MOJA

Financing adult learning and education (ALE) has long been a topic of academic and policy debate.

The Ministry of Gender, Labour and Social Development (MSGLD) in Uganda with support from the German Adult Education Association (DVV International) is implementing the Integrated Community Learning for Wealth Creation (ICOLEW) Programme. The programme is premised on 5 components, namely: literacy and numeracy acquisition and enhancement; village savings and loans Associations; livelihoods and business development skills support; establishment of community learning centres (CLCs), and institutional capacity strengthening and support. This document provides a comprehensive overview of this programme.

DVV International has worked closely with the Ministry of Education and other government bodies in promoting adult education in Ethiopia for more than two decades. Working together, innovative methodologies for the delivery of adult learning and education have been introduced within the framework of the Functional Adult Literacy Programme. As part of this cooperation, DVV International has supported the establishment of Community Learning Centres (CLCs), working in partnership with the Regional Education Bureaus. This booklet has been produced to highlight the key steps in establishing and managing CLCs, including the foundational and operational phases and major outcomes. it also shares some of the lessons learned from the implementation experience, as well as success stories and reflections of stakeholders.

This conference brought together over 60 adult education experts and coordinators, including from the Ethiopian Ministry of Education, Regional Education Bureaus, as well as partners to deliberate on key issues of the adult and non-formal education program in Ethiopia. Participants explored the progress made so far, outcomes, challenges, and future directions. They also discussed school-based community learning and training centres and the accelerated education program, which will be scaled up throughout the country starting in 2023.

This workshop brought together Director Generals, Directors and senior experts from the Ministry of Education, Regional Education Bureaus and selected woreda health offices involved in delivering adult learning and education services to youth and adults in Ethiopia. An overview of ALESBA was presented, covering the conceptual framework of the five distinct phases, the roles and responsibilities assigned to different stakeholders, and information on how it has been operationalised in Ethiopia. Participants went through a process of analysing the results of a peer review assessment carried out in 2018 and agreed on priority interventions for the strengthening of the ALE system in Ethiopia. In addition, the design and status of school-based adult learning and education programmes were discussed.

The Integrated Functional Adult Education programme (IFAE) in Ethiopia has been designed and is being implemented to benefit youth and adults aged 15 and above who have not had access to education and training in the past. Within the new school-based adult learning and education programme, community learning and training centres (CLTCs) are based on the premises of existing primary schools. These guidelines provide principles of operation and cover the organisation and management of the centres, as well as guidance on aspects of leadership, participation, ownership and sustainability.

The Adult Learning and Education System Building Approach (ALESBA) has been designed based on four key elements within the conceptual framework: enabling environment, Institutional arrangements, technical processes, and management processes. These principles are the foundational blocks to all the booklets: Phases one to six. The booklets have now been translated into the Kiswahili language, and this would provide increased access to the materials in Eastern and parts of Central Africa and this medium of instruction is widespread in these parts of the African continent.