RESUMOO artigo apresenta reflexões sobre o desenvolvimento da Educação de Jovens e Adultos (EJA) durante os vinte primeiros anos da implantação da Lei de Diretrizes e Bases da Educação Nacional (Lei nº 9.394/1996), tendo como alicerce as conquistas no campo do direito à educação, garantidas pela Constituição Federal de 1988. Ancorado em diversos autores, pesquisas, documentos e dados estatísticos oficiais, exibe uma breve análise dos principais marcos legais, operacionais e políticos implementados nos três últimos governos federais, que contribuíram com o processo de configuração da EJA como política pública, destacando os impactos, desafios, rupturas e continuidades decorrentes; reconhecendo, também, conquistas e limites das ações implementadas.Palavras-Chave: Direito à Educação. Educação de Jovens e Adultos. LDB. Políticas de Educação. EDUCATION POLITICS OF YOUTH AND ADULTS CURRENTLY AS UNFOLDING OF THE CONSTITUTION AND LDB ABSTRACTThe article presents reflections on the development of Youth and Adult Education (EJA, in Portuguese acronym) during the early twenty years of the implementation of Law 9.394/1996, based on the achievements in the right to education field, guaranteed by the Federal Constitution/1988. Anchored in several authors, researches, documents and official statistical data, it displays a brief analysis about legal, operational and political frameworks main implemented at the last three federal governments, which contributed to the EJA configuration process as a public politics, highlighting the impacts, challenges, ruptures and continuities, also recognizing the achievements and limits of the actions implemented.

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Introduction: Laboratory infrastructure and expertise are lacking in sub-Saharan Africa. Historically medical students have not received formal instruction in the use of diagnostic laboratory techniques. Medical students were taught a core competency course that included laboratory safety, sample collection, processing and handling, microscopy and the use of rapid diagnostic tests. Training complemented topics covered in their didactic course work, and varied according to their medical school class year. Methods: A wet laboratory was created and equipped with an audiovisual (AV) system. A questionnaire using a 5-point Likert scale was developed to evaluate student perceptions in four domains; Knowledge/skills gained, Course content, Instructor and AV system aspects. Data was collected over 2 months from medical students in years 1, 2 & 4, analysed using Statistical Package for Social Sciences (SPSS) version 17.0, and the mean scores and the strength of consensus measure (sCns) were calculated. Evaluation: 221 students (53 MD1, 110 MD2, and 58 MD3) participated in the survey. Overall, student perception scores were highly positive with a high sCns. The mean scores ranged from 3.9 to 4.7, and the strength of consensus measure exceeded 80% in 12/13 variables measured. Conclusion: Student perceptions were very positive with a high sCns.

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