Africa and Lifelong Learning

Action Research: Measuring Literacy Programme Participants' Learning Outcomes. Results of the First Phase (2011–2014)
Madina Bolly, Nicolas Jonas
UIL, 2015, 85 pages
ISBN 978-92-820-1202-4

RAMAA aims to develop, implement and collaborate in the creation of a methodological approach to measure acquired learning and study the various factors that influence its development. This report examines how RAMAA I has been implemented over the past four years in five participating countries: Burkina Faso, Mali, Morocco, Niger and Senegal. It assesses the institutional and technical implementation of the project while identifying challenges and discussing lessons learned. The goal of this mid-term review is to provide strategic guidance for RAMAA II and to enable countries to utilize the results.

Action Research to Improve Youth and Adult Literacy: Empowering Learners in a Multilingual World
Hassana Alidou and Christine Glanz (Eds.)
UIL, 2015, 220 pages
ISBN 978-92-820-1192-8

One of the greatest challenges in education today is to adapt and respond to a linguistically and culturally diverse world, and to combat social disintegration and discrimination. Participatory and collaborative action research represents an empowering and emancipatory approach to this challenge because the ‘target groups' become involved as equal partners. This book provides guidance for trainers of youth and adult educators and for those who manage non-formal education and curriculum development programmes in youth and adult literacy. It is also aimed at publishers and authors who want to improve their services and products by collaborating more closely with their readerships.

Élaboration du cadre normatif dans une approche sectorielle de l'éducation en République démocratique du Congo : enjeux, défis et perspectives
UIL Series on Lifelong Learning Policies and Strategies No. 4
Abdel-Rahamane Baba-Moussa, Christine Glanz and Anton De Grauwe
UIL and the International Institute for Educational Planning (IIEP), 2014, 57 pages
ISBN 978-92-820-2114-9

In the context of UNESCO's Capacity Development Programme for Education for All, the Democratic Republic of the Congo and UNESCO developed a normative framework with a sector-wide approach to education. In view of the current international interest in lifelong learning policies, the creation of such a normative framework is of interest to many countries. This publication shares the reflections and analysis undertaken with the three ministries in charge of primary, secondary, vocational and higher education and non-formal youth and adult education. It analyses the national context and the constraints that emerge from it for the organization of education, reviews existing norms and their application, and discusses challenges and perspectives.
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Policy Guide on the Integration of African Languages and Cultures into Education Systems
UIL, the Association for the Development of Education in Africa (ADEA) and the Burkina Faso Ministry of Basic Education and Literacy, 2010, 11 pages.
ISBN 978-92-9178-101-0

From 20 to 22 January 2010, UIL and the Association for the Development of Education in Africa (ADEA) held a Ministerial Conference in Ouagadougou, Burkina Faso, on the Integration of African Languages and Cultures into Education. The main outcome of the conference was a policy guide developed in collaboration with experts from all over Africa. It was designed to promote multilingual education in Africa, recognizing that African languages and cultures are crucial for social cohesion.

Socio-psychologie de l'éducation des adultes en Afrique
African Perspectives on Adult Learning / Perspectives africaines de l'éducation des adultes
Afsata Paré Kaboré and Rasmata Nabaloum-Bakyono
UIL, Presses Universitaires d'Afrique and dvv International, 2014, 276 pages
ISBN 978-92-820-2110-1

This book analyses the cultural factors that influence the characteristics, behaviour and thinking of adult learners from the perspective of psychology. It emphasizes the collective orientation of African cultures and the view of the self vis-à-vis interdependent relationships within a community. The chapters provide an introduction to the psychology of adult learning and address the following themes: characteristics of adult learning; lifespan development; human motivation and participation; learning styles; facilitating adult learning; and guidance and counselling of adult learners.
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Fondements et philosophie de l'éducation
des adultes en Afrique
African Perspectives on Adult Learning / Perspectives africaines de l'éducation des adultes
Abdel Rahamane Baba-Moussa, Louali Malam Moussa and José Rakotozafy
UIL, Presses Universitaires d'Afrique and dvv international, 2014, 289 pages
ISBN 978-92-820-2111-9

This book presents key concepts, information and principles to support the practice of adult education in African contexts. The authors introduce the foundations and the history of adult education in Africa, discuss the philosophy of adult education, its socio-cultural, political and economic environments, opportunities and access for adult learners, gender and development in adult education, adult education as a developing profession, the role of information and communication technology, how globalization impacts on adult education, and policies and structures of lifelong learning.
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Key Issues and Policy Considerations in
Promoting Lifelong Learning in Selected
African Countries
UIL Series on Lifelong Learning Policies
and Strategies No. 1

Shirley Walters, Jin Yang and Peter Roslander
UIL, 2014, 58 pages
ISBN 978-92-820-1190-4

Based on desk research and field work, this study discusses
progress and challenges in five African countries relating
to the development of formal education, non-formal
education and informal learning. It reflects on the porous
boundaries that exist between these sectors and highlights
six key issues that affect the operationalization of lifelong
learning: conceptual understandings of lifelong learning;
recognition of learning achievements; the role of counselling
and guidance; teachers and facilitators; financial resources
and infrastructure; and coordination among stakeholders.
The lessons learned from the study are summarized in ten
recommendations for further action and reform.

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