The Marrakech Framework for Action (MFA), the output document of CONFINTEA VII, can certainly be interpreted as having something substantial to offer for the ALE community: the recognition of ALE as an integral part of lifelong learning, the demand for a comprehensive ALE system and the emphasis on the importance of local ALE institutions such as Community Learning Centres (CLC). But what does this mean for UNESCO’s member countries?
CONFINTEA is attended by official delegations and representatives of civil society organizations. For this edition, number VII, DVV International was part of the official Peruvian delegation because of its leading role in the field of adult education and development cooperation. Being part of the official delegation is a responsibility that does not end with the contributions and reflections expressed during the conference.
On 4 October 2022, the Eastern Neighbours regional project organised its first event in cooperation with the European Association for the Education of Adults (EAEA). There were about 50 participants from six countries: Armenia, Georgia, Bosnia and Herzegovina, Kosovo, Ukraine and Moldova. This online workshop provided an opportunity for local civil society organisations (CSOs) and public agencies like ministries and local authorities to receive a general overview of the CONFINTEA processes, discuss approaches for advocacy and share ideas on implementing the Marrakech Framework for Action (MFA) recommendations.
The new federal government of Germany, which has been in office since the end of 2021, is fully committed to equal participation of all people in social, political and economic life – regardless of gender, gender identity, sexual orientation, skin colour, disability or other traits. In this sense, the Federal Ministry for Economic Cooperation and Development (BMZ) will pursue a feminist development policy. DVV International has rich experience in this field.
The new Taliban-led de-facto government in Afghanistan stopped secondary school education for girls from grade 7 to grade 12. They also introduced strict gender segregation in all education programmes and institutions. In addition, the key funding for the education system, which was heavily dependent on international support, is now on hold. ALE courses remain open for women.
Recent research from the past few years does not show very encouraging results regarding the inclusion of gender approaches in the education sector in Latin America. Differences in rates of enrolment for men and women and permanence in the educational system persist, especially in rural areas, with peasant and indigenous groups. Curricular contents reinforce gender stereotypes; power relations within the classroom and in educational spaces are structured in ways that discriminate against female participants. That is why the Gender Toolkit is so important.
