Tanzania

Abstract

Adult education initiatives in Tanzania began during the pre-colonial period and gained momentum after independence in 1961. The colonial government and religious organizations introduced adult education programmes for various purposes but on a limited scale. After independence, adult education was associated with national development and there was a dire need to empower the people through adult education to transform the economic and social constraints inherited from the colonial past. Older (adult) education opportunities were offered under three learning contexts-formal, non-formal and informal learning settings. However, some of these opportunities could not be sustained due to ideological and technological reasons. New community-based adult education interventions of more direct relevance to older adults were then introduced under the non-formal education setting but like the previous initiatives, they could not realize the intended objectives. Older (adult) continuing learning opportunities are accessible only to a few older (adults) from high income families, those who have had opportunity to attend initial education. The needs and interests of vulnerable (older) adult groups have barely been addressed. In order to revamp (older) adult education activities there is need to develop a holistic and robust adult education policy that will address the needs of older adults including the marginalized groups, build capacity of adult instructors and coordinators, introduce realistic budgeting and renew the commitment to and political will for adult education.