MOJA

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At the Mass Education Event I walk with a man through the poster exhibition, and we look at the pictures that so starkly represent the community in which he lives.

The remedial strategy of borrowing text- books conceived in contexts of and for students from developed countries with well-established traditions of adult edu-cation is no longer viable.

Ethiopia is an ancient country, with a long history of independence. The country has mosaic of people and diverse cultures. It is situated between 3 ̊ 14’ N latitude and 33 ̊ 48’ E Longitude in the Horn of Africa and shares borders with Eritrea, Djibouti, Kenya, Somalia and Sudan.

This article is a reflection on the notion of curriculum based on the work of the Community Education Programme. It emerges from on-going thinking within the CEP about our work and is an attempt to surface and investigate how some of our assumptions about curriculum making have translated in the messy business of developing a non-formal community education programme.

Our research question was: How can public adult learning centres be transformed to offer learning opportunities throughout life that play a role in youth and adults organising themselves to work together, to provide social support, build unity, claim their rights, develop their community and transform society?

As community educators working on gardening projects in Port Elizabeth we see the truth of Tracy Ledger’s statement because of very difficult economic circumstances in our communities.