Across borders, shared solutions: Uganda–Tanzania peer learning strengthens adult education

Government leadership in action

On 26 May, the delegation travelled from Jinja to Namayingo District, where the programme opened with a courtesy call on district leadership, including MGLSD representatives, the District Chairperson and the Chief Administrative Officer (CAO). The CAO did not stop at receiving the delegation at headquarters – he personally joined the field visit to Madowa CLC, and his presence alongside national and district leaders signalled that adult learning is treated as the district's own responsibility, not a partner-supported project.

Uganda has moved ICOLEW beyond its pilot phase, adopting it as the successor to the earlier Functional Adult Literacy approach, and it now draws support from Social Development non-wage transfers, local government revenue and development partners – reflecting growing government ownership despite ongoing funding challenges. Community members and local authorities provided land for Madowa CLC; Buswale Sub-County and Namayingo District contributed about UGX 20 million; and DVV International contributed equipment, technical assistance and capacity development. The centre has since been folded into annual local government planning, positioning it as district infrastructure rather than a temporary project.

"The true success of the centre lies in its shared ownership. DVV International in Uganda laid the foundation, but it is the unwavering dedication of their learners, the passion of their facilitators, and the active involvement of government officials and diverse stakeholders that breathe life into it." – A Tanzanian District Adult Education Officer

Touring the CLC

The guided tour showed how Madowa CLC combines literacy and numeracy with vocational training, digital skills, agriculture and community information services. These include tailoring, hairdressing, barbering, computer training, demonstration gardens and tree nurseries. A partnership with Trees for the Future gives learners practical knowledge and seedlings, while vocational and computer training equips young people, particularly young mothers and vulnerable learners, for employment and self-employment; some former learners return as mentors. Television, phone charging and facility hire generate modest income for operations.

A key lesson from Madowa was how tightly literacy and numeracy are woven into vocational training. Using participatory approaches such as REFLECT, facilitators connect reading, writing and calculation to household budgeting and business records. A tailoring instructor described working closely with literacy facilitators when learners struggle with measurements. This makes literacy a practical tool for work rather than an abstract subject.

Participants also learned how the LAMP Scale is used to determine learners' starting literacy and numeracy levels and track progress. A community facilitator explained that this helps identify each learner's starting point so lessons can be delivered gradually, with extra support where needed. However, effective assessment also depends on regular technical support for facilitators managing mixed-level classes.

Governance, planning and financial management

On 27 May, participants met in Jinja to compare governance arrangements. Both programmes use CLC management committees and local government structures for planning and monitoring, but Uganda coordinates mainly through Community Development structures, while Tanzania's CLCs sit closer to the education system and Ward Education Officers. Uganda's management committee has nine members; Tanzania's has six.

Madowa CLC runs on a five-year strategic plan, annual work plans and weekly activity schedules, coordinated across CLC, parish, sub-county and district levels. It holds its own bank account, with signatories appointed by the management committee, and withdrawals require a formal committee resolution – an arrangement the committee chairperson said gives the centre flexibility to respond to emerging needs while staying accountable.

What Tanzania took from Uganda

The delegation identified practices worth adapting at home: folding CLC infrastructure into district plans and budgets; strengthening leaders' participation; keeping clear financial records; and giving committees defined responsibilities. Uganda's multi-sectoral approach also stood out: involvement from Community Development, Agriculture, Health and Finance departments showed how CLCs can function as platforms for integrated service delivery, not just literacy classes. Other takeaways included independent CLC bank accounts with committee oversight and Uganda's use of a national board to certify practical skills.

What Uganda could take from Tanzania

Tanzania's placement of ICBAE within the education system offers a model for stronger pedagogical supervision, with Ward Education Officers coordinating facilitators and linking CLC activities to government education systems. Its shorter, more flexible learning arrangements were another point of reflection — schedules need to stay adaptable to learners balancing education with farming and seasonal livelihoods. The Tanzanian delegation also shared experience from its own CLC pilots, giving Ugandan participants a chance to weigh their systems against another East African model.

Turning the visit into continued regional learning

The exchange closed with a commitment to make regional peer learning more structured: stronger follow-up after exchange visits, systematic documentation, and regular opportunities for joint reflection. Priority areas include integrating literacy, numeracy and practical skills; expanding competency-based assessment; improving CLC financial management; and refresher training for facilitators.

Uganda and Tanzania are pursuing similar goals and facing many of the same challenges. Madowa showed the value of government commitment and integrated service delivery, while Tanzania contributed experience in education-sector coordination and flexible learning. Together, these approaches provide a foundation for an East African peer-learning model built on mutual respect and a shared commitment to ensuring that no adult or young person is left without the opportunity to learn and improve their life.