Led by the Office of the President, Regional Administration and Local Government (PO-RALG), a strategic workshop in Mwanza set the stage for strengthening adult learning and education across Tanzania, with a renewed focus on Community Learning Centres and inclusive, tech-driven education strategies – supported by key partners like DVV International.
The ban on girls’ education and severe restrictions on women’s work, along with a deteriorating health system and widespread poverty have created immense challenges for women in Afghanistan. DVV International’s long-standing partner, the Afghan National Association for Adult Education (ANAFAE), uses its deep community ties to find creative ways of supporting women’s development without jeopardising their safety. Ms. Roqia*, a professional tailor and mother of two, is one of 45 participants in a course for female entrepreneurs. She shares how she continues to grow her business despite all restrictions.
Two researchers from Laos completed their PhDs at the University of Cologne, tackling key challenges in adult learning and education and lifelong learning.
Lifelong learning is a continuous process that accompanies individuals throughout all stages of life, with each stage having its own needs and circumstances. This means that rights issues are diverse and will change according to the different stages and contexts. Lifelong learning and human rights must work in tandem to effect positive change. To achieve this, advocating for a new social contract for education, development, and human rights is essential.
Mariia Mylohorodska is a project coordinator at DVV International’s office in Ukraine. Three years after Russia’s full-scale invasion, she shares how – amid war and uncertainty – she and many other Ukrainians found strength in learning.
Establishing a National Qualifications Framework (NQF) is a key policy initiative adopted by many countries to regulate qualifications, ensure quality assurance, and enhance the recognition and comparability of skills and credentials. In line with the Continental Education Strategy for Africa 2016-2025, countries are encouraged to develop national qualifications frameworks that facilitate regional and international mobility of learners and workers.
One essential component of this framework is the Recognition of Prior Learning (RPL), which validates competencies acquired through non-formal pathways. Non-formal education equips youth and adults with employable skills, thus improving access to job markets and contributing to sustainable development. This calls for an interrogation of RPL…
