Bananuka, Twine HKatahoire, Anne R2019-09-042019-09-042019-09http://hdl.handle.net/11599/3440Historically Adult Learning and Education (ALE) has been marginalised, relative to other forms of education provision like schooling and tertiary education. This is more so in developing countries like Uganda. Given the development challenges in these countries and their commitments to SDGs, the neglect of ALE becomes a problem of equity and social exclusion. One of the key indicators of this neglect in Uganda is the absence of policy for ALE. In this paper, we discuss struggles for ALE policy over time and what all that means for the discipline of ALE and national development agendas. The discussion and analysis is informed by experiences from other African countries. The emergent themes that define the current debate of ALE revolve around the recently enacted Uganda National Adult Literacy Policy. In spite of the noted achievements, there is still vacuum for ALE policy. All of this leads to social exclusion and marginalisation. While findings further show a mixture of hope and resignation, there was also much shifting of blame by different actors. The paper concludes by recommending strong coordination between stakeholders in ALE, informative research and policy briefs by academia and consistent engagement with civil society and government bureaucrats to push through the policy on ALE. // Paper ID 231enhttps://creativecommons.org/licenses/by-sa/4.0/Adult EducationEducation PoliciesInclusive EducationWorking Paper