Community Learning Centres (CLCs) for Adult Learning and Education (ALE): Development in and by Communities

Autor/inn/en	Belete, Sonja; Duke, Chris; Hinzen, Heribert; Owusu-Boampong, Angela; Khau, Huu Phuoc
Titel	Community Learning Centres (CLCs) for Adult Learning and Education (ALE): Development in and by Communities
Quelle	In: International Review of Education, 68 (2022) 2, S.259-290 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-022-09954-w
Schlagwörter	Adult Learning; Adult Education; Community Programs; Lifelong Learning; Global Approach; Participation; Barriers; Community Development; Nonformal Education; Community Centers + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education; Life-long learning; Lebenslanges Lernen; Globales Denken; Teilnahme; Community; Development; Entwicklung; Non-formal education; Non formal education; Nichtformale Bildung
Abstract	Institutionalised forms of adult learning and education (ALE) such as community learning centres (CLCs) and related models are found in most parts of the world. These are spaces offering opportunities for literacy and skills training, health and citizenship, general, liberal and vocational education, in line with fuller recognition of the meaning of lifelong learning, and in the context of local communities. Often these institutions form the basis for even more informal and participatory learning, like study circles and community groups. They may share facilities like libraries and museums, clubs and sports centres, which are not within the remit of the Ministry of Education. This article reviews relevant literature and identifies recent studies and experiences with a particular focus on the Asia-Pacific and Africa regions, but also considers insights related to interventions at the global level. Findings point to low levels of participation of adults in general, and more specifically so for vulnerable and excluded groups which can hardly cross respective barriers. The authors' discussion is guided by the question "What conditions are conducive to having more and better ALE for lifelong learning -- and which roles can CLCs and other community-based ALE institutions play?" This discussion is timely -- the authors argue that CLCs need to be given more attention in international commitments such as those made in the context of the International Conferences of Adult Education (CONFINTEA) and the United Nations 17 Sustainable Development Goals (SDGs). CLCs, they urge, should be part of transformative discourse and recommendations at CONFINTEA VII in 2022. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01