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…

This paper argues that Non-formal Education (NFE) has seen a remarkable revival of interest across both developing countries and the more highly developed countries. Among the factors causing this revival is the search for alternative educations to meet the needs of different groups in society. But in the process, NFE has been relocated -- not so…

This paper re-examines the position of the Tanzanian Folk Development Colleges, a national network of adult education institutions, at a time when their long-term financial assistance by the Swedish International Development Agency has come to an end and they are being transferred from the Tanzanian Government Ministry of Community Development to…

Most learning takes place in communities, neighbourhoods and workplaces. Here practical solutions to big problems work or fall down. We may call this the iron law of social learning, recognised in "community development", "community capacity-building", "workplace", "work-based" and…

During the 1990s, the UK Learning City Network was a large and influential movement with government support, the most significant national body of its kind anywhere. Yet, less than a decade later, it was in decline and now no longer exists. But while few UK towns or cities any longer use the term "learning city", the notion lives on as…

The following article examines the issues of open, distance and technology-based informal learning and non-formal education for individual and community development. It argues that these two modes of education, which are estimated to constitute 70-90% of lifelong learning, are insufficiently represented in the literature of open and distance…

This article discusses the current dynamics at African universities concerning the quality of teaching, the role of research, the level of community outreach, and the position of higher education in the educational sector as a whole. Points of reference are experiences at the University of the North in South Africa as well as experiences at…

Purpose: The purpose of this paper is to review the focus and practice of Adult and Community Education (ACE) as well as its conceptualization and delivery and to suggest parameters for an approach based on excellence, a balanced scorecard and performance to meet community needs. Design/methodology/approach: The review examines key aspects of the…

The scope of lifelong learning in Japan covers school education and informal learning. Japan faces large social changes: severe child population decline could ease competition for entrance examination but students are pushed to win in the society; cyber communication changes the human relationships more invisible and atomized; the gap between…

This paper examines a recent government initiative aimed at raising adult literacy levels across the Canadian province of British Columbia by 2010. Through analysis of policy documents and interviews conducted with policymakers, analysts, researchers and practitioners, the author argues that the current focus on adult literacy in British Columbia…

Rural communities such as Stanthorpe on Queensland's Southern Downs, in Australia, are familiar with turbulent environmental, social, technological and economic change and the adversity that frequently accompanies such changes. The capacity of individuals and communities to bounce back from adversity is referred to as resilience. Participation in…

This article explores how far research findings about successful pedagogies in formal post-school education might be used in non-formal learning contexts--settings where learning may not lead to formal qualifications. It does this by examining a learner outcomes model adapted from a synthesis of research into retention. The article first…

Education has been traditionally shaped by a narrow conception of purpose, human capacity, and learning and assessment frameworks. A new pedagogy of capability for active citizenship will reconnect learning to living as responsible citizens, understand learners' needs, enrich understanding of human potential, and promote active and reflective…

In this paper we argue that interventions aimed at preventing social exclusion need to be informed by detailed analysis of the formation, disruption, reformation and support of trajectories of participation in the opportunities for action provided. We draw on evidence we gathered on the lives of two women who used an inner city drop-in centre to…