This study investigated the extent to which globalization has been affecting adult education policies and practices in Tanzania and Uganda and the way in which each country has responded to the effects of globalization. The data were collected through questionnaires, interviews and documentary analysis in Dar es Salaam, Tanzania and Kampala, Uganda. The sample included adult learners, adult educators, heads of institutions, and educational officials in the respective ministries of education. The main findings are as follows:
- The international commitments and conventions have impact on the demand for and supply of adult education in both Tanzania and Uganda. In both countries, globalization was explicitly mentioned as a driving force for reforms and development visions.
- Lack of access to formal secondary schools, affordability, flexibility in terms of time and fee payments, employment prospects, higher education aspirations, ‘learn while you earn’ and proximity of nonformal secondary centres were reasons for adult learners to join nonformal secondary education centres.
- Tanzania and Uganda have seemingly good policies on aims for the development and the use of ICT facilities in the provision of secondary education.
- Nonformal secondary education centres acted as shadow education.
- Nonformal secondary education in Uganda was left with private entrepreneurs, while in Tanzania the government was involved but with private financing.
- The centers visited in Uganda seemed to function better and were more institutionally developed than their counterparts in Tanzania.
The study concludes that budgetary allocations to basic education in response to the global agendas constrained the funding for adult education in Tanzania and Uganda. The demand for private secondary education, both formal and nonformal, was indirectly boosted by globalization influences because EFA goals and MDGs targeted policies have expanded the share of youths demanding secondary education qualifications and outstripped the capacity of the public secondary schools to meet the demand.