ABSTRACT
Long before the period of colonialism, adult or community education was the means through which traditions, that is the body of principles and experiences that governed the African societies in their growth and development, were transmitted through generations. The traditional adult education lost its importance and place during the period of colonialism when rulers put the premium on formal and ‘school’ education to the exclusion of adult education to meet the bureaucratic and administrative exigencies of their governments. The formation of the association occurred after the Montreal Conference when the struggle of independence had gripped the attention of the local ‘political’ leaders in African colonies. The administrative styles of a number of countries required that the nomination of individuals for participation in workshops be processed through governmental procedures for official approval. The logistics for promoting the association in the region have proved an arduous task for both the secretariat and its members.
