Evolution Of Policies Of Adult Literacy Education In Tanzania And The Recommendations Basing On China’s Experiences

Literacy is crucial for a country’s social,political,and economic development.To adults,literacy is more fundamental in turning them into the source of a learning society,conveniently grab employment opportunities,and improve their family and society’s economy.Literate parents are also more likely to send their children to school and keep them healthy.Gender equality and family planning are achieved when people are literate.Educated parents adopt effective preventive health measures and become aware of family planning methods.In general,literacy is a prerequisite to social,political and economic development,from the individual to the country level.Because of different global strategies for adult literacy development,the adult literacy rate has been improving from time to time.By 1950,when the world’s adult population was 1.6 Billion,56% of them(700 million)were illiterate.The global attention became much focused on reducing illiteracy among adolescents and adults through policies,projects,program,and strategies,leading to 86.3% of adult literacy in2019.In Tanzania,70% of the adult population in 1961 was illiterate.Under President Julius Kambarage Nyerere,the government adopted several policies and practices to eliminate adult illiteracy,leading to 77.89% of adult literacy rate by 2015.However,the rate is still low,especially toward the global goals articulated in UNESCO’s Agenda 2030,and the national socio-economic target and vision(i.e.,National Strategy of Growth and Reduction of Poverty).Inconsistency and regional disparities are still hampering the sub-sector toward the total elimination of adult illiteracy.This study used qualitative and quantitative design to analyze adult literacy policies and strategies in practice since 1961 in Tanzania,and interviewed several adult illiterates in two administrative regions of Tabora and Singida to identify different challenges facing the learners and the sub-sector in general.The study also reviewed different policies and strategies which have been in practice in China,for the purpose of drawing lessons for Tanzania.The lessons and recommendations provided in this study have considered the local context of the country.The data show that since the earlier period of post independence,adult literacy policies lacked clarity on how they were practiced,monitored,and assessed.The priority was more petite,and,at a different time,the budget allocation was insufficient,leading to inconsistent development of adult literacy throughout the time,and regional variation in terms of the achievement.Social perspective and less motivation among adults lead to low enrolment and varied high drop-out among other regions.External dependency led to inconsistency in adult literacy growth,especially in the late 1980 s when the capitalist nations,the World Bank,and the IMF stopped to support the sector.From China’s experience,we recommend Tanzania to include adult literacy education in the national development agenda,making it a pre-requisite in improving other aspects of life(i.e.,health and economy).Ensuring mass enrolment in elementary education is a preventive measure which must be accompanied by a strong practical system of adult literacy education to eradicate the existing illiterates.It is also recommended that the system of adult literacy education in Tanzania establish a post-literacy education through technical and vocational training to avoid the neo-literates(new literate adults)from relapsing into illiteracy.The disadvantage of illiterate population toward the national development depends on the composition of such percentage of illiterate population.For example,15-45 age groups are referred as the working groups that can determine the country’s economy and productivity.Targeting literacy education primarily to this group of people is an experience that China has gone through,showing impressive results,especially with the involvement of different social groups like youths and women.With the challenge of regional variation in adult literacy attaining in Tanzania,the experience from China,especially with the consideration of the varied cultural context of Tanzania,setting different literacy targets across different regions will work effectively.The government can establish different monitoring,evaluation and administrative rewards to the leaders whose regions perform well in adult literacy eradication.Literacy can also be established as a criterion for promotion to the higher level of leadership in the government.