The Uganda Rural Literacy and Community Development Association (URLCODA) was founded in 2009 by the Uganda Community Libraries Association (UgCLA). The community aims to provide information services via publications and special activities targeted at the needs of local populations. Most of the initiatives aim to promote literacy and are planned to be relevant to a set of predetermined objectives.

The University of Third Age was first introduced in the second half of the twentieth century in France following legislation that assigned the responsibility of promoting lifelong learning to universities. The initiative gained international recognition, and U3As were established across all continents in more than 60 countries. The target audience of the U3As are people in the third age phase of their life, which is usually considered to be above 60 years of age; however, some universities offer the programme to people aged 50 and above.

The University of the Third Age (U3A) is an initiative targeted at individuals over 60 years of age who are eager to engage in different courses for the sake of personal development. It emerged in the second half of the twentiethth century, beginning in France and spreading, first across Europe and, eventually, Asia (Formosa, 2000). Lebanon became a host to the only U3A in the Arab world – the University for Seniors (UfS) at the American University of Beirut (Chahine and Sibai, 2019).

PLAR is an initiative developed by the Canadian Association for Prior Learning Assessment (CAPLA). PLAR/RPL stands for Prior Learning Assessment and Recognition of Prior Learning. Prior learning assessment and recognition defines processes that allow individuals to identify, document, have assessed and gain recognition for their prior learning. The learning may be formal, informal, non-formal, or experiential (CAPLA, 2021).

On 3 September 2012, law LI 2195 under the Council for Technical and Vocational Education and Training (COTVET) Act was passed in Ghana. It was followed by the launch of the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) on 23 October 2012. An eight-level framework was designed to meet the needs and adjusted to the reality of the Ghanaian education system and labour market. Qualifications provided by the programme should not only to merge with existing Ghanaian qualifications but also improve and modernize the Ghanaian education system to ensure further developments in the future (UIL, n.d).