MOJA

The African Continental Project (ACP) is looking for a consultant(s) to conduct an evaluation of the Project with recommendations for the next 9-year phase, which begins in 2029.

The principal objective of the assignment is to carry out an evaluation of the ACP programme in order to assess achievements and lessons learned and to provide evidence-based recommendations for the design and strategic orientation of the next project phase (2029-2037) guided by the following questions and guiding areas:

1. What are the main successes, gaps and challenges of the ACP Project: to what extent does it respond to the needs and priorities of African ALE practitioners, academics, students and other relevant stakeholders?

2. Identify the successes, gaps and challenges of the ACP project in partnering with DVV International offices at the national/regional level in Africa – and make recommendations based on the findings for the 2029-31/2029-2037 phase.

3. Make recommendations of how the ACP can better integrate with DVV International country/regional offices in Africa.

4. Identify successes, gaps and challenges of the ACP project in reaching out to African ALE practitioners – in countries with DVV International offices and beyond and make recommendations based on the findings.

5. What kind of additional support to African ALE practitioners is needed and how could it be provided through a future project?

6. Evaluate the effectivity and efficiency of ACP activities and make recommendations for continuation, discontinuation, addition, etc.

7. Evaluate the role of the ACP Advisory Committee and make recommendations based on the findings.

8. Identify successes, gaps and challenges of the ACP project in reaching out to African academics and make recommendations based on the findings.

9. Identify new areas of engagement for the ACP for the new project phase.

10. How could the MOJA platform become sustainable and more independent from DVV International?

Webinar: National Qualifications Frameworks (NQF): a strategic tool for recognising skills in the era of lifelong learning.

Across many African countries and beyond, education and labour systems are undergoing rapid transformation driven by technological change, evolving skills needs and increasing labour mobility. In this context, ensuring that skills acquired in different settings are properly recognised has become a central policy priority. NQFs have emerged as key instruments for structuring qualifications systems and improving transparency across learning pathways.

From a lifelong learning perspective, NQFs go beyond the classification of diplomas. They enable the recognition of skills acquired throughout life, including through formal education, vocational training, workplace learning and informal experiences. Thus, they contribute to improved employability, greater social inclusion and enhanced mobility between education and employment systems.

This webinar will explore the strategic role of the NQF as a lever for transforming African education systems, and will examine the conditions for its effective implementation in support of lifelong learning and social inclusion.

Objectives

• Explore the role of NQFs in recognising and valuing diverse forms of learning 
• Examine their contribution to employability, mobility and inclusion 
• Share experiences and policy approaches from different contexts 
• Identify conditions for effective implementation in support of lifelong learning systems 

Languages
French, with simultaneous English interpretation

In collaboration with FAALTV

Click here to Register

Join us to learn how Curriculum institutionALE supports stronger Adult Learning and Education (ALE) institutions - from its approach and objectives to the importance of institutional ownership and staff engagement. The webinar will also showcase its implementation in Tunisia, including how complementary tools such as Curriculum globALE and Curriculum ManagerALE contribute to a comprehensive capacity development approach.

• Presenters: Katrin Denys, Regional Director for South-Caucasus and South-East Europe | Nazaret Nazaretyan, Regional Director, DVV International North Africa
• Date: 24 September 2026
• Time: 14:00 -15:30 (SAST) / 12:00 – 13:30 (UTC)

English / French

What is Curriculum institutionALE?

Curriculum institutionALE is a framework for the organisational development of adult education institutions. It was developed to provide guidance for the staff of DVV International worldwide. Curriculum institutionALE offers basic elements for defining goals and criteria for the capacity development of adult education institutions, for collecting reliable baseline data, for designing and implementing the capacity-building process, and for assessing progress.

Who can use Curriculum institutionALE?

The guidelines were initially developed for DVV International staff, but they can also be used by other people who are involved in the organisational and capacity development of adult education providers.

Download your copy of the Curriculum InstitutionALE here

Programme for International Literacy Day (ILD) in Algeria. We look forward to the commemorations.

French/Arabic

Be part of MOJA upcoming webinar as we delve into adult education traditional approaches in Africa, highlighting its historical, didactic, and forward-looking perspectives.

Beyond the Chalkboard: Historical Continuities and Hybrid Futures in Adult Learning and Education in Tanzania

Adult Learning and Education in Tanzania did not begin with the literacy campaigns of the 1970s, nor has it ever been confined to the classroom. This webinar is based on an article that traces learning across successive historical periods—from indigenous and community-based systems through colonial schooling, Ujamaa-era mass education, structural adjustment and later projectised and donor-supported provision while examining the growing role of digital mediation.

• Presenter: Ms Leonia Kassamia from Institute of Adult Education
• Date: THURSDAY, August 27st, 2026
• Time: 13-14:30 (SAST)/ 11-12:30 (GMT)

https://us02web.zoom.us/meeting/register/OoTfxoc8Ry2nrTOdSh9zwg

Across Africa, rapid economic, technological and demographic changes are reshaping education systems and labour markets. These shifts are increasing the demand for new skills while exposing persistent gaps in access to education, training and employment opportunities.

As a result, many young people face difficulties transitioning into work and are classified as Not in Employment, Education, or Training (NEETs). In African contexts, this is closely linked to rapid population growth, urbanization and the prevalence of informal economies, where many youth engage in work and learning pathways that are not always formally recognized

While the NEET concept helps highlight youth vulnerability, it does not always capture the diversity of African realities, including informal work, self-employment and non-formal learning. This calls for more context-sensitive approaches to understanding youth transitions.

In this context, lifelong learning offers a key framework for supporting more flexible and inclusive pathways to skills development, employment and entrepreneurship. However, its implementation remains challenged by fragmented systems and limited coordination across education, training and labour sectors.

This webinar will bring together researchers, policymakers, practitioners, private-sector actors and youth representatives to explore how lifelong learning can support more inclusive and flexible pathways for youth empowerment and socio-economic participation in African contexts.

Objectives

• Analyze NEET dynamics in Africa and their implications for youth inclusion
• Explore how lifelong learning can support flexible pathways for empowerment and employment
• Share innovative policies and practices for youth inclusion
• Identify strategic directions for more inclusive lifelong learning systems

The webinar will examine how adult and non-formal education programmes can strengthen practical skills development and vocational pathways for youth and adults.  It will focus on how Integrated community programmes for Adult Education, CLCs (Community Learning Centres) and Folk Development Colleges can connect literacy with livelihoods, employability, entrepreneurship and lifelong learning.

• Presenters: Geoffrey Sixbert Nchimbi, Principal, Newala Folk Development College | Mwajuma Mohamed, Lecturer, Institute of Adult Education
• Date: 11 June 2026
• Time: 14:00 -15:30 (SAST) / 12:00 – 13:30 (UTC)

English / French

• Date: May 13, 2026
• Time: 11:30 AM - 1:30 PM (GMT)

• Mr. Diakaridia Diarra, Deputy National Director of Non-Formal Education and National Languages, Mali
• Mr. Amara Kone, Head of the Research and Learning Department, Directorate of Coordination and Monitoring of Literacy Programs (DCSPA), Côte d'Ivoire