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For many months, an armed conflict has been raging in one of the largest countries on the African continent, the Democratic Republic of Congo (formerly Zaïre). This is a country that arouses covetousness on account of its fabulous riches. The misery caused by any armed conflict and the resultant distress are exacerbated by the problems facing most countries in the world today. Thousands of people, especially young people, are living acutely precarious lives because of unemployment. Even when work is available, the sub-human conditions under which it is carried out strip it of any positive...

Author/Editor:
Hazoumê; Marc Laurent
Year of publication:
1999

Available from UIL's Library in English, French, English, French.

This book, which was the runner-up for the 1992 International Literacy Research Award of UNESCO, presents a remarkable study carried out in the Nigerian State of Oyo, focusing on a programme combining adult literacy education with indigenous educational methods. Trational African education, as described in this work, is characterized by a holistic approach in which the individual learns through a continuous interaction with the community and with his or her environment. The use of this approach the literacy education has led to a significantly higher success rate than was the case with...

Author/Editor:
Omolewa; Michael; Adeola; Olukemi Anthony; Adekanmbi; Gbolagade; Avoseh; Michael B.M.; Braimoh; Dele
Year of publication:
1998

Available from UIL's Library in English.

If adult education, in any or all of its many guises, is intended to open the doors of knowledge and to widen the cultural and intellectual horizons of people who either achieve maturity without having had the benefit of full basic education, or of those who, having been fortunate enough to complete certain levels of formal schooling, still need or desire to obtain further learning or training at a later stage in their lives, then surely the over two hundred million indigenous and tribal peoples who are scattered over the world should be considered prime targets for adult educational...

Author/Editor:
King; Linda
Year of publication:
1998

Many ancient civilizations, such as the Egyptians, the Chinese, the Babylonians and the Greeks, had different legends as to how they first learnt to read and write. These legends vary in the way that they narrate the origins of reading and writing; however, the majority describe the ability to read and write as a precious gift from the gods. Such legends testify to the immense value that these ancient civilizations placed on reading and writing. In more recent times, the ability to read and write constituted the means by which a person could access humankind’s cumulative knowledge and...

Author/Editor:
Bernardo; Allan B.I.
Year of publication:
1997

The more fragile the world becomes and the more uncertain the perceptions of its future, the more confidence, hope and expectations are placed in both the creative and lifelong learning potential of the individual. The closer the approach of the 21 st century, the more urgently visions of the future role of adult learning are formulated. The more immediate the effects of globalization are felt, the more determined the quest for empowerment through active citizenship and adult learning – rooted locally and impacting globally.

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Author/Editor:
Giere; Ursula; Piet; Mishe
Year of publication:
1997

Available from UIL's Library in English.

ALPHA 97 revisits three earlier publications from the same series: ALPHA 92, focusing on literacy strategies in the community movement; ALPHA 96, on cultural development in rural areas; and ALPHA 96, on basic education in work (full details provided at the end of this volume). Whereas these studies were structured as monographs and focused on local frameworks and outcomes, ALPHA 97’s remit was to expand the scope to examine the relationship between these frameworks, between actions and the structures underpinning their organization, and between the range of practices being implemented and...

Author/Editor:
Hautecoeur; Jean Paul
Year of publication:
1997

Available from UIL's Library in English, French.

The present book is about adult educators and/or facilitators who have come to change their educational practice, approaches and programmes in order to respond better to the needs and aspirations of the participants.

Download: Making a difference: innovations in adult education (PDF 11,5 MB)

Author/Editor:
Mauch; Werner; Papen; Uta
Year of publication:
1997

Since the 1990 Jomtien Conference on Education for ALL (EFA) up to the Beijing World Conference of Women in 1995, education of women has been thrust in the center of government and NGO’s pronouncements, as they acknowledged the importance of providing women equal access to school and other educational opportunities. In Beijing, the discussion has led to a deeper reflection of the interconnections of women’s education and empowerment as well as the complex relationships between democratizing opportunities and the content of the provisions.

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Author/Editor:
Medel-Añonuevo ; Carolyn
Year of publication:
1997

Available from UIL's Library in English.

This book is addressed to evaluators of nonformal education (NFE) and of adult education programs, and to those interested in or responsible for their work. It is designed to assist these staff in their own continuing professional education and in the task of continually improving their capacities for genuinely formative, informative and participatory assessment of education practice.

Download: Sharpening our tools: improving evaluation in adult and nonformal education (PDF 16,1 MB)

Author/Editor:
Easton; Peter
Year of publication:
1997

Available from UIL's Library in English.

The declaration of International Literacy Year (ILY) in 1990 has revived interest in literacy work. Most of its premised on the urgent need for the Third World to achieve total literacy by the year 2000. The World Conference on Education for All (WCEFA) held in Jomtien the same year furthermore put women in the center of the policy discourse as demonstrated in the World Declaration on Education for All which stated that “the most urgent priority is to ensure access, to and improve the quality of, education for girls and women’’.

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Author/Editor:
Medel-Añonuevo ; Carolyn
Year of publication:
1996

Available from UIL's Library in English.