MOJA

This article will explore one of the intricate issues that we consider and deal with in our work: the issue of knowledge. Our work in the Community Education Programme is part of a broader research and development programme into post-school education and training at the Centre for Integrated Post School Education and Training. It looks to create the practice and theory necessary within a participatory curriculum for community adult non-formal education.

A Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Arts in Adult Education and Community Development

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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.