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

Abstract

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.

Continuing Education and Perception of Community Learning Centres: A Case Study of the University of Ghana Community Learning Centres, Ghana

“…However, the CLCs are vulnerable because of a lack of infrastructure, remaining marginal to other educational institutions. Therefore, CLCs are in dire need of better recognition in our communities, services, and support (Belete et al, 2022).…”

“…From an educational perspective, CLCs have been identified as suitable for literacy and basic skills; continuing education and vocational skills; and liberal, popular, and community education and citizenship skills all associated with lifelong education (Belete et al, 2022). These three key fields of learning were adopted by UNESCO’s General Conference in 2015, including its definition of Adult Learning and Education (ALE).…”

“…These three key fields of learning were adopted by UNESCO’s General Conference in 2015, including its definition of Adult Learning and Education (ALE). In addition, the CLCs may share facilities like libraries, and sports centres (Belete et al, 2022; Author, 2020), and the current pandemic has shown the need to reflect more on new forms of blended learning. While the student population in the Tema CLC of the University of Ghana (UG) is low relative to the remedial schools, the CLCs do offer value as they ‘are increasingly recognized as playing an important role in providing education opportunities, meeting local communities’ needs’ (UNESCO 2021, p. 265).…”

The role of adult learning and education in the Sustainable Development Goals

“…The flexibility to adapt to unique localised needs and conditions both gives strength to non-formal education and makes it a difficult sector to monitor using a standardised metric (Belete et al 2022). However, Lalage Brown (2000) cites a number of successful popular education initiatives that demonstrate the effectiveness of this sector.…”

“…The literature suggests that in order to promote understanding of the role ALE can play in achievement of the SDGs, research must look beneath and beyond formal targets, indicators and policies to initiatives unfolding on the ground, led by community organisations and educators through non-formal ALE activities. While there is a clear need for ALE in advancing the intentions of the SDGs (Benavot 2018), much work is needed to reconcile bottom-up and top-down policymaking approaches to lead to appropriate governance and funding of the ALE sector, particularly in nonformal education (Belete et al 2022).…”