Tanzania - Nonformal Education

Adult education tried to eradicate illiteracy in Tanzania. At independence, over 70 percent of adult Tanzanians were illiterate. The object of adult education in Tanzania was not merely to teach literacy, but to help adults find solutions to other problems such as hunger, ignorance, disease, and soil erosion. Nyerere stated, "First we must educate adults. Our children will not have an impact on our development for 5, 10, or even 20 years. The attitudes of adults, on the other hand, have an impact now" (1967). The Tanzanian government achieved great success in expanding education among adults. Adult education was seen as vital to the spread and implementation of ujamaa or African Socialism in the countryside. Approximately 10 percent of the total education budget was set aside for adult education. Students were told repeatedly to fight fatalism and that they could change their own fate or destiny.

In 1970 a nationwide campaign was launched to impart functional literacy called "The Choice Is Yours." Learners participated in decision-making and development. In 1973 another campaign was launched known as "Man Is Health." This emphasized good health habits and hygiene, while 1974 witnessed the emergence of the "Agriculture for Life" campaign. In all of these campaigns reading, writing, and counting were taught, as well as knowledge that could immediately improve lives. Students progressed through eight graded stages of increasing difficulty. Books and materials were provided free of charge. Radio education programs kept in touch with students weekly, as did folk development colleges that offered one to three weekly classes in folk handicrafts, home economics, and mechanics. Rural libraries were established, and the goal became to have a library in every village. The reading of rural newspapers was encouraged to reinforce good reading habits and lifelong learning. Backyard garages were worked into lessons, as were tinsmithing, watch repair work, and many others. These programs were oriented to local needs.

Class size varied from 10 to 60 students. Clientele included school dropouts and rural migrants who were never exposed to school before. Voluntary contributions and government aid financed these schools. Swahili is the language of instruction. By 1973 almost 3 million people had benefited from literacy campaigns. Workers' Continuing Education was compulsory in government offices, factories, industries, parastatals, town councils, and public institutions. Public protest halted the campaigns in 1975, but 3 million people had by then acquired third to fourth grade literacy. Nearly 700,000 teachers (60,000 of whom were salaried) taught in these campaigns, aided by local TANU cell members and coordinated by the Institute of Adult Education. Due in large measure to the success of these adult literacy campaigns, Tanzania has reduced illiteracy to 35 percent or less. This is a far cry from the 70 percent illiteracy rate they inherited at independence and is an impressive accomplishment, especially given their limited resources. Clearly the government was succeeding in its war on illiteracy. Had the program continued, illiteracy would now be a distant memory.

Other avenues exist for Tanzanians to acquire education such as the Institute for Public Administration, Institute for Swahili Research, Institute of Fisheries, and the Business Training Institute. Most offer diploma courses that take an average of two years to complete. Graduates are issued certificates. Short in-service courses are common.