The Regional Academic Webinar, convened by Moja Africa, brought together educators, practitioners, and policy actors from across East and Southern Africa to reflect on pressing issues in adult education and youth empowerment. The session focused on thematic area identified at a recent Education Conference in South Africa— Skills Development & Sustainable Livelihoods with particular attention to financial literacy in adult learning centers and innovative approaches to youth livelihoods beyond the formal sector

Teaching Financial Literacy in CLCs

One of the central presentations, led by Salome (Director, Adult Education – Nairobi), examined financial literacy initiatives in Kenya’s Community Learning Centers (CLCs). These programs aim to equip learners with critical skills such as savings, table banking, small enterprise management, and money handling. Absence of public CLCs in Nairobi has led financial literacy to be offered in Adult literacy centers The initiatives are aligned with Kenya’s Vision 2030, the SDGs, and AU Agenda 2063, reflecting how community-based adult education contributes to broader socio-economic development. Yet challenges remain: low awareness, insufficient trainer capacity, digital divides, absence of public CLCs, Limited advocacy and publicity, absence of policy on Financial literacy in ALE and economic hardship continue to limit effectiveness.

Salome called for localized curricula in community languages, capacity building for instructors, simplified digital tools for older learners, and the establishment of public CLCs to increase trust and accessibility.

Rethinking Youth Livelihoods Beyond Formal Employment:

Johnstone emphasized that the formal job market can no longer absorb the growing youth population. He argued for alternative livelihood strategies such as entrepreneurship, digital work, vocational training, and freelance opportunities.

Participants highlighted the need for policy reforms to recognize informal sector markets, ensuring that young entrepreneurs can access financial services, credit, and recognition for their work. A recurring theme was the urgent requirement to shift societal attitudes—from valuing paper qualifications alone to recognizing skills, creativity, and lived expertise.

Recognition of Prior Learning (RPL): Unlocking Hidden Skills

A lively discussion emerged around Recognition of Prior Learning (RPL). Many participants raised concerns about low awareness of RPL programs, while others stressed that RPL should not merely equate informal skills with academic grades but instead value community knowledge on its own terms.

The Curriculum Development, Assessment and Certification council (CDACC) is involved in ongoing efforts to implement RPL under its mandate. Participants agreed that government support and policy alignment is critical for RPL’s success. There should be collaboration with ALE to address the emerging issues.

Digital Collaboration: Moja Africa as a Connector

The session concluded with Dyson from Mala introducing Moja, a digital platform designed to connect African adult education professionals. Moja provides resources, webinars, training modules, and networking opportunities to strengthen collaboration across the continent.

To complement Moja’s work, Joseph proposed establishing a WhatsApp group to foster regular exchange between practitioners in South Africa, Eastern Africa, and beyond—ensuring momentum is not lost between webinars.

Conclusion: Towards Inclusive Learning Futures

The discussions made it clear that adult education is not just about adults—it is about building resilient, intergenerational communities where both youth and adults have pathways to sustainable livelihoods.

As Moja Adult Education Africa continues to provide a platform for collaboration, the responsibility now lies with governments, financial institutions, educators, and communities to take bold steps. By valuing skills, strengthening CLCs, expanding financial literacy, and embracing digital collaboration, Africa can unlock the potential of millions who remain excluded from traditional education and employment systems.