Department of Adult, Community & Lifelong Learning (DACoLL)

The department’s operations and programmes are informed by and contribute to a number of global and national development frameworks focused on adult, community education and lifelong learning. 

At the global stage, the department subscribes to the following international policies and frameworks in the field.

The Global Agenda 2030 for Sustainable Development: Our services contribute to achieving the Fourth Sustainable Development Goal (SDG) ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ precisely, target 4.3-equal access to education, 4.4- skilling for employment, decent jobs and entrepreneurship, 4.5- education and training for vulnerable groups, 4.6-achieving literacy and numeracy. Click: https://sdgs.un.org/

UNESCO Recommendation on Adult Learning and Education, 2015: Underscores the overarching aim of adult learning and education (ALE), which is to ensure that all adults participate in society and in the world of work. https://uil.unesco.org/adult-education/unesco-recommendation

Global Report on Adult Learning and Education (GRALE): A global report that offers a clear and comprehensive picture of the state of adult learning and education (ALE) around the world. https://uil.unesco.org/adult-education/global-report

International Conferences on Adult Education (CONFINTEA): A global dialogue on ALE that began in 1949 and facilitates deliberations on how adult learning and education (ALE) promotes discussions and actions on international development issues and agendas. https://uil.unesco.org/adult-education/confintea

Global Alliance for Literacy within the Framework of Lifelong Learning (GAL), 2016: Engages a multiplicity of stakeholders to advocate for the importance of youth and adult literacy and to catalyze efforts to improve literacy rates in developing countries. https://uil.unesco.org/literacy/global-alliance

At the country level, the department’s programmes and activities contribute to the realization of aspirations of several ministerial and nongovernmental organisations’ policies and frameworks. Key among them is;

The Government of Uganda White Paper on Education, 1992: Recognizes adult education as a form of education needed for facilitating national development.

Uganda Vision 2040: Aspires to achieve social transformation through improved quality of the country’s populations’ literacy and numeracy competencies, attainable via adult learning and education.

National Non-formal Adult Learning and Community Education Strategy (2023): The strategy to guide efforts towards non-formal adult learning and community education for a literate, informed, productive, peaceful, and informed society.

National Community Development Policy for Uganda, (2015): Recognizes the importance of adult education programmes such as functional adult literacy, civic education, health awareness, training and re-training to address the needs of underserved populace in the community.

National Adult Literacy Policy for Uganda (NALIP, 2014): Provides a framework for effective coordination and partnership in the delivery of adult literacy services.

National Information and Communication Technology Policy for Uganda, (2014): Emphasizes the need for promotion of the growth and implementation of Open, Distance and e-Learning (ODeL) modes of study for enabling increased access to and participation of adults in continuing education opportunities.

National Employment Policy for Uganda, (2011): Accentuates building the capacity of adult population working in the informal, non-formal and formal employment sector of the economy with the aspiration of increasing labour productivity and access to decent jobs in and out of the country.

Business Technical Vocational Education (BTVET) Act, (2008): Highlights the need for implementation of an integrated, demand driven and competency-based modular BTVET system where learners enter the system at various points suited to their prior skills and needs.

The Second National Health Policy, (2010): Stresses the need to increase information, education and communication activities to improve health awareness, effect desired changes in knowledge, attitude and behaviors towards the prevention and control of health problems, and in promoting healthy lifestyles.