MOJA

These guidelines have been produced for Reflect practitioners who have already undertaken a Reflect TOT and who are preparing to train community level facilitators through a 10-12 day Reflect TOF course. They have been developed to reflect the structure of a Reflect learning unit. That is, there are suggested overall aims for the TOF course provided, and then there are aims for each day of the course together with activities, suggestions for facilitating the activities, suggested time required for each activity, and notes on materials/preparation.

It is important to keep in mind that these guidelines are exactly that – guidelines, and they are not a ‘cast in stone blueprint’ for Reflect TOF courses. As with all Reflect resources, the suggestions in this document should be selected, adapted, rejected and supplemented according to the specific contextual priorities of participants where the TOF is taking place. Adaptations should also be made to meet the needs of the facilitator(s) of the TOF, as well as the specific overall objectives of the TOF course and the course programme, including the number of days the course is scheduled to be undertaken over – i.e. 10 days or 12, in two blocks of 5-6 days or in 10-12 consecutive days.

However, while you, as a user of these guidelines are strongly encouraged to maintain cognisance of the need to adapt these guidelines to context as mentioned, every attempt has been made to a) draw on the specific content and processes of the TOT course you have undertaken, and b) to ensure that the suggested Reflect TOF programme, programme aims, daily session aims and processes are reflective of the core content recommended to cover in a Reflect TOF course.

This is the first booklet in the series on Adult Learning & Education - Systems Building (ALESBA). The toolkit consists of a series of booklets that takes the user through the approach based on the different phases of implementation. The first booklet covers an introduction to the approach and the toolkit. It is an essential starting point for the remaining booklets which are arranged according to the phases of the approach. The following booklets are available in the toolkit:

• Introduction to the approach and toolkit
• Phase One – Consensus Building
• Phase Two – Assessment and Diagnosis
• Phase Three – Alternatives Analysis and Design

• Phase Four – Implement and Test

• Phase Five – Review, Adjust and Up-scale

Le présent manuel de procédure et de gestion est un document destiné aux principales parties prenantes et acteurs concernés par l’éducation et la formation non formelles des jeunes et des adultes au niveau communautaire et communal.

During the 1990s it became clear that adult learning must be an important part of all strategies for development. In a series of world conferences between 1990 and 1996, various agencies of the United Nations addressed the issues of education for all, the environment, human rights, population, social development, the status of women, human settlements and food security.

Les ouvrages de la collection APAL francophone touchent des thèmes importants dans le domaine de la formation des formateurs d’adultes, thèmes retenus dans le cadre d’un référentiel de formation adopté lors d’un atelier sous régional regroupant les universités francophones d’Afrique subsaharienne, en juillet 2007 à Accra. Ce référentiel s’inscrit dans une perspective africaine de l’éducation des adultes, qui vise à contextualiser les théories développées ici et ailleurs en la matière.