MOJA

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.

Previously, no systematisation and analysis of financing mechanisms from public sources for the ‘third key domain of learning and skills’ (according to the UIL’s Recommendation on Adult Learning and Education) existed. This led the Institute for International Cooperation of the German Adult Education Association (DVV International) to initiate a project aiming to produce such an analysis. The analysis collected a number of articles from different countries, with special attention to identifying good practices from developing countries, describing best practices in public financing of popular ALE. This publication is the result of the work.

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.