Africa:
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Report and Statement
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Remembering for the Future
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AED 66/2006
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Editorial
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ADULT EDUCATION AND INFORMATION TECHNOLOGY
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WSIS and the Struggle to Bridge the Digital Divide:
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Non-Formal Adult Educators and Technologies Used in
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Communication and Information Technology in Literacy
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EDUCATION FOR ALL AND LITERACY
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Resourcing for Quality: Adult Literacy Learning
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Review of Central Asian Countries
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Illiteracy in the Arab World
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Regional Overview of Progress toward EFA since Dakar:
Latin America
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Basic and Continuing Adult Education Policies
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Languages and Literacies
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Training Adult Literacy Educators in Developing Countries
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An Analysis of the Place of Literacy in Poverty
Reduction Strategy Papers
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INFORMAL AND COMMUNITY ADULT EDUCATION
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Informal Adult Education - Between Formal Qualifications
and Competencies
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Learning from the Animal Kingdom: An Approach to
Community Mobilization and Citizen Participation in
Community Development
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"Being literate means being somebody": Perceptions of
Participants of Literacy Programmes in Mozambique
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AED 65/2005
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Editorial
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LITERACY
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Low Participation in Adult Literacy Classes: Reasons
Behind it
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Adult Illiteracy, Brain Architecture, and Empowerment of
the Poor
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Reinforcements from Egypt: Observations from a
Comparison of Literacy Strategies
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Literacy and Productive Skills Training: Embedded Literacies
/▼/
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MILLENIUM DEVELOPEMENT GOALS AND EDUCATION FOR ALL
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The Challenge of MDGs Facing German Development Policy
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A Global Compact to Achieve EFA: Recommendations from
the Global Campaign for Education
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Girls Can’t Wait: Why Girls’ Education
Matters, and How to Make it Happen Now
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Adult Education and African Development in the Context
of Globalization
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TRAINING AND EMPOWERMENT
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Making a Difference: Development Agendas and the
Training of Adult Educators
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Using Adult Education for Empowerment of Rural Women
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Report by IALLA Graduate
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ADULT EDUCATION IN LATIN AMERICA
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A Critical Ideological Review of the Educational Reform
Programme – Popular Education
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The Aims of the School “Disoñadores for Good Local
Living”
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The experience of the Global Action Week 2005 in Uruguay
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ACTIVITIES IN THE TSUNAMI REGION
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Action by the IIZ/DVV and its Partners after the Tsunami
Disaster in Asia
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Solidarity With Tsunami Victims in the Coast of
Kanyakumari District
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Participatory Intervention for Tsunami Relief and
Rehabilitation: Sahayi’s Experience
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AED 64/2005
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Editorial
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IIZ/DVV AS A WORKSHOP
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Eastern European Enlargement – A Challenge for the
IIZ/DVV?
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Tolerance and Understanding of Our Muslim Neighbours
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EFA Includes Education and Literacy for All Adults
Everywhere
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Community Based Non-formal Livelihood Skills Training
for Youth and Adults in Selected Regions of Ethiopia (EXPRO)
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The Training of Adult Educators: Experiences and
Expectations – Pointers, Concerns and Reflections
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Adult Education – Continuing Education –
International Dimensions – Or: What Are the
General Characteristics and the Common Core of Adult and
Continuing Education?
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Tertulias: A Shot of Optimism in Adult Education and
Lifelong Learning
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ADULT EDUCATION IN LATIN AMERICA
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Key Contributions of the Popular Education Movement
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Contributions to the Latin American Debate on the
Present and Future Relevance of Popular Education
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Reflections on Popular Education
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The Outlook for Popular Education at the Time of the 6th
General Assembly of CEAAL AND DEVELOPMENT ADULT
EDUCATION 2005
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Popular Education Seen “From Afar”
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DEVELOPMENT AID AND POVERTY
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Economic Development and Security
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Why Aid Quality is Important
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Education for All: The Quality Imperative
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AED 63/2004
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Editorial
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Inaugural Speech
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Welcome Address
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Adult Education and Poverty Reduction – A Global Priority
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The Gaborone Statement and Recommendations for Action
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ABET vs. Poverty: What Have we Learned?
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Reflections on Challenges Facing the Adult Education Movement
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The Fight against Poverty in Indigenous Communities
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Adult Education and Livelihood: Women as Agents of Change
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The Impact of MSAI Adult Education Programme on Poverty
Reduction
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Ganokendra – An Innovative Model for Poverty Alleviation
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HIV/AIDS Learnership Programme and Poverty Reduction
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Absorption of Abilities and Adult Education
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Employment Promotion for People with Disabilities in the
Context of the Fight against Poverty
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AED 62/2004
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Editorial
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ADULT EDUCATION AND POVERTY REDUCTION
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Guatemala – Land for Living
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Nicaragua – “What we Learn Improves our
Lives”
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Adult Education for Poverty Reduction: Political Economy
Analysis from a Systems Theory Perspective
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Eradication of Poverty through Women’s
Participation in Adult and Non-formal Education: A Study
of Nsukka in Enugu State of Nigeria
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Evaluating the Effectiveness of the National Youth
Employment and Vocational Skill Acquisition Programme in
Midwestern Nigeria
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LITERACY AND BASIC EDUCATION
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Shekor (The Roots): Lessons from the Urban Literacy
Materials Development Project in Bangladesh
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Linguistic Deculturation and the Importance of Popular
Education among the Gonds in India
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Education for Adults in Tunisia
/▼/
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CONTRIBUTIONS FROM PROJECTS AND PARTNERS
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The Gem of Adult Education in Bohol, Philippines
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International Adult Education as Education Policy:
Lifelong Learning and Europeanization
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Development Education – Global Learning and
Intercultural Adult Education
/▼/
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INDEX OF ADULT EDUCATION AND DEVELOPMENT
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A Rich Resource for Adult Educators – A New Index
for Users of our Journal
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Author Index
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Country Index
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Subject Index
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AED 61/2003
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Editorial
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BASIC EDUCATION AND LITERACY
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A Perspective from a Non-Literate’s Literacy
Practices and Environment
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A Literacy Strategy for Two Million People
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An Example of Workplace Literacy
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Family Literacy Project
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Operational Definition of Literacy for Assessment Purposes
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Towards Sustainable Development through Reflect
Methodology in Tanzania
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Adult Literacy – Adult Motivation
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E-Literacy: Learning to Write via the Internet
/▼/
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LEARNING IS FOR EVERYONE
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Learning in Traditional Societies in the South Pacific
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Demystifying Learning and Knowledge
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Possible Approaches to Cooperation
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“Our Lives Are Invariably Some Form of
Compromise”
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CONFERENCES AND DECLARATIONS
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Recommitting to Adult Education and Learning
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Enhancing International Cooperation and Solidarity
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Report and Recommendations from the Workshop on Theme 10
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Introductory Welcome
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Declaration
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Lifelong Learning, Adult Education, Employability
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Declaration
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AED 60/2003
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Editorial
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25 YEARS OF COOPERATION: ASPBAE AND IIZ/DVV
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Opening Remarks at the Seminar on International
Cooperation for Adult Education
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Adult Education in China: Present Situation,
Achievements and Challenges
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The Year of the Sheep – International Cooperation
for Adult Education
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What Colour Is Your Rainbow?
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International Cooperation, Women’s Education and
Gender Justice
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Dancing with Donors: Financing of Adult Education
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Financing Adult Education: Constraints and Opportunities
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DVV and ASPBAE – the Early Years
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ASPBAE – IIZ/DVV Cooperation
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Reflections on the International Cooperation between
ASPBAE and IIZ/DVV
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Reviewing and Celebrating 25 Years of Cooperation
between ASPBAE and IIZ/DVV
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DVV-ASPBAE Partnership – Evaluative Review
1977–1980
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IIZ/DVV-PARTNERS IN INDIA: PRIA AND KANFED
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Founder Leader – Externally a Brand, Internally a
Role Model
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KANFED – A Private Organization Promoting Adult
Education
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KANFED and the Adult Education Scene in Kerala
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REGIONAL COOPERATION IN AFRICAN ADULT BASIC EDUCATION
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Adult Literacy and Basic Education: A SADC Regional
Perspective
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In Unity Lies Strength: Networking for Adult Education
in Southern Africa
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COOPERATION AND COMPARISON IN THE EUROPEAN REGION
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“Lifelong Learning in Europe: Moving towards EFA
Goals and CONFINTEA V Agenda”
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International Co-operation
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Comparative Analysis of the Network of Adult Education
Institutions in Croatia and Slovenia
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AED 59/2002
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Editorial
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SOFIA CONFERENCE ON ADULT EDUCATION: CALL TO ACTION
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Lifelong Learning in Europe
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GENDER AND CITIZENSHIP
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Poverty and Schooling in the Lives of Girls in Latin America
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Promoting Democratic Values through the Discussion
Forum(DF) Strategy
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Empowerment of Woman in Cuba
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Gender Impact of HIV/AIDS/STIs
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10 Years of Project Activities in Mexico
/▼/
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BASIC EDUCATION AND LITERACY
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What Works and What Doesn´t
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From Dakar to Pisa: Growing Support for Basic Education
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Putting Bread on the Table. The Effects of Literacy and
Livelihood
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Multilingual Literacies as a Resource
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Ethnic Differences in the Approach to Adult Literacy
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ORIENTATION AND TRAINING
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The Role of Adult Education in Sustainable Development
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Adult Education and Skills Training for Small and
Medium-sized Enterprises
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Training Methodology Used by the Nigerian Indigenous
Apprenticeship System
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Public Health Education in Rural Thailand
/▼/
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CULTURAL DIALOGUE AND ADULT EDUCATION
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Why Dialogue is Important
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Adult and Continuing Education in International and
Supranational Organizations
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After 11th September...
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AED 58/2002
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Editorial
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LITERACY AND LIVELIHOODS
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Skills and Literacy Training for Better Livelihoods
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“Learning to Read Woke Me Up!”
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Literacies and Livelihoods: the DFID Kathmandu Conference
#
A Case for Renewed Engagement with Adult Basic Education
in Africa
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Questions for Adult Educators
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Uganda’s Exemplary Fight against AIDS
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11th GERMAN ADULT EDUCATION CONFERENCE
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Inaugural Address of the 11th German Adult Education
Conference
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Lifelong Learning in Europe
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Globalization: Is the South Losing Touch?
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Reflections on International Cooperation and New
Partnerships
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A Forum for Information and Exchange
/▼/
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CELEBRATIONS-DECLARATIONS-CONFERENCES
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Development Policy in the 21st Century
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From Leisure Education to Lifelong Learning
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Communiqué from the First Meeting
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Participants’ Bill of Rights
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Participation in the ICAE World Assembly
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Adult Learning: A Key to Democratic Citizenship and
Global Action
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Third International Meeting of the Network of
Pedagogical Universities
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ADULT EDUCATION: PROJECT AND COUNTRY REPORTS
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Global Learn Day
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Adult Learners' Week: The Australian Experience
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A System of Lifelong Learning - Aims and Direction of
Reforms in Georgia
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Education for Nation Building
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Popular Education and Improved Material
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AED 57/2001
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Editorial
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THE ADULT EDUCATION CONFERENCE AND DVV
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The Volkshochschulen and their International Links
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Volkshochschulen and Internationalism
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An invitation from the German Adult Education Association
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Learning through International Cooperation
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The Role of the Volkshochschulen in the New Policy of
Integration
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The Significance of Adult Education in Development
Cooperation
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GLOBAL LEARNING
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Education 21 – Learning for Fair and Sustainable
Future Development
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Patterns of Knowledge and Opinion about Development
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Global Learning – Challenges for Education in
School and outside School
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Global Learning in the Volkshochschule
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BASIC EDUCATION IN PRACTICE
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Women’s Need for Credit in Order to Participate in
Income-generating Activities
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Problem Posing and Problematization
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The Zimbabwe Literacy Campaign: Problems and Ways forward
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Post-literacy in Mali
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Pastoral Communities and Entrepreneurship Development
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Taking Stock of Education for All One Year after the
Dakar World Education Forum
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AED 56/2001
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Editorial
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LITERACY AND BASIC EDUCATION
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Transforming the Adult Education Agenda
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Some Contemporary Trends in Adult Literacy
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Literacy and Attitudes
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What Happened at the World Education Forum?
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MINORITIES, LEARNING AND LANGUAGES
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Minorities – Caught between Acculturation and
Exclusion
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Educational Constraints and Resources
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The Iranun’s Strategy for Language and Culture
Preservation
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ADULT EDUCATION AT UNIVERSITIES
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Past and Future Aspects of the IIZ/DVV Project
#
Characteristic Elements of a Lifelong Learning
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Adult / Continuing Education in Indian Universities
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Lifelong Learning in Higher Education in Western Europe
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University-based Adult Education
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Networked Education
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DIVERSITY OF EXPERIENCES
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Mass Media Support for Adult Education
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The Social Attitudes of the Bulgarians towards
Continuing Education
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An Adult Educator in the Grains Industry
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Village Democracy and Civil Society
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"The Grass Won’t Grow Any More Quickly if You Pull
at it"
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Consultation with Civil Society for United Nations
Literacy Decade
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AED 55/2000
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Editorial
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Seizing the Moment: A Call for Action on Literacy and
Adult Education for All
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DAKAR: EDUCATION FOR ALL
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Education For All – Meeting Our Collective Commitments
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From Jomtien to Dakar Meeting Basic Learning Needs
– of Whom?
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Statement
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A time for Action: Placing Education at the Core of
Development
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Statement
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Conceptual Focuses, Strategies and Project Types
#
Global Synthesis Education for All – 2000 Assessment
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Statistical Document Education for All – 2000
Assessment
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Literacy and Adult Education Executive Summary
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One Decade of Education for All: The Challenge Ahead
#
Latin American Statement on “Education for
All” on the Occasion of the World Education Forum
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Declaration on Education for All
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Statement
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Does EFA Stand for “Except for Adults”?
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Cooperating with Civil Society to Achieve Social Goals
through Education
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NGOs and the Unfinished Agenda of EFA
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Literacy for All: A Renewed Vision for a Ten-Year Global
Action Plan
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LITERACY AND BASIC EDUCATION
#
Women, Literacy and Social Change: The Case of the
“Guilintico” Women’s Group in Gongoré
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The Language of Literacy
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Signals from Uganda: What an Evaluation Suggests for
Adult Educators
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UNIVERSITIES AND ADULT EDUCATION
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The Mumbai Statement on Lifelong Learning, Active
Citizenship and the Reform of Higher Education
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Re-imagining a Picture: Higher Education in Lifelong
Learning
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University Adult Education Development in Namibia
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Adult Educators in University Distance Education: The
Bolivian Experience
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Comparative and Cooperative Aspects of International
Adult Education – Some Thoughts on the Occasion of
Receiving an Award from the University of Pécs
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AED 54/2000
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Editorial
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Globalization, Development and Adult Education
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Global Challenges at the Beginning of the Twenty-first
Century
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Options for Action to Structure Global Processes
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Official Development Assistance
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Learning throughout Life
/▼/
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Internationality and Cooperation
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Development and Fundamental Principles of International
and Comparative Adult Education Research
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Further Strategies – Intensification of
International Cooperation
/▼/
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From Jomtien to Dakar
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Meeting Basic Learning Needs
/▼/
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Adult Learners Week
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Live and Learn – A Review of Adult Learners Week
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Promoting a Culture of Lifelong Learning – Adult
Learners Week
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"Adult Learners Week" in Germany
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Fourth Lifelong Learning Week in Slovenia
/▼/
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Views from Central Europe
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The Only Chance is the Involvement of Those Concerned
#
The Role of Non-Governmental Organizations in Russian
Adult Education
#
Latvian Adult Education Association: Between Dreams and
Reality
/▼/
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Reports and Reflections
#
Ghana’s Annual New Year Schools: Five Decades of
an Experiment in Adult Education
#
Reflections on REFLECT in El Salvador
#
Training the Post-CONFINTEA Adult Educator
#
Participation and Practice: Some Experiences of Project
Work in Ethiopia
#
The New Adult Education Policies: Key Issues
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When all this is accomplished, I shall die in peace
#
Recipe for Education Reform
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About AED
Editions / AED 55/2000
/ UNIVERSITIES
AND ADULT EDUCATION
/ Re-imagining
a Picture: Higher Education in Lifelong Learning
Terry Volbrecht / Shirley Walters
/When we talk about higher education, we usually think of the
traditional image of universities and old-fashioned lectures. But the
demands placed on university education have changed. “Lifelong learning”
is having an impact there too, calling for rethinking, different content
and methods, and so on. Taking the University of Western Cape in South
Africa as their model, the two authors examine the effect of lifelong
education on universities. – Mr. Terry Volbrecht is a senior lecturer in
the Division for Lifelong Learning at the University of Western Cape. He
has been coordinator of the Academic Development Centre at UWC. He is
currently managing the Recognition of Prior Learning Project within the
Division. Professor Shirley Walters is the founding director of the
Centre for Adult and Continuing Education and implementing head of a new
Division for Lifelong Learning at UWC. A first draft of this article was
published as a working paper for the Adult Education Research Group,
Royal Danish School of Educational Studies, Denmark. International
Conference: Knowledge, Power and Ethics, University of Linköping, August
1999/
Re-imagining a Picture: Higher Education in Lifelong Learning
Introduction
A particular picture of a university holds many of us captive. It is a
picture of a lecturer speaking or reading to a class of young adults.
Using “lifelong learning” as the framework for higher education and the
university allows us to re-imagine that picture.
In using “lifelong learning” as the frame to observe higher education
institutions, our gaze focuses both internally and externally.
Internally we see a concern to ensure high quality, and flexible
teaching and learning which highlights the needs of diverse individual
learners and the multifaceted professional development of staff.
Externally we notice an emphasis on helping to ensure access by a range
of constituencies to socially and economically relevant education,
training and research opportunities. This framework highlights, in new
ways, what separate bodies of literature have called “university
teaching”, “academic development”, “higher education studies”, “adult
education”, “continuing education”, “human resource development”, and
“organizational development”.
Drawing on a case study of the University of Western Cape in South
Africa, where we are both employed in “adult and continuing education”
and “academic development” respectively, we will explore in what ways
implementing the idea of lifelong learning is contributing to the
re-imagination of the university.
Background
Higher education in South Africa is undergoing radical restructuring,
and this has major implications for every aspect of university life. The
universities in the country are in different stages of institutional
renewal in order to align themselves with the new policies and other
national and international imperatives. Some of these include
reorganizing knowledge in disciplines into integrated programmes;
increasing participation of students from a broader distribution of
social groups and classes; and being more responsive to societal needs.
As in many parts of the world, there is a call for massification and
diversification without any assurance that resources will increase
substantially This means that innovative approaches to learning and
teaching are required.
In South Africa there are 21 universities with gross inequalities
between historically black (HBUs) and historically white universities
(HWUs) for a population of about 40 million people. In 1959 the
apartheid regime introduced the Extension of Universities Act which
created universities for particular ethnic groups. The majority of black
universities are in the rural areas and the white institutions in urban
areas. There have been vast discrepancies in financing, material
resources, staffing, undergraduate teaching loads, quality of students,
availability of courses, and so on, between HBUs and HWUs. The idea that
HBUs would be mainly for the supply of civil servants for the apartheid
bureaucracies, has led to HBUs having most of their degrees in public
administration, education, religion and the humanities, and far fewer in
the natural sciences, engineering and related disciplines. Also
post-graduate programmes, research and publication remain poorly
developed in most of these institutions.
One contributing factor to the unequal standing of HBUs and HWUs is that
universities have largely geared themselves to school leavers. For HBUs
this has posed the huge educational challenge of bridging, for the
majority of students, the “articulation gap” between inferior
“apartheid” schooling and university. At the same time HBUs have to
provide access to English as a medium of teaching and learning for
speakers of Afrikaans and African languages.
HBUs, including UWC, have tended to adopt “open admission policies”. In
contrast, the HWUs have tended to enforce stricter entrance requirements
accompanied by intensive recruitment and incentive schemes for gifted
black school students. Being unable to compete effectively for these
promising young black students has affected the extent to which HBUs
have been able to become thriving and powerful research-based
institutions. UWC has made remarkable progress against the odds, but if
it hopes to compete with the HWUs it will have to look beyond
school-leavers for its primary constituency or client-base.
The University of the Western Cape (UWC)
UWC is an HBU set up in 1961 to serve people classified “coloured” (in
the apartheid regime’s thinking, this meant that they were of mixed
“European” and “non-European”, mainly African descent). From the late
1970s UWC developed a proud history of anti-apartheid struggle. It
became especially well-known in the late 1980s for its defiant stance of
open support for the then banned liberation movements. It had a student
population of over 14 000 in 1995 with half being women, nearly half
black African and the rest mainly “coloured” with a sprinkling of
“white” students. In 1999 there are closer to 10 000 students with 60%
being women and 60% being black African.^1
The majority of students are from poor, working class homes, with many
being first generation students.
UWC is feeling the impact of the changes in the higher education
environment very intensely. It has set in motion a range of change
processes to try to reposition the institution. One of the major ones
has been the University Mission Initiative on Lifelong Learning (UMILL),
which the Rector’s Office established in 1997. The UMILL represented the
second stage in the development of lifelong learning as the framework
within which UWC is proposing to operate. The first phase culminated in
the discussion of a series of reports which focused on distance
education and resource-based learning, continuing professional education
and lifelong learning. At the end of 1998 the university moved into a
third phase when it decided to set up a Division for Lifelong Learning
which would work across faculties and would articulate and collaborate
with various other key units to focus on teaching and learning,
professional development of adult, continuing and higher educators, and
continuing studies. Our active involvement in these processes has given
rise to the issues we want to look at in this article.
We want to begin by teasing out what lifelong learning means for higher
education. Lifelong learning as a framework raises questions about the
working definitions of adult and continuing education, academic
development and their organizational structures within higher education.
While conceptually lifelong learning seems to hold much promise for
re-imagining UWC, we are concerned with what may inhibit or enhance the
realization of this promise.
Lifelong Learning in Higher Education
Partly driven by the demands of late capitalism and partly a form of
resistance to these demands, lifelong learning (LL) has become a key
concept in thinking about education and training worldwide. Social,
technological, cultural, economic, legal and educational changes are
happening at great speed throughout the world. At the same time there is
an increasing global connectedness between many societies and economies.
All these changes call for people who are adaptable and responsive; in
short, who are capable of continuing lifelong learning. The even more
dramatic changes now happening in South Africa make it especially
important for the South African educational system, including the higher
education system, to cultivate lifelong learners amongst students and
educators and to provide for continuing learning throughout life. South
Africans have to learn to deal with their reinsertion into the global
economy and they have to ensure equity and redress after years of
colonialism and apartheid.
By its nature, lifelong learning is cross-sectoral; it is not limited to
formal education but includes adult and community education and
workplace-based learning, along with access to other learning
opportunities including libraries and electronically transmitted and
stored data. It includes all sorts and levels of learning irrespective
of its content, form or location. Embracing and endorsing principles of
LL have implications for all aspects and facets of education and
training. These include the ways in which we conceptualise, practise and
reward university scholarship.
In education policy documents in various parts of the world, including
South Africa, LL often seems a panacea: it will help career development,
cure unemployment, encourage flexibility and change, raise personal and
national competitiveness, help personal development, etc. It has become
”policy speak“ which assumes multiple meanings and interpretations. At
one extreme, it is employed as a conceptual framework which presents a
comprehensive and particular understanding of educational priorities,
the strategies required to address these and a fundamental assertion of
radically different and distinct forms of teaching and learning. At
another level, its simpler expression places emphasis on making
education available throughout the life cycle. In this form, the main
questions relate to access and provision rooted in the principle of
equity. In this latter dimension there is no explicit focus on teaching
and learning; the main emphasis is on expanding present educational
provision.
Many people have disconnected lifelong learning from social purpose
education despite the ongoing reality of poverty and the evidence of
continuing social conflict. In South Africa, we would argue, lifelong
learning is integral to the struggle for democracy and social justice.
Consequences for Higher Education
It is customary to divide the work of higher education into three
domains: teaching, research and community service. In each of these
three areas, the purpose is to induce or facilitate learning. Since
learning is never finished, it follows that the university must
therefore aim to foster and support LL in each of the domains. If we
accept this argument, it has significant implications for many aspects
of higher education. Broadly speaking, we can divide these implications
into two categories:
* those to do with providing, for staff and students, learning
opportunities throughout life, including articulation with learning
contexts beyond the institution, and
* those to do with assisting staff, students and graduates to develop
the skills and attributes of lifelong learners.
Providing learning opportunities throughout life challenges the
traditional culture of the university, which has privileged the
provision of education to students of between 18 and 24 years and the
notion of contact-based teaching. Provision to older students has most
commonly been in the form of post-graduate studies to a relatively small
group. Particularly amongst the historically black universities (HBUs)
in South Africa there has been a large part-time provision to older
students who attended classes in the evenings. While this has occurred,
at times on a large scale, the part-time provision has not challenged
the dominant culture of services to students at universities which
assume that all students are young. Also, the dominant picture of
teaching has privileged a notion of contact-based provision as opposed
to notions of open learning which emphasize flexible, student-centred
approaches to delivery.
Australian theorist on lifelong learning Phil Candy talks about
“downwards linkages”, “sideways linkages” and “forward linkages” when
discussing the provision of lifelong learning opportunities. The
“downward linkages” refer to the university’s relationship to the school
sector, with adult education and with various bridging courses. The
“sideways linkages” refer to the relationship that higher education
institutions enjoy with contexts where part of the learning occurs in
the home, the workplace or the community. And the “forward linkages”
refer to the relationships with graduates through postgraduate studies
or, more commonly, through continuing professional education programmes
(including academic staff development), public lecture series and
various forms of outreach.
Accepting such a model would have significant implications for higher
education. For instance, in terms of “downward linkages”, it would imply
multiple entry pathways from school and from adult education programmes
and recognition of prior learning. With respect to “sideways linkages”
it would mean that those in geographically remote areas would have
access to higher learning through flexible delivery. It would also imply
that learners could obtain academic credit not only for studies
completed elsewhere, but for varieties of learning undertaken at work,
at home and through self-directed efforts. Finally, under “forward
linkages” such an approach would mean not only greater ease of access to
postgraduate and continuing professional education, but that
institutions of higher education would increasingly be viewed as forms
of “community learning centres”, whose lecture theatres, laboratories
and libraries might receive considerably more intensive use than they do
at present. Overall, such radically enhanced access to and use of higher
education would have significant flow-on-effects to all parts of the
culture and life of higher education institutions. This would need to
occur without losing the distinctiveness of higher education. The main
way to ensure this would be to stress the importance of the university
retaining and extending its function as a research-based and
self-reflective producer of new knowledge.
Developing Lifelong Learners through Higher Education
An influential study in Australia set out “to identify whether and in
what ways the content, structure, teaching modes and assessment
procedures of undergraduate degrees, and the activities of student
support services, are designed to lead to the formation of attributes
which both enable and encourage graduates to become lifelong learners”.
The study accepted that lifelong education can be based both on
instrumental values such as the need to maintain professional currency
and to have an internationally competitive workforce, and on more
liberal and humane considerations such as the enrichment of society and
people’s fulfilment as individual citizens. They found that
undergraduate courses which enhance LL have 5 basic characteristics
(amongst others):
1. they provide a systematic introduction to the field of study
2. they offer a comparative or contextual framework for viewing the
field of study
3. they seek to broaden the student and provide generic skills
4. they offer some freedom of choice and flexibility of structure
5. they provide for the incremental development of self-directed learning
They also pointed to teaching methods that encourage graduates to become
LL learners. These have the following characteristics:
1. they make use of peer-assisted and self-directed learning
2. they include experiential and real-world learning
3. they make use of resource-based and problem-based learning
4. they encourage the development of reflective practice and critical
self-awareness
5. as appropriate, they make use of open learning and alternative
delivery mechanisms
LL as an organizing principle which strives to produce lifelong learners
and to provide for continuing learning throughout life, can thus be seen
to have many implications for the system as a whole, for individual
institutions, for courses or programmes of study, and ultimately for
individual members of both academic and support staff. In the following
section we will develop these ideas further in relation to UWC.
Focusing our Gaze Inwards: Re-imagining Academic Development
The discourse known in South Africa as “Academic Development” (“AD”) was
initially a reconceptualization of what were referred to as Academic
Support Programmes (ASPs) in the historically white universities (HWUs).
The key difference between AD and ASPs was that AD was meant to change
institutions to meet the needs of students and society as much as it was
concerned to meet the needs of so-called “disadvantaged” students. UWC
established its own AD Programme in 1991 on the premise that all
academics should contribute to the realization of the AD mission. To
implement this idea, Faculty AD committees were established to work in
collaboration with an AD Centre (ADC), the latter having a set of
projects focusing on admission policy, teaching and learning, language,
computer-supported education (CSE), educational research, tutorial
programme development and peer group learning. Although there have been
significant improvements in teaching and learning since the
establishment of the AD programme, a number of weaknesses in what some
refer to as the ‘infusion’ model have become apparent. These are:
1. conceptual confusion around the term Academic Development, with a
strong tendency to persist in identifying it with the remediation of
disadvantaged students; at the same time there has been no coherent
institutional policy for dealing with the needs of such students,
particularly at entry level
2. the tendency to leave the responsibility for AD to committed
individuals, relatively junior staff and marginal committees; there
have been no strategic plans around AD at institutional, faculty and
departmental levels which identify clearly defined roles and
responsibilities at all levels, including top and middle management
3. the lack of clearly specified and enabling policy guidelines and
implementation strategies for the improvement and evaluation of
teaching and learning
4. insufficient material and human resources to meet the scale of the
development challenge
UWC allocated eight permanent academic posts to the ADC to provide the
basis around which externally funded short-term projects could operate.
But a decision to delay reappointments to the permanent posts during a
time of uncertainty around the future of AD had a severely damaging
effect on the ADC and ADP, with many top quality ADC staff leaving the
university to take up more secure and rewarding positions elsewhere.
In 1997 the South African Association for Academic Development (SAAAD)
conducted a national audit of AD which recommended that AD should be
defined as comprising student, staff, curriculum and organizational
development. In response to the audit and to the emerging national
policy documents, a Task Group of the UWC Broad Transformation Forum
proposed the following dual definition of AD:
* Academic Development is a systemic and systematic set of policies
and practices based in Higher Education, involving student
development, staff development, curriculum development and
organizational development in a concerted effort to promote lifelong
learning for the sake of individual, social and environmental well
being.
* Academic Development is the intellectual, academic and professional
discipline required to theorize, devise, implement and review
Academic Development policies and practices.
Since 1996 there have been a number of competing proposals for the
reconceptualization of AD at UWC, one of which has been to dispense with
the term AD altogether and to use lifelong learning in its stead as the
conceptual framework for a carefully elaborated teaching and learning
policy, with appropriate structures and processes for policy
implementation and evaluation. The dominant position amongst the
leadership of the university, however, is that AD should be
decentralized, with AD co-ordinators allocated to faculties and projects
or units within the ADC relocated elsewhere on campus. The leadership
enforced this view at the end of 1999.
If, however, the new national higher education policy itself requires a
shift from AD to lifelong learning as a framework for development that
goes beyond the remediation of young school-leaving students, we can
expect to see:
* a redefinition of student development, with a widened focus on
entry-level students to include older students
* the development of assessment procedures for the Recognition of
Prior Learning (RPL)
* research-based efforts to define specific and cross-field outcomes
in relation to the National Qualifications Framework (NQF) with its
vision of emancipatory Outcomes Based Education (OBE)
* facilitation of and research into student development in disciplines
and in programmes and their constituent modules
* a redefinition of staff development, with a shift from an ad hoc,
voluntarist, informal/non-formal consultancy model to a lifelong
learning/NQF model with a carefully theorized synergy between formal
and informal/non-formal development programmes and practices
* a comprehensive model of staff development going beyond the
identification of staff development and teaching development
* a conception of teaching that goes beyond the facilitation of
learning to include design and management components in the context
of resource-based learning and flexible delivery
* clearer direction regarding the implementation of language and
literacy policy, with literacy understood as both a means and an end
of learning
* the use of lifelong learning as the framework for the development of
generic specialists on university-based teaching and learning
* a redefinition of curriculum development, with curriculum
development understood as an aspect of teaching
* a shift from (but not entirely away from) disciplines to other
frames for the production and dissemination of knowledge:
programmes, short courses, modules, learnerships (involving joint
education and training projects run by the university in
collaboration with employers)
* a stronger focus on assessment and evaluation practices for students
and staff
* a more systematic approach to organizational development, driven by
the national imperative for strategic and three-year rolling plans,
with implementation of the notion of the learning organization
* lifelong learning as the framework for the policy cycle of
formulation, implementation and review, with defined roles and
accountability at all levels of the institution
* a home-grown quality promotion culture which is collegial and
formative, while also meeting the needs of internal and external
quality assurance agencies
Focusing our Gaze Outwards: Re-imagining University Adult and
Continuing Education
Most people see adult and continuing education in universities as
outward-looking activities. In the International Journal of University
Adult Education, adult education and continuing education at
universities are used to include:
* general non-credit education (university extension)
* professional continuing education
* part-time degree credit study for adults
* university level distance education
* training of adult and continuing educators and
* research in adult and continuing education
In South Africa, and at UWC, “adult education” in universities has
mainly referred to the latter two areas of training adult educators and
research. “Continuing education” and “extra-mural studies” have
described university extension and continuing professional education.
Part-time degree courses for adults have not been a distinctive
programme but rather a duplication of what is offered in the day. There
has been a rigid demarcation between “distance” and “face to face” modes
of delivery with only a few universities being designated as “distance
education institutions”. This has recently changed with the new higher
education legislation.
The Centre for Adult and Continuing Education (CACE), established at UWC
in 1985, was the first department of adult education at an HBU and it
prioritised “adult education” by which it meant training, research,
networking and support for “adult educators"^2
who were located within poor, working class communities and linked to
the democratic movement. UWC consciously chose to prioritise adult
education over continuing education. In so doing, at the time, it chose
to build adult education as a legitimate Field of study and to work
closely with practitioners in the field.^3
Funding from the state for adult and continuing education was only
possible if it was to be for formal subsidized professional courses of
study. Adult education has depended primarily on private donor funding.
Adult education activities have most often been marginal to the
mainstream university activities.
The UMILL investigation has sharpened our awareness of the overlap and
synergy between what has been traditionally the domain of academic
development and that of adult and continuing education. Lifelong
learning, as defined above, is about cultivating lifelong learners and
providing lifelong learning opportunities for students and educators
within a broader framework of promoting democratic citizenship. Within
this definition the mainstream curriculum and delivery of undergraduate
and postgraduate programmes are implicated as are the continuing
education and outreach components. Within the context of new ways of
thinking about learning and teaching, the demarcation between
residential and distance education is diminishing and the difference
between part-time and full-time learners is lessening. Lifelong learning
is bringing together what has traditionally fallen within the area of
academic development, including student, staff, and organizational
development, and that within adult and continuing education. Adult
education perspectives which highlight learner-centeredness are becoming
increasingly important in the thinking about teaching and learning
within the universities as a whole.
Organizing Lifelong Learning within the University
While there appear to be strong arguments to justify major shifts in
reorganizing resources and understandings to enable lifelong learning to
provide a frame for UWC’s re-imagining, what are the obstacles, the
resistances and the possibilities for this to happen? How does a
university construct an identity as an effective lifelong learning
institution?
It is premature to try to give authoritative answers to these questions
as we are immersed in complex institutional processes where we are
attempting under difficult circumstances to re-imagine the university.
We offer a preliminary reflective dialogue between the two of us as a
way of identifying some of the key issues.
*TV:*/If we consider what is actually happening, first globally, and
secondly nationally, we notice two things: One is that the frameworks
provided by various grand narratives (“The Enlightenment Project”, “The
dialectical movement towards the classless society”, etc.) are being
questioned and what we have instead is an infinitely expanding horizon
of multiple possibilities and narratives. In this respect “lifelong
learning” (Whose life? What life? How long is such a life?) presents an
open-ended alternative to the grand narratives (and in fact a new grand
narrative) in which “learning” is written over concepts like “struggle”
and “development”. It suggests that we, as individuals, as institutions,
as cultures, as societies, as a species, should base all our narratives
on the proposition that there is no closure (neither formal nor
informal) to learning. It’s worth noting in passing that Marx and
Engels, in the Communist Manifesto, saw ongoing, dynamic and rapid
“change” as one of the primary features of the bourgeois age. So
“lifelong learning” does run the risk of falling into certain bourgeois
and neo-liberal traps. But, as we hope to show at UWC, that doesn’t have
to be the case. /
*SW:*/Lifelong learning is certainly not a well understood term amongst
academics. This isn’t surprising as even amongst advocates of lifelong
learning there are very different views and ideological commitments.
Some see lifelong learning as a useful lever to speed up the
marketization of higher education and others, opposed to this, see it as
a way of opening up the institutions so that they are less elitist and
able to serve the educational interests of wider constituencies of
people who have been excluded. Lifelong learning is a framework within
which higher education can function to enhance democratic citizenship.
Lifelong learning is inclined to sharpen minds around the perennial
questions as to the primary purposes of universities. A key concern is
whether UWC is going to become a form of “community college” or “second
rate university”and we want to argue that all universities can be
“lifelong learning universities” without any compromise with regard to
quality./
*TV:*/It is absolutely critical that lifelong learning is conceptualised
in such a way that scholarship (including research) is fore grounded as
the basis for the way in which a university engages with and helps to
constitute the discourse of lifelong learning. Scholarship is at the
heart of what the academic is all about and we can think of the
academic’s work as the scholarship of discovery, the scholarship of
integration (as in the writing of textbooks), the scholarship of
application, and the scholarship of teaching. Scholarship is crucial to
lifelong learning. Research is a fundamental part of learning. If
academics do not see this link they are unlikely to support lifelong
learning as a legitimate framework. /
*SW:*/Universities in general are bureaucracies which are ruled by the
mainly male professors and mainly male senior administrators, within
structures that affirm patriarchal organizational cultures. Few
professors and administrators identify themselves as lifelong learners.
Power in the institutions resides within disciplines which are sometimes
shored up by professional associations. Lifelong learning questions
traditional authority as it assumes that learning is ongoing and
therefore inevitably disruptive at times. This is unsettling for
traditionalists./
*TV:*/We need to encourage the people who work within the university to
be lifelong learners within a “learning organization”. In my experience,
few male colleagues have been open to this orientation. Women are
generally far more process-orientated, so that while male cultures
dominate the institutions it is hard to imagine how deep change will
occur. Having said this, it is interesting that it is in the
male-dominated world of the corporations that some people are developing
new ways of thinking about organizations./
*SW:*/The notion of a learning organization is a new one for most
universities. As I understand it, learning organizations seek to improve
performance through ongoing, cooperative learning. According to Peter
Senge, the key elements are systems thinking, personal mastery, shared
vision and team building. Universities often affirm individualism rather
than team-work or cooperation. Furthermore, issues of organizational
design and processes are usually not in focus. Bureaucratic agendas
structure what happens rather than organic processes. So lifelong
learning is really challenging some fundamental paradigms about
organizations. /
*TV:*/Yes, staff development is critical in a learning organization and
in a university, but people seldom see it as relevant for academic staff
or for the leadership. This links also to the fact that few academics
see teaching as a primary role. Their identities are primarily as
researchers. The reward systems certainly emphasize this. It is a
problem where the shift in emphasis is from teaching to learning. Unless
the reward systems change to affirm quality teaching and learning, this
is unlikely to change. I do think that the shift in some countries to
requiring academics to have teaching qualifications may help. South
Africa is beginning to move in this direction with the establishment of
a Standards-Generating Body (SGB) for higher educators under the aegis
of the South African Qualifications Authority (SAQA)./
*SW:*/ûhe proliferation of new technologies is certainly challenging
academics to think differently about teaching and learning. It is also
encouraging moves from contact teaching as the primary mode to
resource-based learning. Asynchronous learning and teaching may become
the order of the day. The new technologies are important levers for
change which allow far greater flexibility by both academics and
students. Teaching and learning is being revolutionized and scholarship
of teaching is being emphasized. /
*TV:*/Flexible resource-based learning which is learner-centred has
major implications for the curricula. The modularisation of courses and
programmes requires us to rethink content and to reduce it to “byte
sizes”. The packaging of materials has major implications for delivery
and for conceptions of what we teach. Lifelong learning encourages this
more flexible approach, which also recognizes prior learning. It
emphasizes access in terms of epistemology, time and space. There is
certainly a revolution in higher education which requires academics and
administrators to be open to change. But most universities are just so
conservative! /
*SW:*/Yes, but the global capitalist economy is shaping these
developments. The argument is that if universities do not change they
will become increasingly irrelevant as other institutions take over
their traditional functions. Tax payers will refuse to fund them. So it
is vital that universities do change their ways of relating to
communities in the wider society. In South Africa this means ensuring
that scholarship relates to the needs of the majority of women and men.
Addressing issues of poverty alleviation, equity and redress must be
central. The lifelong learning needs of poor and marginalized
communities which enable them to survive economically, culturally and
personally are the concern of universities. Within the lifelong learning
framework this would mean ensuring that the internal and external gazes
of students and academics are infused with these social, political,
economic and cultural issues. /
*TV:*/Where lifelong learning is the overarching framework, perhaps
there is no longer obvious justification for the separation conceptually
of “adult continuing education” and “academic or student or staff or
organizational development” within the university. Whether this is
possible organizationally, remains to be seen. Academic argument
certainly does not necessarily translate into rational structures.
Organizational contestations which relate to resource allocations are a
key consideration./
*SW:*/Yes, how the institution restructures itself within a lifelong
learning framework is an immediate problematic for us at UWC. While
lifelong learning is a new concept for the majority, perhaps it is most
important that the changed understanding of the shift from teaching to
learning is the concept that people grasp most immediately. We then need
to understand this within the broader philosophical framework of
lifelong learning. It is crucial that lifelong learning is not “owned”
by or identified with any structure but is seen as a university vision
of itself. It must be a vision that top and middle management strongly
and consistently advocate and implement./
*TV:*/Lifelong learning as a framework for an institution forces our
gaze inwards and outwards, as we have said. I think it also focuses it
upwards and downwards! By this I mean, we need to look at the very local
(downwards) and also at the global (upwards). The transformation of
higher education is occurring within an intensified period of
globalisation where the aim is to transform the world into a single
world market dominated by the interests of big multinationals mainly
from the most developed countries of the North. Developments within
higher education reflect the universities’ significant roles in these
processes. Lifelong learning can be a central plank in the marketization
of higher education as it encourages, for example, flexibility of
delivery of programmes, greater autonomy of students, and
individualization of learning. This has increased trans-national
delivery of programmes./
*SW:*/You’re right. We can no longer consider higher education a
national concern as universities, particularly in the developed North,
actively pursue markets around the world. In this process curricula are
being dislodged from the local base and the prospects of ahistorical,
decontextualized curricula grow ever stronger. That’s why it is very
important to explore the intersection of knowledge, capital and
technology in this context. The prospects for lifelong learning being
able to push an emancipatory agenda will be bleak unless firstly, the
superpowers perceive it to be in their interest to promote a more
balanced global economic system (growing doubts about the viability of
the speculative global economy offer some hope in this regard) and
secondly, the exploited nations develop effective counter-hegemony
strategies. /
In Closing
We have argued that lifelong learning is a project of the imagination as
well as of pedagogy and organization. The concept is visionary, but it
also challenges pedagogical and organizational understandings of the
university’s functioning in fundamental ways. It encourages the
traversing of traditional professional domains like academic
development, adult education, continuing education and higher education
studies, which leads to new insights into staff, student, curricula and
organizational developments at the university. It questions again the
social purposes of the university locally and globally and the ways in
which the institution relates to its different communities. It is
unsettling because it does allow the re-imagining of a higher education
institution within holistic life-long and life-wide educational
perspectives. Debates on lifelong learning remind us that the university
is an ethical project, and the framework raises new possibilities on how
to give meaning to it.
Notes
1 The decline in student numbers may seem paradoxical at a time when the
newly found democracy was to open the doors of learning to the
previously disadvantaged. Some of the explanations for the decline may
relate to possibilities for students to choose amongst a wider range of
institutions, the serious economic conditions, and the slow rate of
adaptation by the institution to the new circumstances. We need research
to explain the phenomenon more precisely.
2 What we mean by adult educators has shifted slightly over time. In
general, it describes a range of community educators / activists who
work in areas of health, youth, development, literacy, advice offices
etc. Lately it has come to include trainers in industry and teachers in
government adult learning centres. The professional development of
higher educations is becoming increasingly important within the
discussions in higher education.
3 In 1982 there were 2 studies undertaken, one by Prof. du Toit "Die UWK
en voortgesette onderwys", a report for the Renewal Committee, UWC, and
the second by Shirley Walters "The role of the UWC in Adult Education",
ISD, UWC. The first argued for the establishment of a continuing
education facility along the lines of those at Afrikaans "white"
universities, and the second argued for an institute of adult education
which built on experiences of other universities in southern Africa like
Botswana, Zimbabwe and the University of Cape Town (UCT)
Editions
*
AED 82/2015: Global Citizenship Education
*
AED 81/2014: Communities
*
AED 80/2013: Post 2015
*
AED 79/2012
*
AED 78/2012
*
AED 77/2011
*
AED 76/2011
*
AED 75/2010
*
AED 74/2010
*
AED 73/2009
*
AED 72/2009
*
AED 71/2008
*
AED 70/2008
*
AED 69/2007
*
AED 68/2007
*
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