Community Learning Centres (CLCs) for Adult Learning and Education (ALE): development in and by communities

Community Learning Centres (CLCs) for Adult Learning and Education (ALE): development in and by communities

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...

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Bibliographic Details
Published in:International review of education Vol. 68; no. 2; pp. 259 - 290
Main Authors: Belete, Sonja, Duke, Chris, Hinzen, Heribert, Owusu-Boampong, Angela, Khau, Huu Phuoc
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01-04-2022
Springer
Springer Nature B.V
Subjects:
Adult Education
Adult Learning
Adults
Andragogy
Barriers
Citizenship
Community
Community Centers
Community Development
Community organizations
Community Programs
Education
Education authorities
Global Approach
International and Comparative Education
International conferences
Learning
Learning Centers (Classroom)
Libraries
Lifelong Learning
Literature reviews
Museums
Nonformal Education
Original Paper
Participation
Skill development
Sports
Sports clubs
Sustainable development
Vocational education
Asia-Pacific
professionalisation
transformative learning
Sustainable Development Goals (SDGs)
institutionalisation
Africa
International Conference of Adult Education (CONFINTEA)
community learning centres (CLCs)
global commitments
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Summary: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.
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ISSN:0020-8566
1573-0638
DOI:10.1007/s11159-022-09954-w