Post literacy programmes in Tanzania: a case study of Ilala district in Dar es Salaam region

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University of Dar es Salaam
The purpose of this study was to make an assessment of post-literacy programmes in stage five in Ilala District. Specifically, the study investigated the learning and application of curriculum contents of three compulsory subjects: Kiswahili, Mathematics and Political Education. The study also sought to ascertain the knowledge of the post-literacy teachers in the contents for Kiswahili, Mathematics and Political Education, the training of teachers in adult teaching methods, and availability and accessibility of teaching and reading materials to post-literacy learners. Three principal methods were used for collecting data, namely documentation, questionnaire and a written test. The data provided information for testing six hypotheses used in assessing the post-literacy programme stage five. Classes were selected from the wards and villages that had operative post-literacy classes. In total, ten post-literacy classes were studied, comprising 25 post-literacy teachers and 108 post-literacy learners in stage five. The findings revealed that 60.2 per cent of the learners who responded to the Kiswahili written test managed to show that they had learnt and could apply the acquired knowledge. 39.8 per cent failed to show that they had learnt Kiswahili. The test results for Mathematics showed that 54.6 per cent of 108 learners managed to score a pass mark of 40%, an indication that they had learnt the subject. However, 45.4 per cent of the learners were unsuccessful in mathematics. The findings also revealed that 53.7 per cent of the learners were successful in the Political Education written test, while 46.3 per cent were unsuccessful. The findings therefore, indicated that learning and application of content for Kiswahili, Mathematics and Political Education had taken place among adult learners in Ilala District. There was also room to enable the unsuccessful learners make more use of the programmes offered in stage five. The study findings also showed that the post-literacy teachers Ilala District were well trained and conversant with the subject matter of the post-literacy curriculum. The teachers did not face problems in disseminating the knowledge to the adult learners. But it was also revealed that post-literacy teachers (72%) lacked training in methodology to teach post-literacy classes. Lack of training of teachers in methods to teach adults was a serious shortcoming in adult education which needed rectification. Further investigation established that adequate facilities were available for both learners and teachers in Ilala District. Teaching facilities included the textbooks for Kiswahili, Mathematics and Political Education, stationery and classrooms. Both teachers and learners in Ilala District realise that apart from the problems encountered, post-literacy programmes had opened up better prospects for many Tanzanians. However, there were prospects for improvement to open up horizons for the adults in the post-literacy programmes. The dissertation is organized into five chapters. Chapter one provides an introduction and definition of the problem. Chapter two presents literature related to the problem. A discussion of the research methodology is presented in Chapter three, followed by research findings and data analysis in Chapter four. The major findings are summarized in Chapter five, followed by conclusions and recommendations for further improvement. The last part of the dissertation consists of a bibliography and appendices.
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Adult education, Ilala district, Tanzania
Ukio, L.T (1981) Post literacy programmes in Tanzania: a case study of Ilala district in Dar es Salaam region, masters dissertation, University of Dar es Salaam. Available at (