Introduction: The purpose of this paper is to contribute to the international history of community culture and culture-based adult learning through showing the initiatives of a Post-Socialist country through introducing some initiatives from 1950, without claim for completeness. Additions to the History of Community Culture and Culture-based Adult…

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…

Food insecurity is a global concern and is acute in South Asia and sub-Saharan Africa as well as pockets in the global North. In the lush green spaces of "God's Own Country", the state of Kerala in India, about 379,000 women are engaged in farming in about 75,800 groups. Spearheaded by Kudumbashree, the State Poverty Eradication Mission…

The article outlines the emergent cooperation between generations in the local environment. The aim of the research was to identify the key characteristics of learning ecologies that may be used to promote new practices. The theoretical framework was constructed through the concepts of learning ecology, community education, and postformal…

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…

Community learning centres (CLCs) have been widely established in the Asia-Pacific region as locally managed institutions that offer non-formal educational opportunities and community development activities. Myanmar officially has more than 3,000 centres, which is one of the highest numbers in the region. This article examines the operation of…

Actualizing education beyond the scope of traditional schooling and incorporating elements of critical pedagogy and social transformation are essential for efforts aiming to reduce inequalities and enhance the livelihoods of excluded populations. This article examines emancipatory education through a Freirean lens by considering its dimensions of…

The Whole of Community Engagement (WCE) initiative commenced in July 2014, led by the Office of Pro Vice Chancellor of Indigenous Leadership at Charles Darwin University (CDU). WCE aimed to build the aspiration, expectation and capacity of six remote and very remote Indigenous communities in the Northern Territory to participate and achieve in…

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…

These "Proceedings" derived from the Commission for International Adult Education's (CIAE) 2018 International Pre-Conference. They contain 23 papers from 32 authors. Eight of the lead authors are graduate students -- four are rounding up their Master's degrees while four are on their doctoral programs. The rest are a mix of seasoned and…

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for…

This paper explores the use of "learning circles" as one form of knowledge production in social action research. It reports on a project that used learning circles as a setting within which to increase the engagement of people living with low income in developing strategies for the reduction and elimination of poverty in Canada. It…

Seeks to justify the educational practice of dialogue and its contributions to community development. Contends that the central element and cause of dialogue is constituted within the non-formal educational process. States that Paulo Freire emphasizes the role of words and its basis as a creative synthesis of theory and practice. (BT)

Profiles community development training in Australia, Sri Lanka, and Fiji--formal accredited courses as well as nonformal training, methods, and venues. (SK)

Nonformal education can have a significant impact on community development only when education is introduced into the total development process. Content must answer actual needs of the community, and community members should participate in planning, organization, and implementation of education. (SK)