[Icaeaeducationdevp2015] [8] Robert Jjuuko

[Cecilia Fernández]

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ICAE Virtual Seminar

“Adult Education and Development: Post 2015”

 

African Adult Education CSOs’ Presence in the Post 2015 Process Needs a
Revamp

Reflection by Robert Jjuuko, ILLALA III Graduate, Uganda (1)

 

Introduction

Horizontal and vertical partnership amongst African NGOs and other civil
society actors in the field of adult education has zigzagged for too long.
This rather imprudent crisscrossing needs a closer examination if African
civil society is to make a mark on the post-2015 education agenda.  In their
articles for this virtual seminar, both Hinzen (2013) and Alan (2013), imply
a greater participation of civil society individual actors and groups in
shaping the global education and development agenda since the 1990s. The
engagement of Adult Education-based CSOs in the post 2015 debates is more
crucial today than 20 years back given evidence of increased subordination
of the sub-sector from 2000s. 

 

The fronts of engagement are multiple and diverse. The well known and
claimed versatility of CSOs is at a test. For instance, as Alan (2013) puts
it, we need a better voice for adult learning and education in the education
community itself.  This better voice ought to have local, national, regional
and global legitimacy and cohesion. As advocates, we all agree that
collective voices are better heard. Global voices are no substitute to
regional voices. Regional voices and no substitute to national voices, and
indeed national voices do not replace local views. Where are the African
civil society voices in the global education debates, particularly those
related to adult learning and education (ALE)?  If you are familiar with the
African adult education terrain, you could be having an idea of several
attempts to create and nurture civil society voices at national, regional
and continental levels.

 

The earlier attempts of the 1980s

The African Association for Literacy and Adult Education (AALAE) is arguably
the most pronounced platform created in the 1980s to advance the promotion
of literacy and education on the continent.  There are pointers to
significant achievements made by AALAE despite the huge ideological and
management quagmire that befell it in the 1990s. With its collapse and
eventual closure of its headquarters in Kenya, signs of a ‘successor’
network began to emerge. The Pan African Association for Literacy and Adult
Education (PALAE) was born to drive forward a similar agenda. Based in West
Africa, PAALAE struggles but its muscle to bloom the storm is rather
debatable. 

 

The attempts of the 1990s and 2000s (EFA)

The EFA boom brought tremendous steam and hope. Indeed, there was a feeling
of renewed interested in adult literacy / education. The hope for increased
resource mobilization and financing for education motivated individual
citizens and groups. New and old International initiatives such as the
International Council for Adult Education and Global Campaign for Education,
wantonly and unwittingly tickled many. Networks and Associations such as the
Network Campaign on Education for All (ANCEFA) became visible at the
continental level with national chapters in some countries. Apparently
ANCEFA, by practice, has a strong inclination to formal schooling and the
push to offset the effects of EFA boom.

 

In the early 2000s, REFLECT practitioners and theorists formed a network
called PAMOJA Africa REFLECT Network. Besides, the preoccupation to promote
and nurture a hybrid of psycho-social and Freire radical approach to
literacy learning, PAMOJA was a useful platform for linking literacy
practitioners.   Apparently, there seem to be PAMOJAs in East Africa, PAMOJA
West Africa and the block for South Africa. The discussion about
intra-PAMOJA linkages is outside the scope of this conversation though
signals indicate some challenges to live to the original vision.  

 

The attempts during the CONFINTEA VI build-up

In preparation for the CONFINTEA VI Preparatory Meeting for the African
Region, some four networks (ANCEFA, FEMNET, PAALAE and PAMOJA) established a
loose super network called African Platform for Adult Education. This
platform was instrumental in preparing a civil society input (CSO shadow
report) which was shared during CONFINTEA VI Regional Conference held in
2008 in Nairobi Kenya.  Visibility of this Platform was only felt during the
CONFINTEA VI pick of activities. Yet it seemed like a new springboard for
bolstering African adult educators’ voice! 

 

What are the issues?

The 2015 EFA Agenda was debated and concluded on African soil. The super
education goal proposal ‘Lifelong Education and Quality learning for All’
was agreed in 2013 in Dakar through intensive discussions involving NGOs. Of
course an audit to identify the contribution of African NGOs is not
something I want to propose but it is worth thinking about. Something must
be done by African adult educators.  On a continent, where the pioneer
President of ICAE was born, we must reflect on the previous attempts to
generate collective voices to influence global debate. We need to identify
lessons from our past to inform our imaginations and strategies to influence
the post-2015 education and development debates. It is important that we
address one of the key questions of the virtual seminar which I have
tailored to fit my contribution. How can African civil society at the local,
national, regional level get better involved in these debates, and thus
support the efforts by ICAE and others?

 

Of course numerous local and national initiatives abound the continent.
Thousands of CBOs and local NGOs engage in diverse advocacy initiatives to
ensure that the right to education becomes a reality for millions of
non-literate youths and adults in Africa.  But these initiatives are rarely
documented and disseminated. Actors do not inform each other of what works
and does not. The time is now to once again profess and declare our
willingness and preparedness to network within and beyond our borders. In
his article, Hinzen (2013) says that it should be clear that opportunities
and time for bottom-up debates are running out very quickly.

 

I think our effective engagement in the Post 2015 education and development
processes entails a real paradigm shift. This shift involves rethinking and
vigorously tackling the tensions and interests that often undermine the
growth and development of national and regional adult education networks.
There is a greater need to share and nurture linkages to generate an African
voice.  Whether the African Platform or some form of loose connections
amongst ICAE members or ILLALAs, something has to be done and done
differently for that matter. If administering mega–networks or associations
is problematic, could we explore possibilities of issue-based linkages
between and among actors? Could we explore how interested individuals and
organizations across the continent can for instance track and report on how
AU and other regional inter-governmental bodies are engaging in the
Post-2015 official negotiations?

 

We ought to remain true to the universal conception of lifelong learning by
broadening our adult education / literacy advocacy messages and targets to
include decision makers and colleagues in ministries of education, primary
and secondary schools, universities, ministries of labour. For over two
decades, we are painfully paying for isolating ourselves and taking our
actions to the periphery of mainstream EFA and MDG policy dialogues. We need
to resolve to do certain things differently. For instance, we better declare
never again to engage in international literacy day celebrations that target
decision makers from only those Ministries responsible for adult literacy.
The plight of semi and unskilled workers who as human being deserve descent
work terms and conditions are often not included in our advocacy programs
because we ordinarily think this is a preserve of trade unions.
Intersectionality should be seen to be in force.  Synergies between and
among promoters of education and learning is all their facets is what we
should help to build.

 

Thank you Prof Alan and Prof Hinzen,   I have read your articles with keen
interest. They have stimulated my imaginations.  I wish to associate myself
with many of the issues you raise.  

 

(1) About the Virtual Seminar Participant (March 2014)

He is an educationist, research and development worker. He is the Executive
Director of Education and Development Initiatives Uganda (EDI Uganda). He
teaches research methods, community education methods and project planning
and management at the Department of Adult Education of Kyambogo University.
He is an ILLALA III Graduate.

P.O. Box 34589 Kampala, Uganda, Email: robert en adultslearnuganda.org 

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