Since gaining independence in 1961, Tanzania has been grappling with a significant challenge, namely widespread illiteracy. However, the nation's founding father, Mwalimu Julius Nyerere, embarked on a mission to eradicate ignorance by providing essential literacy skills to all citizens. Recognizing the need to bridge the educational gap for those who couldn't access formal schooling, the government took proactive measures and implemented adult education classes, resulting in a remarkable increase in literacy levels.

Under Mwalimu's leadership, three major programs were established: functional literacy, workers' education, and the Folk Development Colleges. These initiatives aimed to equip adults who had missed out on formal education with foundational skills in reading, writing, and arithmetic. Additionally, participants received training in vital areas of productivity such as agriculture, animal husbandry, fishing, and social care. Mwalimu envisioned an enlightened society where citizens are empowered to make informed decisions about their own development.

Such functional programmes were common during the 1970s, but since then, the main focus has been on literacy acquisition. However, a crucial question arises: are basic literacy and numeracy skills sufficient? To answer this question, it is imperative to understand the concept of literacy within the context of adult education. Merely possessing the ability to read and write simple statements falls short when it comes to navigating the complexities of social life. Adults require functional literacy – a higher level of proficiency that enables them to enhance their quality of life and make well-informed decisions. Paulo Freire, the renowned Brazilian educator, emphasized that functional literacy should encompass not only literacy skills but also economic, social, and political knowledge.

Teaching functional literacy, however, has posed its own set of challenges. Despite initiating a programme in 1970, the methods employed mirrored those used in formal schools and proved to be unsustainable. Adult learners felt disconnected from the learning process, as they were treated as passive recipients of knowledge. Recognizing this shortcoming, researchers and practitioners embarked on a quest to find alternative approaches.

Enter the REFLECT approach. REFLECT is a participatory learning process that empowers learners to analyse their environment, identify problems, engage in discussions, and develop sustainable solutions for community development. By blending Paulo Freire's educational theory with Participatory Rural Appraisal (PRA) practices, the REFLECT approach has revolutionized how functional literacy has to be taught to in adult education.

In line with these transformative efforts, DVV International, the Institute for International Cooperation of the German Adult Education Association, has collaborated closely with the Ministry of Education and Technology (MoEST) and the President's Office, Regional Administration, and Local Government (PO-RALG) to promote adult learning and education as an integral part of the national development process in Tanzania. Through the "Support for Adult Education System Building in Tanzania" project, capacity-building initiatives are currently underway to enhance the skills of District Adult Education Officers in adult learning and education methodologies, with a particular focus on functional literacy. By ensuring the competence of these facilitators in appropriate andragogical approaches, the project aims to make significant strides in promoting functional literacy across the nation.

Tanzania's ongoing journey towards functional literacy is characterized by Mwalimu's visionary approach and the adoption of the REFLECT methodology. With DVV International's support in cooperation with the efforts of the Tanzanian government, functional literacy is set to become a cornerstone of national development, empowering citizens to forge a brighter and more prosperous future.