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dc.contributor.authorAVU
dc.date.accessioned2018-06-28T07:32:55Z
dc.date.available2018-06-28T07:32:55Z
dc.date.issued2018-04-20
dc.identifier.urihttp://oer.avu.org/handle/123456789/811
dc.description.abstract

Sub-Saharan Africa’s educational needs are immense and complex. Formal schooling in most countries has failed to reach optimal levels in quantity and quality for securing a critical mass of educated Africans with basic, secondary and higher education. After three decades of sustained investment in education by African governments and their technical and funding partners within the framework of the Education for All (EFA) global movement, Africa as a whole failed to reach the six EFA Goals by the 2015 deadline set out by the international community (UNESCO, 2015). To date, Sub-Saharan Africa (SSA) accounts for half of the global total of out-of-school children (30 millions) and its secondary and higher education enrollments are among the lowest in the world, on average 23% and 7% respectively. The average adult and youth literacy rate in 2011 was estimated at 59%. These statistics indicate that SSA has a huge stock of children, youth and adults that lack basic competencies and skills usually acquired throughout the education system. In a bid to meet the learning needs of these groups, several alternative forms of education have been designed and implemented such as: non-formal basic education for both out-of-school children and youth; adult education or literacy programs for the illiterate; second-chance basic education programs for school dropouts; continuing education or lifelong learning programs for working youths and adults who stopped their education to enter the labor market; etc

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dc.language.isoenen_US
dc.publisherAVUen_US
dc.titleWhat promise from ODeL? Usability and support issues in adult lifelong learningen_US
dc.typeArticleen_US


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