Dear all,

We received two new proposals for the slogan of the next World Assembly.

Cecilia Fernandez

 

Proposal by Sofia Valdivielso

Dear all, in the last two weeks it has been impossible for me to participate in our  discussion. Today is Saturday and I have little time to react to

what is going on.

As we are thinking on a slogan for the next assembly I have thought some that could include the different proposal I have read.
They are:

LEARNING TO LIVE ALL TOGETHER

CONSTRUCTING A WORLD FOR ALL

ONE WORLD, MULTIPLE FACES

GLOBALIZING JUSTICE AND PEACE FOR ALL

For this to be happen we need dialogue, alliance, democracy, global consciousness, mutual respect, mutual recognition, active global

citizenship, sustainable development, a deep understanding that as human being we share the same nature, global solidarity, global equity, gender justice,

diversity, etc.

good luck for all

Sofía Valdivielso

 

Proposal by Inayatullah from Pakistan

My first suggestion for the WA theme is: CITIZENS' EDUCATION FOR THE POST- NINE ELEVEN WORLD

Inayatullah

Dear all,
we continue to receive proposals for the name of the Assembly, as well as thematic and organizational ones. We thank you for the enthusiasm that you have shown for the preparation of the Assembly and we call you to continue working and generating ideas together.
Thanks to Bob Hill for proposing a new slogan and to Vida Mohorcic Spolar from Slovenia for sending her opinion in relation to the proposal sent by Budd Hall.
Cecilia Fernandez

 

Proposal by Bob Hill
 

Greetings!
I'd like to offer a few more to think about:
 
"ICAE: Many Partners, One Future"
Abrazos!
Bob

 

Comment by Dr. Vida A. Mohorcic Spolar

Budd Hall´s proposal is an excellent idea. We do support it.
Best wishes to all,
Vida A. Mohorcic Spolar
Dr. Vida A. Mohorcic Spolar
Slovenian Institute for Adult Education, directress

Dear all,

We would like to share with you an inspiring closing paper "Notes and Thoughts" prepared by Bob Hill that includes 3 weeks of exchange where he presents, among other things, the following issues: "How to maintain ICAE as a community of harmonious dissonance" and “How to build an ICAE global community in the era of globalization".

Enjoy the reading and do not hesitate to send your own synthesis and conclusions.

Cecilia Fernández

********************

 

Greetings!  I have followed the many important postings during the past three weeks, and have kept a “journal” of personal reflections during this time.  I had hoped to be more active on-line, but unfortunately this didn’t happen.  Please allow me to offer a few thoughts at this last minute. 

I gave thought to three vital areas that emerged in the conversation.  They surround notions of Content, Structure and Process.  A few comments on each are presented below.

Content.  The conversation on content included building an agenda that would be the heart of ICAE’s “work.”  This ranged widely across topics, such as concern for mobile populations, HIV/AIDS, gender justice, lesbian/gay/bisexual/transgender and queer rights, the environment, poverty, and a host of others).  There were many great suggestions in regard to the “content” for our goals.  In this regard, Paul Belanger recommended 4 overarching “themes,” that captured the array of ideas, and a number of participants concurred with these.

It seems that some contributors expressed, if I read their writing correctly, the desire for a central platform as part of a unified organization.  I have wrestled with this, asking myself, “Is this an attainable goal in light of the fact that we experience the world so differently?”  Perhaps at some level it is attainable, e.g., around human rights, education for all and education for inclusion, resistance to neoliberal economic and political practices. 

In this regard, maybe ICAE will become more fully a “community of harmonious dissonance” since partners in the community have local foci and different particularities.  In fact, perhaps this is already happening in some ways.  I know of a number of groups (both outside and inside of ICAE) that have very specific agendas, but that link their particular cause with the struggles of *all* oppressed people. 

The key idea here is that an organization not only works toward making the world a better place for one group, such as women, or gays, or disabled persons, or unemployed people, or refugeesbut will at least offer notional support for *all* marginalized groups.  There will be times when this will not be easy.  I think for example of my own work around sexual orientation and sexual minority rights.  I know that a number of my sisters and brothers who fight for social justice and human right on behalf of some specific populations, have difficulty supporting lesbian, gay, bisexual, transgender and queer people.  The question is how to maintain ICAE as a community of harmonious dissonance if we are to do what Imelda Arana offers, “combine local autonomy with global responsibility.”  It is within this “community of harmonious dissonance” that we will also find what Gigi Francisco calls “hybridized discursive spaces.”

Structure.  Words modifying the concept of structure were “flexible,” “adaptable,” “responsive,” “informal,” “horizontal,” “egalitarian,” and “speedy.”  A “Network” seemed to be the model that fit and toward which most are advocatingactually, a “network or networks,” to be more precise.  Beyond the insightful discussion on networks, there seemed to be few concrete ideas exactly how to operationalize the network concept.  This will undoubtedly be an area that those in conversations leading up to the next World Assembly will be discussing. 

As for me, I was inclined during the past weeks to think about the relationship between technologies (specifically the Internet) and ICAE’s potential structure.  The remarks of Ana Laura, who wrote about the possibilities offered by information and communication technologies, and whose logic has reached social organizations, sparked much thinking for me.  The Internet is not only a vehicle for communications, but is also a model for a structure for ICAE. 

Naomi Klein, the Canadian media commentator and anti-corporate activist, has written about this, saying that the emerging “new social movements” are not designed from a preset structure but rather coherence is achieved by skillfully “surfing” the structures that are already in place.  This would make ICAE truly a “Converegnce Center” with coordinated decentralization.  The difficulty will be to balance such notions as radical and direct democracy, and a decentralized structure, while constructing and sustaining a collective “we” and a “unified “us.”

Process.  A question is “How to build an ICAE global community in the era of globalization, in the context of new information and communication technologies; and diverse identities, cultures, and levels of struggle.  It’s about globalizing a radical democracy. 

Ximena Machicao Barbery’s comments on networks becoming “corporations with unalterable individual leaderships, and not as instances that facilitate participatory and including processes that guarantee the setting in motion of shared political consensuses” begs this question: “What processes will ensure that this does not happen?”  She also asks what “would be the most suitable mechanisms for the democratization of the networks” so that we can “think the world from [the perspective of] diversity and plurality?” 

Jeanine Anderson also raises a process question for me when she writes: “Networks make it very easy for persons and groups who disagree with some decision or action simply to drop out. They always have the option of simply ceasing to communicate.”  What course of action will help to prevent this?  As Babacar Diop Buuba suggests, we need to cultivate ways to “strengthen the capacities of our members.”  The comments of Hortencia Coronel were vital for me to think about how to communicate among ourselves and to share often, to ask, and to inform.  Joyce Stalker’s question of how to entice younger activists/advocates to attend the World Assembly in the short term and to develop ICAE’s networks in the longer term can not wait for 2007!  Another related question is posed by Salma Maoulidi, “How to rejuvenate [an organization’s] purpose?”  My thoughts these past weeks, looking to the future, have been on how to make roomand perhaps stand out of the way ofyouth. 

I was haunted by two particular questions during this time: Inayatullah asked, “How does a member NGO benefit from the ICAE connection?” And similarly, Sturla Bjerkaker reminded us that donors will want to know “What’s in it (the ICAE) for me [the donor]?”  The answers to these questions must be made very explicit!  If we can not unambiguously respond to these fundamental questions, it seems to me that we will be planting a tree that has no roots in 2007.  The World Assembly should take the time necessary to think about, and then act on these questions.  We need to look specifically at what can make ICAE more attractive to the major audiences inherent referenced in these questions: members (and potential members), and donors.  What actions must we perform to become authenticated, and “authorized” to speakas (and for) those whose rights/voices are not represented in the public sphereso as to be heard?

In the end, I hope that wrestling with Content, Structure and Process at the World Assembly will yield a revitalized activist project that allows us to be intricately and firmly interlinked in solidarity to build a more just world.

I’d like to express my deep thanks and appreciation to those who participated in the discussions.  It has truly given me much top think about, and raised more questions than answers.

 

Dear all,

This weekend has been very fruitful and enabled many participants to catch up with the reading, raising the need to make new contributions, comments and suggestions. Thus, we believe that it is convenient to give further space to the seminar and be able to wrap it up with more time.

Therefore, the list shall go on working during this week so that we can jointly arrive to conclusions, and lay the foundations so that the preparatory process of the World Assembly continues based on the reflections and proposals that came up through this seminar.

We will continue sending all the proposals we have received,  such as this interesting reflection sent by Salma from Tanzania.

I would like to thank all of you for your enthusiasm and creative reflections.

Cecilia Fernandez
*****************


 

I have noted some interesting proposals for themes to inform the programme of the GA and appreciate the diversity of thought on what should inform how we name and approach the themes. I want to echo Joyce’s important point about being strategic in how we construct the language itself i.e. using more proactive language which hopefully will allow us to think of possibilities rather than remain in the problem mold.

I also support Gigi’s suggestion on having a blend of universal themes as well as regional themes but also want to suggest that it could be by exploring universal themes through questions we could realize their relevance to our realities, thereby appreciate the different ways specific issues/ situations affect us. And while I support an idea of having regional thematics, I also support the idea of having thematics that are not just defined by geographical realities but also by say gender realities, linguistic diversities or generational differences.

In addition I would like to suggest including Governance as a strong issue related to the idea of social justice, empowerment and interdependence. I say so because i think other than being concerned with people’s inability to resist ultra conservative religious forces, we should also be concerned at our inability to bring to account our elected officials and government who increasingly work  in complicity with big business to undermine our basic civic and human rights. Perhaps it can best fit in the theme on democracy and citizenship.

I like the idea of dialogue that is being emphasized in the title but it should also inform our deliberations in how we actually set up the sessions. Lastly since we are all indicating a need to revitalize our thinking and strategies we must not forget giving a space to voices who think out of the box or innovate models of citizen engagement and empowerment. Certainly we deserve to be motivated and inspired by the bold and creative initiatives of others in enforcing and reinforcing the concept of life long learning and development.
 
I like the Assembly title Inayyatullah proposed but without the focus on Nine Eleven since I feel doing so makes it our reference point while in actual fact many of the challenges we contend with preceded nine eleven, much as they have been rendered more complex. I propose looking at it with the bigger challenges that  globalization brings to multiple forms of
justice and human development.
 


 

Dear all

Let me first express congratulations to you all for this initiative and for keepping a constant rich debate that is really contributing to my new work in Action Aid in many ways.

I would especially endorse Gigi Francisco's comments on the fact that "development learning have become marketized". ICAE should then play a key role in generating information on this, exchaning data on how macroeconomic policies are effecting the respect and fulfilment of the right of education and the manners on which education is provided in many countries today .

Also focusing on positive experience of countries that faced the challenges and today are providing resources to educate citizens in spite of IMF and WB pressures, such as the case of Venezuela that eliminated users fees as we learnt in WSF, Caracas, 2006.

ICAE should think on enriching the knowledge of the group on these issues and become more involved in spaces such as WTO related events 2006 and IMF and WB annual meetings that will take place in Sept this year. Linking with GCE and other campaigns such as GCAP is a possibility since these campaign have included these events in their lobby and advocacy agendas.

Another challenge the community working on EFA is how the agenda of education for all is really a goal for the new progressive governments in latinamerica . I think it would be interesting at the Assembly to have a meeting with groups working in contexts such as Uruguay, Brazil, Argentina, Bolivia, Chile and Venezuela to see the window opportunities in these new lefties scenarios.

Cheers

Alejandra Scampini
Women's rights regional coordinator
AA Americas

 

I am late with my contribution to the virtual seminar, because as so often local political urgencies get in the way
Still, before we finish I wanted to say that I think we have to use Nairobi firstly as a base to operate a wider range of active networks, drawing on the people who have participated in IALLA, in national and thematic networks, to ensure that less of the pressure of the organisation sits on a tiny number of shoulders.
There is a good deal to celebrate since Ocho Rios
We have survived a financial meltdown but only through the generosity of the secretary-general and the colleagues in REPEM, and the perseverance of our Norwegian colleagues in pursuing Nordic funding
We have produced impressive evidence monitoring how nation states implemented, or not, the resolutions agreed at CONFINTEA
We have made a strong link with the World Social Forums
IALLA has been a real innovation and has built practical links between practitioners across the world
The GEO network thrives
The virtual seminars provide a powerful vehicle for joint strategising
And we have made an input to many world events
More of a challenge for us, it seems to me, has been to foster effective communication between the regional and national members, apart from through the GEO network
We still have some way to go to secure a flow of funding to engage a wide range of members in participative activity that is clearly global
And we have the challenge of creating a way for new participants to engage and shape our work
So I think one major theme of Nairobi will need to be how we make ICAE a network that means something to activists engaged in adult learning all over the world
I think the issues raised in Gigi s contribution how we respond to the rise of religious fundamentalism, what can we do to problematise the social relations arising from economic globalisation, locally as well as globally, how best to use its technologies and how best to reflect on the learning dimensions of the WSF are all important,
In the north work on the economics of adult learning mapping the impact on health, civic participation, regeneration of excluded communities are all important
And importantly I would like to see a focus on migration and adult learning
That s my shopping list late and a bit of a mixture

Abrazos

Alan T

 

 

By Magdalene Gathoni Motsi[1] and Solomon Mburu Kamau[2]

INTRODUCTION

The formation of the Kenya Adult Learners' Association dates back in 1990 which was highly plausible especially in the realm of reviving and rejuvenation the adult education movement because of the following significant and recognizable factors:

1.       1990 was the International Literacy Year which marked a need to initiate a learners’ network that would capture the needs and rights of adult learners in Kenya and put them on the global map.

2.       The 4^th World Assembly of International Council for Adult Education, ICAE was held in Bangkok, Thailand in the same year and gave Kenyan learners a strong representation and an opportunity to exchange experiences with participants from all over the world.

3.       At the local level, the Kenyan Learners’ Conference was held between 17^th and 18^th October 1990 in order to lay strategies for the formation of KALA as well as the structures fir learners place in the society.  

These three factors were inspired by the declaration of the International Task Force on Literacy, ITFL made in December 1988 in Chantilly France. The declaration contained reasons for the involvement of learners in literacy interventions and it based its strengths on:

                                  i.            LEARNERS’ NEEDS

Learners are best placed to know their needs thus can be better placed to seek solution to their problems. 

                                ii.            LEARNERS’ PARTICIPATION

The process of participation in literacy is an integral part in the promotion of adult education hence an increased and enhanced process of learning.

                              iii.            LEARNERS’ INVOLVEMENT

In order to promote adult education, direct learners involvement as the major target group validates programmes, and increases efficiency and effectiveness in the initiation, methodology and promotion of education.

Learners’ involvement encourages self-reliance, self-determination, self-dignity and self-confidence. It also creates possibilities for self-help, advocacy and movement for social change.

The formation of KALA by learners themselves was a bold step towards involving learners in adult literacy interventions in order to serve learners’ specific interests and diversities in a platform geared towards giving then an articulation focal point fort he perspectives on literacy, and to influence policy and implementation of adult education programmes.

THE TRANSVERSAL FUTURE: IS IT ACHIEVABLE? 

ANALYSIS 

The establishment of the Department of Adult Education in 1979 was a stepping stone in a commitment the government aimed at improving the social welfare of the people of Kenya. Unfortunately, the programme began a gradual decline from the late 1980s and has been continuing. The decline has mainly being through the ebbing of the national political will that is known to be driving force for any literacy endeavour. Other significant factors that have contributed to the decline of the adult education in Kenya include: -

                Drastic decline in  the funding;

                Allowing illiterates and/or semi-literates into elected positions which was against a promise at the launching of the programme,

                A general loss of interest in the suffering of the illiterates and the marginalized by those in power, and by extension, the public at large. 

Adult illiteracy is increasing despite committing enormous resources to elimination of illiteracy at the basic level. When we talk about Education For All are we really seriously saying that all people regardless of age should achieve education when in reality we are concentrating only on primary school? Where do illiterate adults and youth fall? Are they not supposed to fit in some form of education training empowerment? Why have they been neglected yet Kenya’s illiteracy rate stands at only 4.2 million people? Isn’t this quiet a simple figure to round it to almost a nought?

The other major obstacle is the way in which adult education is handled. Currently it is house in the Ministry of Culture Social Services and Sports – a rather odd ministry to place an education department! This clearly shows that the political-will is not considerable of the adult education sub-sector. When one talks about adult education, the picture that comes in most people’s frame of mind is old men and women learning to read and writing using their fingers! Kenya boasts of the oldest learner in the world - Mzee Maruge, an octogenarian in Eldoret, who wants to be vet!  The problem in this regard has not because there are no adult learners in our midst, but because there is not a single Department of Adult Education field officer who has advised Mzee Maruge and his acquaintances that to be a vet, it takes a lot of years in school. If he has been advised, then the adviser did it wrongly.  

The first independent government vowed to fight three vices to nation development: illiteracy, poverty and diseases. Four decades later, they are still with us not mentioning the HIV/AIDS scourge. Illiteracy, which is the mother of the two, can be eliminated if there are some seriousness are involved not just a government department. After all, it is not the waiter who decides on what a customer to eat!

So where does the problem lie?

In 1990, during the formation of KALA, 92.9% male youth were literate as opposed to 86.7% of females. This totalled to 89.8% of people aged between 15 and 24[i]. In the same period, a total of 473,000 youths were illiterate of which 65% were females.  Between 2000 and 2004, 80.7% of the youth females were literate while 79.8% males were literate. Slightly over 1.3 million youths were illiterate in the same period of which 49% were females. By 2015, UNESCO projects that 880,000 youths would be illiterate and the female population from this would be 43%[ii]. By 2015, UNESCO projects that 880,000 youths would be illiterate and the female population from this would be 43%.  This trend has been observed in the Kenyan education scenario since the 90s. In 2005, for instance, out of 600,000 pupils who finished their primary school, around 290,000 or 48.3%[iii] will not continue with their post-primary education. Some possible approaches to promote education of the youth and adults are important at this level so as to counter the growing illiteracy levels and be able to attain the education for all realization. Though there has been a significant drop in illiteracy levels, the gap between female and male enrolment and completion rates is wide.  In 1995, the ratio of male to female enrolment was 51:49 and a dropout rate of 35% and 60% for boys and girls respectively[iv]. The high school-dropout rate among girls, poverty, early pregnancies, early marriages and child labour have resulted to the increase in illiteracy among women.

Although between 2000 and 2004, illiteracy levels for women have been decreasing greatly to 70.2% as compared to 60.8% in 1990, there is a possibility of the trend reversing should there be no long-term mechanisms addressing this situation. Major factors that hinder adult active participation in literacy are as a result opportunistic effects of the increasing HIV/ AIDS prevalence rate, lack of long term government support, irrelevant curriculum and methodologies of approaching adult education.

KALA has been mobilising the community to support literacy and education for women and youth.  This support for women in economic activities and income-generation enhances their achievement in not only literacy but also in quality production and marketing. Education is important at all levels. The difference is the methodology of promoting, adopting, teaching and purpose.  

ICAE WORLD ASSEMBLY: any significance? 

The International Council of Adult Education World Assembly, 2007, is timely in this context as it sets pace for the definition, achievements and setbacks of the adult education in the world. As such, the ICAE World Conference is definitely opening doors to the learners’ to exchange their views and experiences and set the precedence for the understanding the theory related to the Adult education programme.

The holding of the Assembly in Nairobi is an important tool for seizing the opportunity for showcasing the transition of the adult education movement in Africa and the world because of:

1. It will be the turning point for assessing adult education since the last World Assembly in Ocho Rios, Jamaica in 2001. In this regard, it opens a greater chance for which the African adult learners’ associations and networks can initiate the programmes they have undertaken in their own soil. It will enhance capacities of adult education (including definition, methodology and purpose. this will again point out the strategies to enhance and systematically create and promote collective responsibilities in adult education.
2. The Millennium Development Goals, Education For All Goals and Literacy Decade will ‘expire’ on or before 2015. These strategies have been put in place by the world community in order to enhance the capabilities of the government, the civil societies and individuals on issues related to HIV/AIDS, Poverty, Gender Promotion, Education, and  promoting a culture of peace and non-violence. The thematic issues in which the meeting will focus on including:

                                            i.Violence, Forced migration and Conflict management.

                                          ii.HIV/AIDS and Health

                                        iii.Environment

                                         iv.Struggle Against Poverty

These themes are important in this because it they are divergent issues in the modern world and are part of adult education. The conference is a direct relation in which adult education is a tool for contextual analysis in addressing the modern issues.

Local ICAE membership can promote these themes as well as the MDGs and EFA, at all levels with a great need and enthusiasm so as to understand the concepts from ‘freeing’ the world from the social bondage. 

3. The Assembly will close the gap between the developed and the developing world in one forum to articulate critical perspectives   with an aim of understanding the values of adult learners in relationship to their own world view.

4. The World Social Forum also planned in January 2007m is an important tool for devising strategies for promoting social empowerment. This is regarded to as an important tool for underpinning the global imbalance of the critical ideals in the global perspective.

 

CONCLUSION

Therefore, the Kenyan adult education movement sees these factors as an encouragement since the input of adult learners will be put in tandem with the globalized world. KALA believes that the World Assembly and the World Social Forum will integrate the ideas evolved into actual action with the necessary support from the local partners and the political good will. The voice of the adult learners in Africa will be heard once again.

The International Council for Adult Education has been on the forefront in the support of adult learners all over the world. The systematic approach is indeed a great leap in the uplifting the dignity of adult learners who have been sidelined to the periphery owing to lack of political commitment and interest in the promotion and support of adult education.

The Kenyan Adult Education will indeed showcase their projected belief in the struggle against the social injustices which are culminations of illiteracy.

[v]Endnotes

 

Hi everybody,

Continuing with the exchange about the best slogan or name for ICAE World Assembly, and the themes to be dealt with, I enclose the comments of Sturla and Astrid from Norway.

We keep in touch.

Cecilia Fernandez
 

To Gigi’s proposals: You hit our present discussion in Norway quite good. What is happening to voluntarism in the context of adult learning? We find our self “swimming” in the river delta between the landscape of (formal, organised) education and the landscape of culture and informal learning. We feel a tension between the instrumental and the existential view on learning. But anyhow; I think – at least at the moment – that “lifelong learning and voluntary service” is too narrow as a main and overall team for the Nairobi meeting. But it could very much be a part of it, and I would be happy o take part in discussions around this.
Sturla

To my friend Bob:
It’s a good slogan, but a bit to religious for me… Don’t you think we have to play with the big ones with another language? (But not war terminology!)
Sturla

 

Or: "Dialogue for Justice, Gender and Citizenship", or maybe better "Dialogue for Learning and Democracy" - to pursue a little the idea of my distingushed colleague here.
Astrid

 

Hi everybody,

We are already at the end of our virtual exchange, still, we would like to present the last proposal for our slogan sent by Joyce. We would like to thank those who have sent proposals in this sense, and we take the opportunity to present the complete list of suggestions received up to this moment, on which we shall base our decision, at a future stage.

Cecilia Fernandez


Proposal by Joyce Stalker

"Strategies for justice, gender and active citizenship."

I am still  wanting a proactive title for the Assembly.



 

DIALOGUE: LEARNING DEMOCRATICALY FOR JUSTICE, GENDER AND CITIZENSHIP.

"DIALOGUE FOR JUSTICE, GENDER AND CITIZENSHIP"

"DIALOGUE FOR LEARNING AND DEMOCRACY"

"LEARNING DEMOCRATICALY FOR JUSTICE, GENDER AND CITIZENSHIP"

"ICAE: MANY PARTNERS, ONE FUTURE"

"LEARNING TO LIVE ALL TOGETHER "

"CONSTRUCTING A WORLD FOR ALL "

"ONE WORLD, MULTIPLE FACES "

"GLOBALIZING JUSTICE AND PEACE FOR ALL"

"CITIZENS' EDUCATION FOR THE POST- NINE ELEVEN WORLD"

"STRATEGIES FOR JUSTICE, GENDER AND ACTIVE CITIZENSHIP"

 
 

Dear all,

In order to close the seminar we would like to share the comments of Ana Laura Rivoir, who has helped us from the very beginning in thinking up this exchange space, and is now providing this constructive feedback.

Cecilia Fernandez


 

Dear friends,

It has been a pleasure for me to participate in this Virtual Seminar.  Although I am not part of ICAE, I have learnt a lot from this organization, its challenges and problems, many of which I have found  familiar: lack of time, difficulties in exchanging, diversity and heterogeneity of the problems to be dealt with when one has social motivations, etc.

At the closing of this seminar, I would like to take the opportunity to give you some impressions on the debate, and, above all, some ideas. I have the impression that ICAE has an important trajectory, and has gone through several stages which reflect its historic background and rich experience. Many of the participants are proud of this and this is
good. This also translates into the need to change, to "make the leap". In a network, a way of demonstrating this is through transformation. How? In which dimension? Under which form? Those seem to be the questions that arise. The importance of a better and more fluent communication is vital. I believe that new technologies are most
helpful in this sense. This seminar is an example of this. I think that if we take advantage of this possibility, ?new proximities? can be built. The idea of a "virtual library" is an interesting proposal for the exchange of experiences, to share knowledge and, why not, to produce new knowledge on adult education.

Adult education is consolidating as a key element in our contemporary world. Its different perspectives, approaches, methodologies, themes, make it necessary to find a space for discussion, exchange and debate, a meeting spot. But they also demand proposals. I think that ICAE has to play a key role.Technologies can also contribute to the global-local connection. I share this concern which several participants have raised. To search for linking mechanisms is vital. Thus I believe that we have to consider a meso or intermediate level. But this level cannot be a bureaucratic step, an obstacle we must overcome. On the contrary, I mean a facilitator, an articulation, a place, or dissemination node.
For example, a role that consists in retransmitting this seminar to other colleagues, at local level ? either translating it or printing it. This kind of initiatives can be used as a model for the organization because they link to the grassroots ? they democratize ? and they also enrich the organization in terms of contents, ideas, opinions that go around, from global to local and viceversa.

An Assembly with several issues is foreseen. The tension between the diversity of issues and the importance of prioritizing, without impoverishing the aims or simplifying the purposes but also able to concentrate efforts, find its own and specific issues so as to go deep into them. To update its organizational structure increasing its flexibility and democracy constitutes another important challenge. I wish you a successful Assembly and I hope the outcome is good because many people need your actions.

Regards
Ana Laura Rivoir

 

We are extremely stimulated by the creative and diversified participation to ICAE’s virtual seminar. Long standing members and new members from all regions as well as non members linked to various networks did join in this month long debate.

We discussed the meaning of the struggle for the right to learn of women and men in today's context and the most relevant and effective advocacy action to undertake. We debated on the changing role of ICAE and its related networks and we proposed new forms of governance within civil society. We suggested issues to be debated at the important coming World Assembly, next January in Nairobi.

Participants agreed on some lines of actions and disagree on others. Discussion took place, with different points of view, on future priorities for the movement. Criticism was made both on current ways of functioning as well on too rapid interpretations given on reasons for silence by some members. A refocusing of our agenda regarding the ambiguous MDG UN operations was requested by some. The urgency for the adult education movements to work transversally with the World Social Forum was highlighted by some participants, while other groups insisted on the ongoing mobilization of adult learners.

I need to thank all of you. However the best way to do so will be to study carefully all contributions and propose, during the coming months, emerging trends for the governance of ICAE, for the program of the coming World Assembly and, more generally, for the needed shift in advocacy strategy, taking into account the changing scene at world and regional levels.

Allow me to thank, in particular, Cecilia in Montevideo for ensuring so efficiently a continuous and effective flow of information among all of us dispersed in all world regions.

À bientôt,

Paul Bélanger


Dear all,

We have reached the end of the Virtual Seminar and we really believe that we have taken a first step towards "Paving the way for ICAE World Assembly in Nairobi 2007". We now will start a new organizational stage building on ideas that came up during the seminar.

We think that we have reached the objective that we have set of having a first participation space in the preparatory process towards ICAE World Assembly. This was possible thanks to all your contributions, to the contributions of those colleagues who prepared papers specially for this occasion, and also of colleagues from other networks who generously have shared with us their experiences.

We have also opened a space for reflection "on global networks, their functions and challenges in the present global context, incorporating new perspectives, experiences and lessons learnt". This has motivated us to continue learning and has generated new questions that will no doubt lead to new reflections.

As a result of the seminar we also have a list of topics, proposed with a high level of agreement, and that constitute the basis to elaborate a very interesting program for the Assembly. If we can organize working commissions around some of these topics, we will be able to make our meeting in Nairobi more fruitful. We also have a set of proposals for the name of the Assembly and this will guide us to arrive to a slogan with which all of us could identify and that can reflect our actions for the future.

On behalf of Paul Belanger, Celita Eccher and ourselves, we want to send special thanks to Cecilia Alemany, David Archer, Ximena Machicao, Kumi Naidoo and Henry Valot for the contributions they sent to our discussion based on the experiences of their own networks. We also want to thank Bob Hill, Babacar Diop Buuba and Raul Leis who supported this initiative and contributed with the global analysis from their regional perspectives.

Thanks also to all those who participated in one way or another during these four weeks including ICAE national members, financial committee members,  GEO team, IALLA graduates and friends of the educational movement : Imelda Arana, Sofia Valdivielso, Berni Brady, Salma Maoulidi, Hortencia Coronel, Joyce Stalker, Inayatullah, Carol Añonuevo, Budd Hall, Sturla Bjerkaker , Prakash Bhattarai, Yoko ARAI, Fanny Gómez, Nazir Ahmad Ghazi, Ana Agostino, Gigi Francisco, Marta Benavides, Darlene Clover, Dr. Vida A. Mohorcic Spolar,  Alejandra Scampini, Alan Tuckett, Magdalene Gathoni Motsi and Solomon Mburu Kamau, Astrid Thoner, Nolan Bob, Britten Månsson-Wallin, and Sara Longwe.

We want to thank as well all those who followed the seminar by reading it and sent us supporting messages to encourage us to continue with the exchange.

Finally, we want to say a very special thank you to Jeanine Anderson and Ana Laura Rivoir who supported us from the very beginning in order to think and organize the seminar, and sent us their regular inputs which helped us improve on the way.
 
Another Education and Lifelong Learning is possible, for a better world!

Cecilia Fernandez