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When perusing the literature, discourse and practice of adult education, specifically adult literacy, it is interesting to note that the majority of authors refer to “adult literacy provision”. However, when we look at the literature and practices of the health, agriculture and other sectors, it seems that the terminology changes and the words “service delivery” are introduced. One may ask whether this matters. It seems it does, because it changes the way we think about our target group, what and how we offer what we think they need.

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February 2017 by Adela Scutaru-Gutu, Moldova

Ludmila's dream

Almost every girl in the world has tried to create garments for her dolls – either in a simple way, twisting a piece of fabric over the doll’s waist or in a more sophisticated manner, trying to learn the craft while watching a skilled needlewoman. When Ludmila, a girl from Chisinau, Moldova was sewing dresses for her dolls, adults didn’t take her seriously. Yet a neighbour-woman kept repeating: “Surely one day you’ll be a fashion-designer.”

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Gaining new perspectives and abilities, dealing with a painful past, strengthening self-esteem and self-realization, enjoying a sense of community with new friends, having fun, feeling young again, escaping from everyday life and learning new ways to communicate, these are just some of the reasons that brought adults, especially elderly people, to the Adult Education Centers in Georgia and motivated them to start learning again.

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Farrell Hunter, Country Director of DVV International in South Africa, talks about a workshop which reflected on the role and challenges of community non-formal and popular education in the broader education context in South Africa.

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Despite many efforts which are underway to ensure quality education and to open access to literacy education, the illiteracy rate in Afghanistan is still high. According to optimistic estimations the illiteracy rate in Afghanistan is 62 % and is considered among the highest in the world. DVV International and partners like ANAFAE fight to improve the situation, but they require more attention and support.

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Oui, mon nom est Youba Cisse, bien lu, c’est mon nom. Un homme responsable des questions de genre!

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November 2018 by Samuel Asnake Wollie, Ethiopia

The keys to a peaceful and prosperous Africa

Africa is undergoing a process of change, as the continent aspires to be completely peaceful and prosperous by 2063. This may seem an overly ambitious goal, given the multifold challenges from both within and outside. In addition, there is an intense debate underway as to whether these social, economic and cultural changes are liabilities or assets in terms of real national and continental unity and sustainable development. The provocative question is how to transform a liability into an asset for nation building.

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Auch wenn der Prozess zögerlich und manchmal mit Rückschlägen verläuft: Mali dezentralisiert sich. Die Zuständigkeit für Grundbildung ist bereits formal an die Kommunen übergegangen. Immer noch gehen aber viele Kinder – vor allem Mädchen – nicht zur Schule, brechen vorzeitig ab und/oder verlassen die Schule mit völlig unzureichenden Kenntnissen. Auf dem Land haben 80 Prozent der Frauen und 60 Prozent der Männer über 15 nicht einmal Lesen und Schreiben gelernt. Auch fehlt der Zugang zu einer beruflichen Bildung, die über die informelle Wissensvermittlung, zum Beispiel im Kreise der Familie, hinausgeht. Der Zugang zu non-formalen Bildungsmöglichkeiten ist der einzige Weg, wichtige, ja zum Teil sogar überlebensnotwendige Kenntnisse und Fertigkeiten zu vermitteln. Dies muss dezentral und in...

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Interview with Vanna Peou, who is today the country director of DVV International in Cambodia, working at the intersection of adult education and development cooperation. Being born in a poor family in Cambodia during the civil war period made learning really difficult.

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Erwachsenenbildung liefert unter Einbindung einer starken Zivilgesellschaft enorm wichtige Beiträge und Lösungsansätze in vielen Entwicklungsfragen, insbesondere für benachteiligte Menschen in entlegeneren Gegenden. Die grundsätzliche Herausforderung besteht darin, diesen Zusammenhang evidenzbasiert aufzuarbeiten und zielgerichtet zu kommunizieren – weit über die Erwachsenenbildungsszene hinaus.

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Which adult education practices have proven to be successful in order to include young adults at risk of social exclusion and support them in the exercise of active participatory citizenship? This was one of the research questions that moved us – a pool of European researchers – in the field, keen on accessing and investigating existing education programmes in 19 countries across Europe.

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