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This book presents key concepts, information and principles that should underlie the practice of adult education in African contexts. It assumes that adult educators should have a historical perspective on the current educational context, understand how the colonial experience has impacted on indigenous traditions and be aware of the philosophical underpinnings of adult education activities.

lThis publication, based on a workshop held in the context of the CONFINTEA V Midterm Review Conference, addresses the issue of adult education for the estimated 300 million people in the world belonging to indigenous population groups. It includes an overall survey, reports and good practice models from many different countries, and a list of the final recommendations made by the workshop.

Encouraging adults to take part in learning activities has become a unanimous principle in international policy discourse. Upgrading skills, adapting to new technological challenges and rapidly changing labour markets, and contributing to overall development are the main elements in the rationale of policy makers when arguing in favor of lifelong learning.