What is ALEF?

ALEF, Adult Learning and Empowerment Fund, is a registered Swedish non profit association, with a charity account (so called 90-account). This means that our annual financial management and activities are scrutinized by a registered or chartered accountant, and that we cannot use more than 25% of our total income for fund raising, information and administration. ALEF was founded on May 2nd 2010.

ALEF has a board of seven members, and 25 paying members. There is no employed staff, but ALEF has a network of several highly qualified consultants in the area of non formal adult education, including two of the board members, who can take short term assignments. As the work grows, we aim to have a full time staff.

ALEF's vision is to work with development cooperation focused on adult education, thereby assisting people in acquiring skills and knowledge so that they themselves are able to:

improve their living conditions, defend their rights,gain access to decision processes, community services and common arenas,take action to change the mechanisms behind oppression, discrimination and poverty.

ALEF's supports development efforts which include adult basic learning (literacy) for young people and adults, primarily in Africa, Asia and Latin America. ALEF primarily supports local Community Based Organisations (CBOs) in planning and implementing projects with mother tongue based study circles offering basic education to youth and adults, and in creating study materials for these.

Follow up projects or related projects aiming at the application of the basic education, e.g. creation of reading materials, local libraries, cooperatives, vocational training, micro-credits, agricultural or environment projects can also receive support.

The role of ALEF

ALEF does not set up our own projects or project offices in the countries where we work. Our ambition is to build capacity in local organisations (or government departments) already in existence, and desiring our input for non formal education projects or programmes for youth and adults. ALEF does not have any funds of our own, but can cooperate with partners in seeking funding for proposals which we have designed together, or assisting programs which are already funded but which lack the necessary expertise to train personnel, design courses and course books, etc.

Each partnership will be specifically designed to meet the needs and requirements of the partner organisation. Before going starting long term cooperation, a partnership agreement will be drawn up and signed by ALEF and the partner organisation.

ALEF's approach to basic adult learning

Basic skills in reading, writing and maths are important tools for interaction in any society. The skills in themselves do not make a person more intelligent; they are tools which facilitate daily living, and give access to shared arenas and contexts, inaccessible to the person lacking these skills. The skills also give status to people who earlier were considered as less important. In many contexts, most participants in adult learning courses are women. For these, the course becomes a means to increase equality. Participation in the study group increases the participants' self esteem, and the skills provide tools to claim and use their rights.

Reading and writing are linguistic activities, and the learning process is by necessity tied to a specific language. Research shows that the mother tongue is the best language for learning to read. The learning is faster and easier, the knowledge is more deeply engrained in the person's cognitive processes, and it is easier to apply the skills in daily life. ALEF is thus committed to as far as possible using the mother tongue of the participants in adult basic learning projects, both as the language for instruction and as the language to first read in. ALEF does not cooperate in projects where literacy is taught in a language which the participants do not yet speak.

ALEF uses a methodology called "Literacy on Four Legs". Follow the link to read more.

Modules for cooperation

ALEF offers a number of modules for cooperation.

In the initial module, the approach is presented, and some initial training of project personnel is provided. It also involves general planning and discussions. A budget and programme is made for the initial module and approved by the partners (ALEF, the local partner and the funder). When funding is secured, an agreement for this module is signed. After that, practical preparations such as bookings and invitations can take place. A preliminary date for the first module is agreed upon as early as possible in the process.

After the initial module, the partners draw up plans for a continued cooperation, choosing the modules relevant for this cooperation, and adapting the partnership to the needs and the specific situation and conditions of the partner organisation and the group of learners which will be served by the project.

The following modules are offered:

A. Introduction and orientation

In this initial seminar, the approach and pedagogical principles behind Literacy on Four Legs is taught to key personnel in the partner organisation. The teaching is based on a handbook covering three main themes: Basic concepts in adult learning, Pedagogical principles, and Project organisation and management.

In connection with this seminar, time is also set aside to discuss the specific needs and requirements of the partner organisation, and drawing up a plan for possible future cooperation. This will also be an opportunity to discuss and explore the specific situation and needs of the intended learners, and to make an initial context analysis.

B. Base line study and course and project planning

As a second stage in project planning and design, it is necessary to perform some type of base line or background study. Such a study is best handled by the field partner, but ALEF can assist in formulating the questions which need to be answered, as well as in suggesting approaches for obtaining data and for the analysis of the data. If the partner organisation so wishes, ALEF can also participate in the field work of the base line study.

Following the base line study, the project needs to be planned. Each local study program needs to be based on the specific needs and concerns of the intended participants, as reflected through the base line study and in the planning process. Themes treated, lesson plans and text books, as well as illustrations and the language selected, should all reflect the culture and learning needs of the particular group targeted.

ALEF can offer to conduct a workshop with the partner organisation based on LFA / Results Based Management, using Appreciative Enquiry as a tool. ALEF does not plan the project, but serves as facilitator and guide for the partner organisation in the planning process. We can assist in editing the proposal in close cooperation with the partner organisation. This approach will ensure that the ownership of the project lies with the local organisation, and that they understand and agree to all aspects of the program. A planning workshop can take 1-2 weeks.

C. Materials production

ALEF offers assistance in producing basic learning materials in reading, writing, maths and continued basic learning, including second language acquisition. Through a series of 4-6 intensive workshops of 3-4 weeks each, ALEF can assist a local team (including one or two editors, an artist and a typesetter) to create a series of course books to be used in a project. Between workshops, the team continues the work, which is then reviewed at the following workshop.

If there are already good course materials available and suitable for the intended learners, ALEF can help create a curriculum and a facilitator's guide for the materials, where necessary complementing the lessons with additional exercises.

The creation of learning materials for a basic course takes approximately one year. The materials then need to be used in a pilot project consisting of 10-15 study groups, and evaluated, before being printed and used more widely. One will have to count at least two years from the inception of materials production until a large scale program can start.

D. Staff training

ALEF can offer training for project staff on all levels, including the training of supervisors and of facilitators, and training of trainers. All such training will as much as possible include participation of local staff, with the goal that the local organisation will in the future be able to ensure similar training on their own, without the assistance of ALEF.

ALEF can also assist in designing a facilitator's training programme, including the production of manual, and monitor the implementation. All such training should as much as possible take place in the local language, which means that ALEF:s staff will serve as advisors and support, rather than doing the actual training themselves on the level of field staff.

E. Monitoring

To the extent that the local organisation finds it useful, ALEF will assist in monitoring the projects, visiting courses together with project staff, and discussing strengths and weaknesses together. Such a visit can be useful in a pilot project, and in the first year of courses in a new program. A monitoring visit can last for 1-4 weeks, depending on how large the program is.

F. Evaluation and further planning

ALEF can also perform evaluations of ongoing or finished projects. Our methodology for evaluations is participatory, with an emphasis on examining the project in all its different aspects together with the local organisation, stimulating reflection and self evaluation. Such an evaluation can be done as the final module in an ongoing cooperation, or as the first module in a new cooperation with a partner organisation already involved in non formal adult education.