MOJA

This article traces ALE in Tanzania across successive historical periods from indigenous and community-based systems through colonial schooling, Ujamaa-era mass education, structural adjustment and later projectised and donor-supported provision while examining the growing role of digital mediation.

Les programmes d'alphabétisation REFLECT produisent des transformations sociales qui demeurent largement invisibles dans les dispositifs classiques de suivi-évaluation. 

The International Review of Education – Journal of Lifelong Learning (IRE) is looking for reviewers

First Call for Papers 

Welcome to the third 2026 edition of the DVV International East Africa Newsletter.

Tanzania Policy Brief: With an adult illiteracy rate of 18.2% (NBS, 2022) and nearly 330,000 students (MoEST, BEST, 2022) dropping out of formal schooling in 2022 alone, Adult and Non-Formal Education (ANFE) is not a peripheral concern; it is a national development imperative.

Developing adult learning and education (ALE) systems sustainably requires not only the commitment of state actors but also cooperation with civil society organisations (CSOs). Through their knowledge of local conditions, advocacy reach and networks, these organisations help bridge the gap between policy frameworks and community realities. Drawing on experiences from DVV International’s global work, this expert paper shows how civil society engagement strengthens ALE systems, safeguards the interests of marginalised and minority groups, and enhances development cooperation across diverse political and social contexts.

The first quarter of 2026 has been a busy and productive period for DVV International in East Africa. From a landmark partnership renewal in Uganda to hands-on field work in Tanzania's Community Learning Centres, the early months of this year have set a strong foundation for what lies ahead.