MOJA

The Government of Tanzania aims to transform the nation into an industrial economy by 2025, in line with the National Development Vision 2025 and the Long-Term National Development Plan 2011/12-2024/25. This transformation necessitates the development of skilled, educated Tanzanians who are lifelong learners, contributing to sustainable national development and global economic competitiveness. Key Goals: Enhance human resource development to prepare skilled and knowledgeable Tanzanians. Provide equitable and quality education and training opportunities for all. Align the education and training system with national, regional, and international standards. Focus Areas of the 2023 Edition: System Efficiency and Effectiveness: Strengthen the education and training system for better productivity. Expand access to diverse educational opportunities. Curriculum Improvement: Update curricula to meet national development needs and enhance global job market competitiveness. Inclusive Education: Promote the use of Kiswahili, English, Tanzanian Sign Language, and other foreign languages. Enhance inclusive education for all learners. Assessment and Certification: Improve examination, assessment, and certification processes. Introduce skill certification at all education levels. Leadership and Governance: Strengthen educational leadership and management. Increase funding and financial management for education. The policy traces its evolution from the early education reforms post-independence in 1961, through various strategic shifts, including the Education for Self-Reliance policy of 1967 and subsequent adjustments responding to economic and social changes. The 2014 policy underwent reviews leading to the current 2023 edition to address emerging challenges and align with national and international educational objectives. The 2023 edition of the Education and Training Policy outlines comprehensive strategies to overcome existing educational challenges, enhance quality, and ensure the system's relevance to the dynamic socio-economic landscape, ultimately aiming for a well-educated and skilled Tanzanian population by 2025.

The FDCs were established in the 1970s to meet the social economic challenge of the time target mainly the neo-literates. They began to function effectively from the beginning of 1976 and are conceived as one of the programmes for meeting the needs and challenges of post-literacy continuing education by providing residential educational opportunities, both general and vocational, for rural development. Among many other non-formal education programmes in Tanzania, the FDC programme reflects Tanzania's strong political commitment to the cause of providing adult education and non-formal education aimed at improving, both qualitatively and quantitatively, the social and economic conditions of the vast majority of the people who live in the rural areas.

This chapter details the National Strategy for Adult Education and Non-Formal Education in Tanzania, which was set to be carried out from 2003 to 2008. The objective was to implement educational programmes tailored to adults, youth, and children who are not attending school. The Integrated Community Based Adult Education (ICBAE) and Complementary Basic Education in Tanzania (COBET) programmes were given top priority. To ensure the effective implementation of these programmes, Council Implementers have undergone training to decentralize the planning and management of adult and non-formal education programs.

Get an in-depth look at adult education in Orngadida Village, Tanzania, as part of a comprehensive study conducted between 1981 and 1983. The study explores the practice of adult education within the context of Tanzania's socialist transformation, initiated by former President Julius Nyerere. Focusing on one village among three and one factory studied, this resource provides valuable insights into the implementation and impact of adult education at the village level and its connection to broader social, economic, and political systems. Adult education in Tanzania has been closely linked to the country's socio-political goals, especially following the Arusha Declaration in 1967. President Nyerere's vision of socialism emphasized equality, human dignity, resource sharing, and self-reliance, with adult education playing a crucial role in achieving these ideals. This resource highlights the evolution of adult education in Tanzania, from the colonial period through independence, and its alignment with socialist principles. This resource is essential for anyone interested in the history and development of adult education in Tanzania, particularly in the context of socialist policies and rural development. It offers a comprehensive view of how adult education programs were designed and implemented at the village level, reflecting broader national and international influences.