A globally applicable curriculum for training adult educators is not only an ambitious goal but is also in high demand internationally. In the Marrakech Framework for Action (MFA), adopted at the UNESCO International Conference for Adult Education (CONFINTEA) VII in Morocco 2022, the crucial role of professionalisation in Adult Learning Education (ALE) was highlighted. It states that a comprehensive approach and partnership towards professionalization of adult educators is needed at all levels. ALE still lacks systematic efforts to develop common standards on knowledge and competencies for the diverse teaching staff in ALE, although there is a high demand for it. For instance, Community Learning Centres (CLC), spaces offering accessible lifelong learning opportunities for communities, need qualified adult educators to ensure relevant and high-quality ALE learning services are provided.

In the East Africa / Horn of Africa region the journey towards professionalisation has begun. A regional conference entitled “PROFESSIONALISATION OF ADULT LEARNING AND EDUCATION: CHANCES AND CHALLENGES IN THE POST-CONFINTEA VII TIME” was held at the University of Dar es Salaam, Tanzania in September 2022. More than 100 representatives from government, academia and civil society organisations from Ethiopia, Tanzania, Uganda, the German Embassy in Tanzania, the UNESCO Institute for Lifelong Learning, and the International Council of Adult Education discussed the potential of the MFA and the status of professionalisation in ALE in East/Horn of Africa. The outcome of the Conference was that participants stressed the importance of professionalisation in strengthening ALE systems and service delivery in the region and that it was essential for policy, funding, advocacy, and quality improvement of ALE programs.

DVV International supports professionalisation in ALE through the implementation of Curriculum globALE (CG), developed by DVV International, the UNESCO Institute for Lifelong Learning, and the International Council for Adult Education among others. It is a competence-based framework curriculum with five outcome-based modules for planning and implementing training cycles in various settings and contexts for transnational learning outcomes of adult educators. Over the years, CG has led to significant improvement in competences of adult educators in Asia, Europe, and Latin America. DVV International is now conducting the regional CG Master Training Programme in East/Horn of Africa in 2023.

Selected representatives from key national ALE institutions in Tanzania, Uganda and Ethiopia, including Universities, responsible Ministries and Training Institutions in ALE, are undergoing the five training modules of the CG Master Training Programme in 2023. After the training, these Master Trainers will take a lead in establishing a well-informed Training of Trainers structure in ALE in the respective countries and push the agenda of professionalisation forward. The first regional CG training module (1) “Approaching Adult Education” took place in Ethiopia in March. It will be followed by the regional module (2) “Adult Learning and Adult Teaching” in Uganda and module (5) “Planning, Management and Evaluation” will be conducted in Tanzania at the end of 2023. Modules (3) and (4) “Communication, Group Dynamics and Methods in Adult Education” will be implemented separately in respective countries to allow for locally appropriate approaches.

Module 1 training followed an interactive learner-centred approach. The trainer, Prof Dr Katarina Popovic, introduced key concepts on pedagogical theory as well as frameworks on functions, purposes, and benefits of ALE.

Further, the participants had the opportunity to visit two different types of ALE service providers. One group went to a CLC which offers various ALE services by government such as library services, basic education and vocational training like carpentry, metal work, hair dressing, etc. The other group visited a local NGO which focuses on education development, employable skills development, gender, and life skills.

Stella Achen reflected that during the field trip to the CLC in Bahar Dar in Northern Ethiopia, trainees were able to experience first-hand some good practices. What is interesting about CLCs is that depending on the context, the centres contextualize ALE activities to give learners opportunities to gain skills and knowledge in areas that best suit their needs. After the visit, the participants understood different types of stakeholders and assess similarities and differences in service delivery.

“I find the way Module 1 is organized appropriate because it provides opportunities for trainers to reflect and apply what they have learned in their own teaching and training practices. The module boosts trainees' confidence through diverse activities, such as role plays, case studies, group discussions, and reflective exercises. This further makes learning a teamwork activity so that participants can learn from each other's experiences.” (Trainee Stella Achen (Ph.D.), Makerere University, Uganda)

Concluding on the benefits of the CG Master Training Programme Dr Sempeho Siafu stated “as one of the key resource persons in Tanzania, he will focus the key mandate of coordinating ALE stakeholders towards efficient and effective implementation of the National Adult Literacy and Mass Education Rolling Strategy. The main purpose would be to design and organise accessible and quality adult literacy and mass education programmes for Tanzania. This training is an opportunity for me to strategically re-think current approaches used to engage state and non-state ALE stakeholders in combating illiteracy. Now I know that the primary challenge is not resources but how to mobilize key stakeholders to improve ALE service delivery in the country. The training helps us to build the needed competences to achieve this.”

“The training helped to build further relationship between Tanzania, Ethiopia, and Uganda. This is vital in ALE because it allows shared reflections and experience sharing resonating around the questions like recognition of ALE programs within the qualification frameworks, professionalisation of ALE service providers and facilitators, diversity of ALE stakeholders within the region among others." (Dr. Sempeho Siafu, Head of Research and Mass Education, Institute of Adult Education Tanzania)

Stella Achen summarized by saying that “CG helps one appreciate the contribution of ALE to the development agenda. I also believe that completing all five modules of CG will enable one to champion ALE and advocate for policies that favour ALE. Notably, this can enhance research in the field and promote a better understanding of designing and delivering ALE programs, leading to evidence-based practices. Overall, CG provides professionals with a comprehensive and practical approach to ALE, essential for developing the skills and knowledge required to create quality learning experiences for individuals.”