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Adult Learning & Education - System Building Approach (ALESBA): Phase Three - Alternatives Analysis and Design

Phase Three of the Adult Learning and Education System Building Approach (ALESBA) takes the users of the approach into the realm of educational planning and a wider understanding of education systems. The scope of educational planning has been broadened to include all other important educational efforts in non-formal settings, in addition to the formal system of education. The expansion of the understanding of education systems is echoed by the World Bank in the Education Strategy 2020 by confirming that education systems should include the full range of learning opportunities available in a country, whether formal or non-formal, financed or provided by the public or private sectors, NGOs, etc., and the full range of beneficiaries and stake- holders. It should include the rules, policies and accountability mechanisms that bind an education system together (World Bank Group Education Strategy 2020, 2011).

The growth and expansion of education systems are complemented by a growing concern for the quality of the entire educational process. Adult Learning and Education (ALE) policy-makers, practitioners, experts, planners, and administrators have to take note of the importance of implementation strategies, the role of reg- ulatory mechanisms, including the choice of financing mechanisms, certification procedures, and all aspects of the system (Oxenham, 2008). Decision-makers from all stakeholders face different options when planning for and designing ALE systems, programmes, projects and services. For example, they have to make decisions about:

  1. The role the state will play and the roles of other stakeholders in a comprehensive ALE system.
  2. The content of the programme (shall it include livelihoods skills, literacy, etc.?)
  3. The choice of language, materials, facilitators, supervisors.
  4. Monitoring and evaluation mechanisms, etc.

The variety of systems, programmes, approaches, and methods that have been developed to date in different countries have also produced a variety of results (Oxen- ham, 2008). These experiences and lessons learned can guide the design of new and improved systems. One major lesson is that no single solution will suit the variety of human situations and the demands from diverse target groups in need of ALE services. Stakeholders and decision-makers may feel overwhelmed in the process. They are also confronted with the outcomes of their own demand and system assessments conducted during Phase Two of the ALESBA and the diagnostic analysis of system blockages and challenges.

he conceptual framework, elements and building blocks of the ALESBA provide an organised and systematic framework and process for all the decisions and design options to be considered. Therefore, Phase Three of the ALESBA is about considering the outcomes of Phases One and Two and feeding these into a decision-making process to design a better and improved system. For each decision to be taken there are alternative options to be considered and wished against each other.

The booklet introduces an overview of the alternatives analysis and design process before practical steps and tools are presented to facilitate the process. Alternative ALE system design options for each system element exhibit the possibilities available to ALE decision-makers. These decisions and the final system design also impact on assigning new roles and responsibilities to ALE stake- holders for the next phases of system building.


Adult Learning Education Systems Building Approach Alternatives Analysis and Design941.8 KB

OrganisationDVV International

AuthorDVV International

Publication date

RegionAfrica

SectorOther

TypeGuide / Manual

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