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GEO/ICAE
Content
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ICAE
World Assembly 17-19 Jan 2007 Commission on Full and Active Citizenship: the Contribution of AE to Increasing Citizens’ Participation in Governance and Democratization
Draft
Program & Call for Participation
ASPBAE,
a regional member of ICAE, has been invited to prepare and facilitate a
Commission for the ICAE World Assembly entitled: ‘Full and Active
Citizenship: the contribution of AE to increasing citizens’ participation in
governance and democratization’. ASPBAE’s Perspective and Involvement in ‘Cit Ed’ Education for active citizenship and good governance is indeed one of the most urgent tasks of our time. Across the world there is a desire by citizens to be more actively involved in the decisions that affect their lives and at the same time a desire for more responsive, inclusive participatory forms of governance. For the past 6 years ASPBAE has coordinated a program entitled ‘Education for Active Citizenship and Good Governance’ (Cit Ed) in recognition of the importance of ensuring all peoples have access to decision making processes in their respective countries and localities, recognise their rights and responsibilities and are empowered to participate effectively in those processes. In the Asia Pacific region, ASPBAE’s Cit Ed activities include the development in 2001 of a Learning Circles Kit on Citizens Participation in Democracy for Vanuatu and a Citizens Participation in Elections Project in Papua New Guinea with member organisations in each country. The outcomes of these projects were included in the Commonwealth Foundation’s Citizens and Governance Toolkit, a comprehensive resource for CSOs working on these issues. A Melanesia sub-regional Cit Ed Workshop was held in November 2002 while in October 2003 ASPBAE held a Regional Workshop on Engendering Citizenship Education in Nepal. In 2003-4 training workshops were held in the PNG Highlands and a video was produced of the experiences of women who had nominated as candidates in elections in PNG. At the international level apart from participating in the Commonwealth Foundation’s (CF) Citizens and Governance Program, ASPBAE facilitated an international Workshop organised by Montreal International Forum (FIM) in 2001 which focused on increasing CSO participation in UN decision making processes. International participation continued in June 2002 at a Seminar on Democracy and Education in Hamburg, Germany organised by the UNESCO Institute of Education (UIE) and the Conference on Global Governance in Montreal (October 2002) organised by FIM. In 2004 ASPBAE drew on experienced trainers from member organisations to produce a Citizens Education Action Learning (CEAL) Guide funded by the Commonwealth Foundation (CF). The CEAL Guide adapted some of the rich material found in the CF Citizens and Governance Toolkit and fashioned it into a training tool for civil society facilitators to assist them in their work of building citizens and community knowledge and skills to become more active in the process of governance. In order to validate the CEAL Guide modules and provide feedback on how to improve it and how it might be used in different contexts, ASPBAE held a Regional Workshop in Indonesia in 2004 and a South Asia Training Workshop in Sri Lanka in September 2006. Over the next 3 years ASPBAE and CF intend to collaborate along with in-country CSOs in utilizing the CEAL Guide to provide Training of Trainer (TOT) opportunities for civil society facilitators in the Pacific, South East Asia, East, West and Southern Africa and the Caribbean. Invitation to ParticipateASPBAE would like to encourage adult educators with an interest and experience in this area to participate in this Commission and to comment on the draft program below. We would like to ensure perspectives from all regions are included in this Commission. From the ICAE Terms of Reference for Commissions at the World Assembly, ASPBAE is responsible for:
Topic: Full and active citizenship: the contribution of AE to increasing citizens’ participation in governance and democratization Draft Objectives of the Commission: a) Analyse the current impact of Cit Ed and other adult education that has Cit Ed components (including a recap of statements and recommendations in CONFINTEA V and significant developments since) b) Highlight new & innovative Cit Ed approaches and contributions at local, national and international levels with the aim of building a global perspective c) Introduce the Citizens Education Action Learning (CEAL) Guide and experience one of its modules, as an example of a recent training resource d) Discuss to what extent AE contributes to increased citizens’ participation in governance and towards democratisation e) Identify Opportunities and Strategies for Future Action by participants and by ICAE, especially in light of EFA and CONFINTEA VI Commission Approach: a) Participatory b) Within a social justice and rights based framework c) Network building & connecting participants to resources d) Visual and interactive
3.5 hour Commission on the afternoon of 17 January 2006 (2.00 pm to 5.30 pm). 2.00 pm Welcome & Introductions: Participants are asked to mingle and then in twos or threes with people they don’t know tell why they have come to this Commission and one thing they are doing in relation to Cit Ed. 2.15 pm Setting the Scene: 10 minute video / PowerPoint highlighting Cit Ed efforts in different parts of the world and the importance of full and active citizenship for governance and democratization. 2.25 pm Painting a Picture: Presentations from a Panel of high profile speakers including Kumi Naidoo, CIVICUS (3 x 10 minutes) to: · paint a picture of the current impact of Cit Ed & the contribution of AE to increasing citizens’ participation in governance and democratization · provide a recap of relevant statements and recommendations in CONFINTEA V and significant developments since · highlight innovative approaches at local, national and international levels Questions & Comments from the floor including brief examples of new & innovative approaches and impact 3.30 pm Afternoon Tea 3.45 pm Facilitate one module of the CEAL Guide (ASPBAE to Facilitate) including brief feedback from participants 4.45 pm Plenary discussion identifying opportunities & strategies for future action in light of EFA and CONFINTEA VI 5.15 pm 1 or 2 Respondents asked to comment on suggestions made, add new ideas and recap on the main outcomes 5.30 pm Close
A balance will be struck between gender and regional considerations and levels of operation (local, national and international)
Each participant to receive:
ASPBAE is likely to secure funds for 2 or 3 places only, so we will be reliant on participants finding their own funding to come. We encourage other regions and organisations to seek resources to enable relevant people to participate.
This draft and future updates will be sent indicating how women have been / are involved in the Commission design, facilitation / speaking / responding
This draft and future updates will be sent around for comment.
Comments
on the draft program are welcome & confirmations of participation in the
Commission can be sent to Mr. Bernie Lovegrove, ASPBAE Program Manager,
email:
bernie@aspbae-oz.org
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The Kenya Adult Learners' Association and the Pan–African Association for Literacy and Adult Education are facilitating the commission on Adult Learner’s Movement and Mobilisation during the International Council for Adult Education, 7th World Assembly which takes place between 17th and 19th January 2007 in Nairobi.
The World Assembly’s theme is Adults’ Right to Learn: Convergence, Solidarity and Action has been adapted into the objective of the commission under the sub-theme ‘Adult Learners’ Inclusion: Agents for Cultural Diversity’ reflecting on the need to include adult learners in the promotion of cultural integration through poverty reduction, human rights and gender education as a major aspects for mobilisation framework because for shaping development economically, socially, politically and culturally.
Guiding Principles: The commission will adapt the following ideals as guiding principles in addressing the theme:
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 enhances 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 commission of Adult Learners’ Movement and Mobilisation will address these principles based on the following topics: i. Gender education in the promotion of literacy programmes. ii. Effects of literacy programmes specifically through mobilisation and involving of learners in adult education iii. Approaches in functional literacy to the needs of learners through recognised methods of pedagogy provision such as Regenerated Freirean Literacy and Community Empowering Technique (REFLECT) etc and the effect of adapting such programmes to meet the local needs of the people. iv. The linkage between adult education, human rights and peace through popular education v. Expansion of learners participation through mobilisation vi. Adapting information, communication and technology as tools for involving learners in the achievement of EFA and MDGs vii. Cultural/linguistics issues and values that promote the empowerment of learners
The objectives of the Commission are: a) To sensitise learners worldwide on the ICAE World Assembly (WA) and the World Social Forum (WSF) b) To mobilise the participation of learners throughout the world to participation in the ICAE World Assembly and the World Social Forum c) To prepare presentations and diverse contributions to highlight the on the ‘Another World is Possible’ d) To steer the commission on Adult Literacy and Mobilisation e) To participate actively in World Social Forum
The Kenya Adult Learners' Association is the first adult learners’ movement to bring together learners based on her experience in mobilisation and motivation of learners. This has been achieved through sensitisation meetings with the local administrators, and the community in general in defining their needs through strategic planning and follow-up meetings and workshops. The same ideals will be shared during the World Assembly in shaping the needs of adult learners, which vary according to the environment, that they live in. Adult education goes beyond reading and writing but also involves other programmes, which enhance and develop their quality of life and self-esteem through taking part in functional literacy (earning and learning) among others. Most importantly, genders are greatly affected in disproportion rates. Women being the most affected gender, face a myriad of shortcomings leading to high drop out rates and poor results especially in the rural areas. Major factors, which militate against women participation, include: · Lack of time: Women are overburdened with domestic tasks, child rearing, food preparation, etc. Women generally work longer hours than men do. · Attitudes of men: Some husbands and guardians forbid women to attend literacy classes and to participate in development programme. · Attitudinal barriers at the level of policy makers and planners: lack of awareness of the economic and social benefits of educating women. · Lack of special provisions to help women participate in literacy, such as childcare, facilities and opportunities for receiving of intensive instruction. · Long distances to literacy classes especially in rural areas render women’s active participation to literacy centres impossible. · Lack of Skills: Women normally lack training market/management skills, technical expertise, etc in income generating projects.
Achieving literacy is the first step in enabling women to take control of their lives, participate in development activities, and free themselves from economic and patriarchal exploitation. Literacy is not a panacea for all ills since it is adversely affected by hindrances of poverty and religious and cultural traditions. Literacy empowers women for ‘unlocking’ closed doors and facilitates their empowerment by creating access to paid employment. It is vital to development and the basic building block for involvement.
Although adult literacy varies in different countries, it is imperative that there is some uniformity in the promotion of the pedagogy to achieve the Education for All (EFA) and the Millennium Development Goals (MDGs). This commission lays emphasis on reflection of the improvement of the social welfare of adult and youths with regards to the Millennium Development Goals (MDGs) especially Goals 1, 2 and 3 which outlines the eradication of extreme hunger and poverty, promote the achievement of universal education and promotion of gender equality and empowerment of women respectively, and strengthening of the empowerment of the youths and adult are met in the Education for All (EFA) framework specifically Goals 2, 3, 4, 5 and 6. In most of the developing world, adult education is still in the infancy, revolving around the basic stage where learners are still at the basic literacy level, the developed world has adapted the use of ICT in the promotion of adult education. This imbalance is strategically directed in the lowering of the educational standards for the benefit of the majority in the developing world. The commission will use World Assembly as an advocating tool to urge governments and development partners to promote the adult education with the same energy as the basic education including the legislation and financial consideration for the programmes. This is because in some countries there is no clear policy defining adult education or recognizing it as a right. Literacy programmes receive only 1% of the national budget in many countries thus progressing in the high illiteracy rate due to poor investment.
Your involvement in the Commission The Commission would like to invite participants to take part through presentations of papers/documents, experiences and best practices for the promotion of adult literacy.
National Coordinator Kenya Adult Learners' Association P.O. Box 19343 – 00202 Nairobi Kenya Tel: (+254 0-20) 27 30 735 Fax: (+254 0-20) 27 30 735 Cell: (+254 0-733) 64 15 51 Email: mgathoni2002@yahoo.com
***************************************** ICAE 7th World Assembly Nairobi, Kenya, January 17-19, 2007
Contact: Heribert Hinzen, IIZ/DVV www.iiz-dvv.de and hinzen@iiz-dvv.de
Rationale and background
The Delors Report to UNESCO in 1995 claimed that „learning throughout life“is the key to a better future. Educationists should do all what is possible to create opportunities to fulfill the individuals learning needs and related capacities. Learning must be associated with all dimensions of life, expressed in the terms of long, wide and deep. And it could happen at all times, levels, and forms, be they formal, nonformal and informal.
There is no longer any doubt that adult education within lifelong learning is a key factor for economic and social development, on top of having the dimension of being a human right. New policies for adult education must result in coherent forms of laws and legislation, which in turn clearly spell out ways and means for financing adult education, involving the public and the private sector, the social partners as well as the individual. But it is still quite apparent from comparative studies that changes in most countries are too slow and not far reaching, especially as they continue suffering from too low investment in their human resources. There is an urgent need to reverse this trend.
As soon as we accept that adults are interested in and need lifelong learning opportunities then we are suddenly confronted with a simple reality: if the highest number of the population are adults, younger and older included, then adult learning becomes the largest part of the education sector, and why should it not receive as much, or according to size even more attention and support than any of the others?
There are strong arguments for a four pillar approach to a concept and system of lifelong learning, and there should be no doubt that schools, vocational training, universities and adult education are of equal importance for the individual and society.
When talking of schools then this includes all kinds of schools, from pre-schools or kindergarten to schools for the handicapped, from the comprehensive to the gymnasium type. And when looking at vocational training, one should do so again in its broadest sense, from the pre-qualification to in-service, from re-training of the unemployed to the up-grading of skills for those in senior management. And when talking of universities one thinks of the whole sector of tertiary education, including the college level as well as forms of academic further education. And therefore when turning to adult education we should take an all inclusive perspective from the younger adults to the elderly, and their respective learning needs, from the different forms of self-directed instruction to this huge variety of providing institutions and learning arrangements.
Adult education provision in most countries is neither sufficient in quantity, nor in quality. Related statistics are limited in scope and often outdated. However, there are often only limited statistics, which in turn still give room to plausible arguments that participation lags much behind against what is needed in respect to employability, and an active citizenship. The challenges for all countries are: how to increase and sustain participation rates, how to stimulate the motivation of prospective learners, and how to shape a system of education and training for youth and adults which is ensuring higher levels of participation. As a general growth in adult education participation is necessary for more and better human potential, special attention is on those who normally do not take part: those who were not successful in school and vocational education and lack motivation; women who due to double stress as workers and caretakers for family and children affairs lack sufficient time; households who because of low income level lack the financial resources. Adult learning as the leading concept should foster active citizenship, strengthen personal growth and secure social inclusion, thus going far beyond employability – all of which are including education and training in a lifelong perspective. How to improve employability of the workforce without providing good quality in general and vocational training for youth and adults continuously? How to strengthen mobility without training languages and intercultural skills for younger and older adults?
Policy, organisation and financing
In almost no country Governments find it difficult to have a policy for schools or higher education, usually there is legislation for both of them, and there is financial provision, though often not high enough. It is very often different for adult education where most Governments find it difficult to do the necessary. There may be even more countries in the world without adult education policies, or without legislation, and even more so often only meager finances are available.
Why is that so? What could be possible reasons? We hear of the complexity of what is then described as the adult education and training market where there are so many players and where nobody wants to be regulated and controlled by others. And then there is not enough money for teachers and schools anyway. But why should youth and adults and their education and training suffer?
Some of the research data available on participation rates in adult education programmes suggest that the better you are qualified via schooling and university training the more likely it is that you continue to upgrade your knowledge and skills via adult continuing education for a lifelong, at least during working life, perspective. Therefore within policy and legislation, organisation and finances we need measures that counteract this situation and support a trend where less successful and non-participants in adult training who are more likely to be the un- or underemployed should get special attention. The commission shall seek for solutions in some of these areas.
Lifelong learning – including all sorts of training and re-training on all levels – has a key role to play in all matters related to employability and active citizenship. Bridges are needed between formal and non-formal educational institutions, and each provider has to play his or her respective role: schools and universities, companies and VET-institutions. On a policy level the debate should center much more around investing in people and their education by governments, employers and the learners themselves. Innovative mechanisms for learner’s accounts, educational lending and savings have to be analysed and valued.
A few more aspects on financing of adult education. If we take it serious then we should not expect that any institution could do this alone. We have been living with a mixed reality where we have contributions from different sources. It may be correct to expect a substantial proportion by Government from public sources, not only because most of the tax payers are adults. But if we argue for equality in a four pillars approach to the education sector than adult education becomes a public responsibility to support adults learning.
Adults share in the costs and contribute as individuals via the participants fees. Not all courses must cost the same, some should be free, or subsidized for certain groups.
The private sector and many companies see further education and training of their employees as an investment into their human resources, sometimes even balanced as human capital. Here again, this investment may not be high enough, and it may be more often seen in larger companies. But we should clearly state that the privatization of adult education financing has reached a certain limit, and through the individuals and companies contribution it has always been a significant share.
We have seen a quite interesting diversity of models in financing adult education coming up recently in different countries. When looking at the demand and supply side many of the professionals still claim a basic (at least) institutional funding as a prerequisite for quality provision. Others prefer to support the individual more directly through grant schemes and learning accounts.
In the past we often enjoyed to insist on a dichotomy between general and vocational adult continuing education, as if they were completely separate. Today we prefer to see the interrelationships in a stronger way: much of the general has often immediate impact for the vocational. The whole debate on key competencies and core qualifications point out that the general is important for the vocational – and vice versa.
When discussing literacy skills, we used to think of reading, writing and numeracy. Today we have to add all that is associated to different levels of what the information technology requires. Competence in computer skills have almost become a prerequisite for our daily life, and which office and even the smallest company can do without them? They are becoming a general basic skill, including for vocational purposes.
This leads to an understanding where not the dichotomy between the general and the vocational is of interest, but to look out for the continuum in the advancement of both, and the bridges between the two.
Adult education has to build on what was achieved in the periods of childhood and youth, and nurture the desire to be an active citizen as well as provide the skills to do so competently through civic adult education.
What kind of implications have these insights for policy, organisation and financing adult education and training? What sort of structural support do we need? More financial input for the providing institutions, or more incentives for the individuals, or a mix of both?
Participants, programmes and providers
We have compulsory schooling; we do not have compulsory adult education. And we may not aspire to have it as the freedom of choice to participate or not, and if, what, when and where has been one of the most important advantages of adult education. But again and again, there is a new myth lurking around the corner. Is in its consequence the concept of lifelong learning creating a sort of must for lifelong schooling? Should we in adult education not turn this fear around and enrich the lifetime cycle of learning with all our experiences from outside the classroom, from nonformal or informal, from self-organized and self-directed forms of education and training?
Who is preparing what kind of learning agenda in adult education in the nearer future? Where are our societies moving in this era of globalization? We need qualified manpower, but what are the qualifications for the future labour market. Often and again we have re-trained our unemployed adults for jobs who were gone already when the training ended. Who knows more and better about the kind of good and prospective adult education and training programmes, which are not only following market forces and the further advancement of mastering the information technologies successfully?
There is no need to repeat that we need Government input into adult education as much as we do for the other pillars of the education system. And this goes beyond policy, legislation and financing, covering areas of training or accreditation.
However, we need much more acceptance of Governments role in supporting in many ways non-governmental (NGO) providers in adult education and other community based organisations (CBO). They cover a whole world of variations, from civic and environmental concerns to the training provision for profit, the courses run by churches or trade unions, from farmers associations to workshops on gender mainstreaming. All in all there seems to be no doubt that this important, and in sum it is much more than Government does or could do. But do these NGOs receive the much needed recognition, respect and even support?
The role of universities is changing, and parts are transformed into institutions of lifelong learning. Past students come for all types of post graduate university degrees. There will be a new balance for the old extra-mural type and the many new academic studies for adult students. The universities role for adult education continues to become wider. We need as well their leading support for research into our field, help us to develop adult education as a strong academic discipline. And their role as a training institution for the future generation of adult education professionals, and in up-grading our staff they are indispensable.
Looking at benchmarks for participation rates in different countries, then formerly the numbers of pupils in secondary schools or students in higher education were looked at predominantly. Today, there are benchmarks for participation rates in adult education coming up. This is difficult especially the more we go beyond the formal and highly institutionalized adult education providers. But it seems to be important enough to start the preparation of a system to collect relevant statistics on a global level.
Objectives, activities and outputs
The findings of the commission are important for all areas of adult education, be they more nonformal, formal or informal, with a more general or vocational education or re-training perspective. Attention may as well be given to new forms of e- and blended learning. The different dimensions and responsibilities of governments, stakeholders, providers, and learners shall be equally looked into. Therefore, the commission may want to represent a wide geographical and political variety, the governmental, NGO and private sectors, the national and the local level, and professional service institutions.
There is a concern that despite on policy, legislative and financial level to ensure equal opportunities for women and men as well as for disabled persons, there is in reality still inequality. There is a need to document this reality, analyse the reasons and suggest possible changes, including special financial support.
The commission aims at collecting information on policies and legislation, structures of organizing and financing adult education. Interesting models have been developed by Governments, by NGOs and CBOs, and all sorts of providers. There are frameworks for smaller and larger companies, for successful learners as well as returning dropouts, creating funds or saving accounts for financing education, installing schemes on tax reduction for investments in education, relating different legislative requirements closer to what a system of lifelong learning requires. There is a growing concern to view adult education financing as investment. However, knowledge of the resources needed and how they are provided, how the adult education sector in all member countries, and of what works best under which conditions is still limited for many interested parties. Here is an interest of the commission to collect relevant information and materials.
Case studies may look deeper into the situation of some countries in respect to policies and realities. A diversity of strategies for financing adult education within lifelong learning may be analysed in respect to economic and social demand, labor market requirements, whether they increase participation, especially for so far non-participants. Results shall be documented and made available. Recommendations from different experiences shall be drawn. Models for adult education policies and legislation could be constructed.
For those interested in the historical dimension may want to look at what ICAE had in its “Adult learning: A design for action” which was presented and agreed upon by the ICAE world assembly participants in Dar es Salaam 1976, or may even want to compare it with the recommendations on adult education that came up by UNESCO`s general conference in the same year in Nairobi.
Special attention shall have the need to understand better the ways and means for better financing adult education in the North-South funding streams. Development aid is increasing on a global scale. But whether it is available for adult learning is still to be seen. If possible, recommendations to international agencies shall be developed.
Invitation
Most of the work will be based on ICT, especially e-mail, maybe using websites for extended information, documentation and communication possibilities.
Later we shall decide how we can share the findings during the ICAE world assembly, as information beforehand, during a plenary, or within a workshop.
References
Delors, J. (Ed.): Learning: The treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO 1996
EAEA: Adult education trends and issues in Europe. Brussels: EAEA 2006
Hall, B.L, Roby Kidd (eds.): Adult learning: A design for action. Action. Oxford: Pergamon Press 1978
ICAE: Adenda for the future six years later. Montevideo: ICAE 2003
OECD: Beyond rhetoric. Adult learning policies and practices. Paris: OECD 2003
www.oecd.org/edu/adult/learning
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