DVV International and MOJA convened an East Africa regional webinar titled “Learning That Works: Strengthening Skills Development and Vocational Pathways through Adult and Non-Formal Education” to explore how adult and non-formal education can better connect learners to practical skills, livelihoods, employment and further learning opportunities. 

The webinar brought together participants from across Africa, including adult education practitioners, government representatives, education institutions and development partners. Opening the webinar, the Regional Director for DVV International East Africa highlighted the growing importance of skills development within adult and non-formal education. She noted that across East Africa, many young people and adults remain outside formal education systems or complete schooling without the practical skills needed to secure employment, establish businesses or improve their livelihoods. 

The discussion came at an important time for Tanzania, where government policy is increasingly placing emphasis on vocational skills, competence-based learning and stronger links between education and the labour market. The webinar, therefore provided an opportunity to reflect on how adult and non-formal education programmes can ensure that out-of-school youth and adults are included in this wider skills-development agenda. 

A key presentation was delivered by Mwajuma Mohammed from the Institute of Adult Education (IAE), who shared Tanzania’s experience with the Integrated Programme for Out-of-School Adolescents (IPOSA). IPOSA is a government programme under the Ministry of Education, Science and Technology that supports out-of-school youth aged 14–19 years. 

The programme is designed to provide a second chance for young people who have dropped out of school, never attended school, completed primary education but could not continue, or require a more flexible route to learning and livelihoods. Its curriculum combines four closely connected areas: literacy, life skills, pre-vocational skills and entrepreneurship. 

Mwajuma explained that the IPOSA approach is intended to make learning practical and relevant to the everyday realities of young people. Learners are supported not only to improve literacy and numeracy, but also to acquire hands-on skills that can lead to self-employment, employment or progression into further training. 

IPOSA is currently being implemented through 30 centres, including 27 regular centres and three model centres. The centres are being supported with workshop infrastructure, equipment and practical training spaces to enable learners to participate in skills development activities. Depending on local opportunities and available facilities, learners are exposed to areas such as tailoring, carpentry, welding, masonry, mechanics, information and communication technology, agriculture-related activities and small enterprise development. 

During her presentation, she also highlighted the role of IPOSA empowerment clubs. Through these clubs, learners can work together, develop business ideas and access opportunities such as government youth loans and other forms of local support. This model is intended to strengthen the transition from training to income generation and enterprise development. 

During the discussion, participants raised questions about sustainability, stakeholder engagement, microcredit, recognition of learning and pathways into Technical and Vocational Education and Training (TVET). In response, Mwajuma explained that IPOSA works with structures involving regional and district adult education officers, community development officers, youth officers, counsellors and other local stakeholders. These structures are important for learner follow-up, mobilisation, access to opportunities and long-term sustainability of the centres. 

The webinar also featured a presentation by Geoffrey Nchimbi from Newala Folk Development College, who spoke about the role of Folk Development Colleges in Tanzania. He explained that FDCs provide accessible vocational and community-based learning opportunities for adults and young people with different educational backgrounds. 

With 55 government-owned colleges across the country, FDCs have an important role in offering flexible vocational training, outreach activities and second-chance learning opportunities. Their programmes include vocational skills training, secondary education opportunities for women who left school because of pregnancy, nursery teacher training, agriculture extension and civic education. 

The presentations demonstrated that IPOSA and FDCs can complement one another. While IPOSA offers an entry point for out-of-school adolescents through integrated literacy, life skills, entrepreneurship and pre-vocational training, FDCs can provide stronger vocational pathways and opportunities for continued learning. 

At the end, we also introduced participants to the Moja platform, an online networking space for adult education practitioners across Africa.  

The discussion concluded with a shared understanding that skills development in adult and non-formal education must go beyond training alone. Effective programmes require trained facilitators, suitable learning spaces, equipment, local government ownership, access to finance, market linkages and clear pathways into further education and employment. 

The webinar reaffirmed the importance of learning models that are flexible, inclusive and connected to real livelihood opportunities. Through programmes such as IPOSA and the work of Folk Development Colleges, Tanzania is demonstrating how adult and non-formal education can support young people and adults to build practical skills, confidence and more sustainable futures.