Journal of Adult Education in Tanzania

Editorial Note

2025-09-30T14:00:50+00:00

This issue of the journal presents nine insightful studies that explore critical dimensions of adult, open, and distance education in Tanzania, emphasising equity, digital transformation, inclusive practices, and systemic challenges. Each contribution provides evidence-based perspectives and practical implications for advancing lifelong learning within the national and global education agenda.
The article titled Influence of Micro and Small Enterprises’ Participation in Tax Assessment Processes under the Presumptive Regime examines the extent to which involving micro and small enterprises (MSEs) in tax assessment enhances
compliance under Tanzania’s presumptive tax regime. The study underscores the role of participatory governance in fostering tax morale and accountability, especially in informal economic sectors, and calls for increased engagement of MSEs in policy and administrative tax decisions to improve voluntary compliance. In Contextual Challenges and Adaptive Strategies of ODL Learners at the Institute
of Adult Education, Tanzania, the study unpacks the multifaceted obstacles faced by adult learners enrolled in ODL programmes. Issues such as limited access to internet services, time constraints, and competing family and work responsibilities
are examined alongside learners’ resilience and use of peer support. The findings affirm the need for context-sensitive learner support and institutional flexibility to enhance retention and academic success. The systematic literature review presented in Digital Literacy-Responsive Adult Education in Tanzania offers a decade-long synthesis of policies, frameworks, and interventions aimed at integrating digital literacy in adult learning. The paper identifies key advances but also reveals a lack of coordination, persistent gender
disparities, and capacity gaps. It advocates for the development of a coherent national digital literacy framework to ensure inclusive and equitable digital skill development for adult learners.
In The Use of WhatsApp as a Learning Tool among Pre-Service Teachers in Tanzanian Universities, the study explores how mobile-based messaging applications can supplement traditional instruction. WhatsApp is shown to support collaboration, peer learning, and communication between lecturers and students.
However, the study also raises concerns about its limitations, such as a lack of structured content delivery, distractions, and technical issues, suggesting that WhatsApp is best used as a complementary rather than primary learning platform.
The article titled Challenges and Opportunities in Teachers’ Action Research: Secondary School Teachers’ Perspectives in Tanzania explores the readiness of teachers to engage in classroom-based research. While many teachers recognise its value for professional development and instructional improvement, structural limitations such as lack of time, support, and motivation undermine its adoption.
The study encourages institutional investment in research capacity-building and recognition systems to embed action research into school culture.
In Access Limitations to Assistive Technologies among Visually Impaired Distance Learners: Evidence from The Open University of Tanzania, the study investigates the digital divide faced by visually impaired learners. It finds that the absence of adequate assistive technologies, unfriendly digital platforms, and limited institutional support hinder learning and participation. The paper calls for inclusive design, targeted resource allocation, and enforcement of disability inclusion policies in higher education.
The paper, Understanding Pre-Service Teachers’ Mental Health Problems and Resilience Mechanisms during Teaching Practice, addresses a critical yet often underexplored dimension of teacher education—mental health. The study explores the psychological challenges faced by pre-service teachers during their teaching practicum, including anxiety, stress, and self-doubt. It highlights the strategies they employ to cope and remain resilient. These findings underscore the urgent need for teacher education programs to incorporate mental health support, mentorship structures, and coping skills training to foster emotional well-being and
professional preparedness among future educators.
The study on Community Perceptions of the Alternative Secondary Education Pathway Programme for Girls Affected by Early Pregnancies in Momba District, Tanzania, assesses the community’s perceptions on ASEP among dropout girls.
The overall findings revealed the community members have little knowledge about the programme, thus recommending that specific awareness on ASEP be provided to community members. Also the establishment of mobilization strategies to help
adolescents, notably girls victimised by early pregnancy, to enrol in the programme be prioritised. The final paper, Impact of Teaching Methods on Stage II Students’ Academic Performance in Mathematics: A Case of Alternative Secondary Education Pathway
Programme in Mbozi and Momba Districts, examined the relationship between teaching methods and the academic performance of Stage II students in mathematics within the framework of the Alternative Secondary Education Pathway (ASEP) programme. The findings revealed that active teaching methods like project-based learning, experiments, educational games, problem-solving and
brainstorming are effective in fostering critical thinking and enhancing students’ due to their preference on traditional methods such as lecture and question-and- answer techniques. The paper calls for the development of structured training
framework aimed at equipping ASEP teachers with effective, modern methods for teaching and learning mathematics.
Collectively, the papers in this volume offer critical knowledge for practitioners, policymakers, and researchers. They highlight the evolving needs of learners, the importance of inclusive and flexible delivery systems, and the imperative to bridge policy and practice through responsive education strategies.
Sincerely,

Prof. Sempeho I. Siafu
Chief Editor
Journal of Adult Education Tanzania (JAET)

Limitations of Access to Assistive Technologies Among Visually Impaired Distance Learners: Evidence from The Open University of Tanzania

2025-09-02T12:30:39+00:00

This paper examines the limitations faced by visually impaired learners in accessing assistive technologies (ATs) at the Open University of Tanzania (OUT).
Despite inclusive policies, visually impaired learners face substantial barriers to accessing ATs. Using the Students, Environment, Task, and Tool (SETT) framework by Zabala 1990 this study adopted a qualitative approach with a single-case study design. The study included 18 articipants who were purposively selected. Data were obtained through interviews, documentary reviews, and observations, and analysed using inductive thematic analysis. The findings revealed various limitations, including difficulties in comprehending robotic acoustic output, insufficient assistive technology devices (ATDs), the absence of dedicated assistive technology units and facilitators at regional centres, and financial constraints.
These limitations impede visually impaired learners' engagement with educational content and navigation of distance learning environments. The study recommends
that the Open University of Tanzania enhance AT availability by addressing financial barriers to foster inclusive distance learning environments and improve
visually impaired learners' participation.

Understanding Pre-Service Teachers' Mental Health Problems and Resilience Mechanisms during Teaching Practice at Mzumbe University

2025-09-02T12:48:54+00:00

The world is experiencing the proliferation of mental health problem that affects productivity in many aspects. Pre-service teachers also experience mental health problems due to various contextual and work environments. Using Bowlby's attachment theory, the study explored pre-service teachers' resilience to mental

health problems during teaching practices. The study adopted a cross-sectional survey design with a sample size of 96 respondents who were randomly selected

from pre-service teachers studying at Mzumbe University. The data collection method used a questionnaire. The findings reveal that pre-service teachers experienced mental health problems during teaching practice caused by a lack of mental health literacy (60%) and anxiety about evaluations (65%). However, RII (0.579) indicates that most factors moderately caused mental health problems.

Mental health problems affect pre-service teachers, as 61% contemplated leaving the teaching profession and 61% faced challenges in engagement with students in

teaching practices, and the RII (0.4873) indicates a low importance level. Further, findings show that pre-service teachers devised resilience mechanisms, such as 75% used stress-relief techniques like exercise and being calm and 73% made self-reflection and adjustment, where the RII (0.0.7451) indicates these mechanisms provided moderate support in coping with causes of mental health problems.

Findings imply the need to devise mental health support systems for pre-service teachers to ensure their well-being and career success. The study recommends that

teacher training institutions integrate mental health training into curricula and devise mentorship programs to equip pre-service teachers with the knowledge and

skills to identify and manage mental health problems in their work environment.

Community Perceptions of the Alternative Secondary Education Pathway Programme for Girls Affected by Early Pregnancies: A Case of Momba District, Tanzania

2025-09-03T05:53:50+00:00

This study aimed to assess the community’s perceptions of the Alternative Secondary Education Pathway Programme (ASEP) among girl victims of early pregnancies in Tanzania. The study was carried out in Momba District, Songwe Region. Qualitative approaches with descriptive design were used. The target population involved the Regional ASEP Coordinator, ASEP girls’ students, ASEP teachers and community members. Hence, the sample size of this study comprised 10 out-of-school girls, 1 Regional ASEP Coordinator, 5 ASEP teachers, 10 parents of the ASEP students, as well as 10 ASEP girls. Hence, making a total of 36 participants. Purposive and snowball sampling techniques were used to obtain the sample. The interviews and focus group discussions were employed to obtain data from the participants. Findings revealed that the community has little knowledge about ASEP. It is therefore recommended that the Ministry of Education and
Science and Technology provide education about ASEP to community members and establish mobilization strategies to help adolescents, especially girls victimised by early pregnancies, enrol in ASEP.

Contextual Challenges and Adaptive Strategies of ODL Learners at the Institute of Adult Education, Tanzania

2025-09-03T06:05:32+00:00

In recent years, Open and Distance Learning (ODL) has emerged as a popular alternative mode of learning in higher learning institutions. Learners prefer the mode due to its flexible nature, which allows them to study while attending to their other socio-economic responsibilities. Its nature, however, leads to unique challenges that require learners to engage in various strategies to cope with the learning mode in their contexts. This study explores the experience of third-year
learners pursuing a Bachelor’s Degree in Adult Education and Community Development through ODL at the Institute of Adult Education (IAE) in Tanzania.
It investigates the contextual challenges learners face and the strategies they employ to cope with them. A mixed research approach was adopted using a questionnaire and interview methods to collect data from 36 learners. The study found several challenges, including financial constraints, limited time for classroom facilitation, insufficient study time, family responsibilities,
inaccessibility to the IAE online library, and difficulties in attending face-to-face sessions. To cope with the emerging challenges, learners adopted various contextual strategies, including borrowing money for face-to-face sessions, using group discussions during these sessions, hiring tuition facilitators, conducting
online group discussions, utilising Google resources, and departing home early in the morning to avoid heavy traffic on their way to the IAE face-to-face centre. The
study suggests enhancing institutional support, improving digital literacy, and establishing upcountry face-to-face centres to foster a more flexible learning
environment.

Challenges and Opportunities in Teachers' Action Research: Secondary School Teachers' Perspectives in Tanzania

2025-09-03T06:20:14+00:00

Teachers' action research (TAR) is a significant practice for self-directed professional learning among educators. However, in low-resource educational contexts, systemic challenges negatively affect its implementation. This qualitative study examined teachers' perspectives on the challenges and opportunities in TAR in Tanzania. Six qualified teachers from two secondary schools (three from each school) were purposively recruited as key informants. Additionally, two heads of the two schools were included for data triangulation. Data were collected through semi-structured interviews and were analysed thematically. The findings revealed multi-level challenges: teacher-related (limited research skills, lack of confidence, weak collaboration, poor networking) and institutional (lack of funds, lack of motivation, administrative disregard, assessment-driven culture, excessive workloads, limited professional training, and policy ambiguities in guiding TAR practices). Furthermore, the findings revealed that university partnerships, new education policy, frameworks, digital tools, and communities of learning are the existing opportunities for improving TAR in Tanzania. The study underscores the need to formalise TAR through structured administrative support, teacher autonomy in technology use, and transforming sporadic inquiries into systematic research, which can cultivate a sustainable culture of teacher-led professional learning through TAR and enhance educational outcomes.

Digital Literacy-Responsive Adult Education in Tanzania: A Systematic Literature Review

2025-09-03T06:30:24+00:00

This systematic literature review examines the integration of digital literacy in adult education in Tanzania. It focuses on peer-reviewed articles, policy
documents, reputable organisational publications and official reports published between 2015 and 2025. It used search engines (Google Scholar, PubMed, and Web of Science) for grey literature; databases such as JSTOR, ScienceDirect, Scopus, ERIC, Wiley Online Library, and MDPI; official government and organisational repositories and websites. Searching terms combined keywords and Boolean operators such as "Digital Literacy" and "Tanzania" and ("Adult Education" and "Tanzania") and ("Digital Literacy in Adult Education" or "Digital Literacy-Responsive Adult Education") and ("Digital Literacy-Responsive Adult Education” or "Integration of Digital Literacy-Responsive Adult Education"). The inclusion criteria included published literature between April 2015 and April 2025; a focus on digital literacy relevant to the Tanzanian context; and discussions of digital literacy on adult education. The exclusion criteria include literature not based on the Tanzanian context; publications without a clear connection to digital literacy and adult education, and publications that are in a non-English language. The findings reveal that Tanzania has made commendable efforts to integrate digital literacy into adult education in terms of curriculum development, policy and strategic frameworks, implementation of initiatives and programmes, training of trainers, partnerships and collaborations, and use of mobile technology. Regardless of such efforts, some research gaps, such as infrastructure and technological access, pedagogical and instructional challenges, policy and strategic planning deficiencies, socio-cultural and psychological barriers, insufficient research on adult learners' needs, and gender disparities in digital access, are noted regarding integrating digital literacy into adult education. This systematic review concludes that digital literacy in adult
education in Tanzania remains underdeveloped, despite growing recognition of its importance in a digital and industrialising economy. Therefore, the policy and future directions for integration of digital literacy into adult education may be based on curriculum integration and framework development, professional development for educators, policy and strategic planning, and addressing the digital divide.

Influence of Micro and Small Enterprises’ Participation in Tax Assessment Processes under the Presumptive Regime: Evidence from Kinondoni Tax Region, Tanzania

2025-09-03T06:39:02+00:00

This study examines the influence of participation of Micro and Small Enterprises (MSEs) in tax assessment processes on voluntary tax compliance under the
presumptive regime in Kinondoni Tax Region, Tanzania. Despite the introduction of simplified taxation and the regime’s intent to simplify taxation for informal
businesses, limited participation persists, and voluntary compliance remains a challenge, particularly among informal sector actors. Guided by Public Participation Theory and Tax Morale Theory, the study assessed how participatory engagement affects compliance behaviour. Furthermore, both theories suggest that awareness and inclusive engagement in tax matters strengthen compliance. A pragmatic research philosophy informed the use of a mixed-methods case study design. A total of 577 MSEs, stratified by ward, selected through purposive and stratified probability sampling, formed the study sample. Data collection was executed via structured interviews, in-depth interviews, focus group discussions
and document review. Descriptive statistics and binary logistic regression were used to determine the strength and significance of the participation–compliance relationship. Quantitative data were analysed using binary logistic regression to determine the causal-effect relationship between participation and voluntary tax
compliance. Findings reveal low participation in tax assessment, which significantly influences compliance behaviour among MSEs, thereby influencing voluntary tax compliance (VTC). Respondents cited limited involvement, lack of transparency, and institutional mistrust as barriers. The study concludes that inclusive tax governance strategies can enhance compliance behaviour.
Theoretically, the study underscores the value of participatory and behavioural approaches. Key policy implications include the need for participatory tax reforms (featuring expanded stakeholder engagement), participatory reform of assessment mechanisms and enhanced taxpayer education to raise awareness and foster accountability. The study contributes to the literature by empirically linking participatory assessment to compliance outcomes in the Tanzanian informal sector.

Impact of Teaching Methods on Stage II Students’ Academic Performance in Mathematics: A Case of Alternative Secondary Education Pathway Programme in Mbozi and Momba Districts

2025-09-03T06:45:39+00:00

This study examined the relationship between teaching methods and the academic performance of Stage II students in mathematics within the framework of the
Alternative Secondary Education Pathway (ASEP) programme. A mixed-methods approach, incorporating both exploratory and descriptive research designs, was
employed. The research was conducted in Mbozi and Momba Districts of the Songwe Region, targeting a population of 156 individuals. A sample of 40 participants was selected using purposive and simple random sampling techniques.
Four ASEP centres were purposively chosen from the two districts based on their consistently low academic performance in mathematics. Data collection methods
included interviews, observations, and questionnaires. Qualitative data obtained through interviews and observations were coded and analyzed thematically, while quantitative data from questionnaires were presented in tabular form. The findings revealed that active teaching methods such as project-based learning, experiments, educational games, problem-solving, and brainstorming are effective in fostering critical thinking and enhancing students’ performance in mathematics. However, these methods are infrequently utilized by teachers. Conversely, teachers demonstrated high proficiency in traditional methods such as lecturing and
question-and-answer techniques, but exhibited limited skills in implementing brainstorming and problem-solving strategies, which are crucial for developing
critical thinking.

Utilisation of WhatsApp as a Learning Tool Among Pre-Service Teachers in Tanzanian Universities

2025-09-03T06:50:30+00:00

This study investigated the pedagogical application of WhatsApp among pre-service teachers enrolled in selected universities within the Dar es Salaam region
of Tanzania. The research specifically examined the extent to which WhatsApp was employed for academic engagement and identified the challenges associated with its use. A qualitative methodology was adopted, employing an exploratory case study design to gain in-depth insights into the phenomenon. A total of 28
participants were selected through purposive and convenience sampling techniques. Data collection was conducted via focus group discussions and in-depth interviews with pre-service teachers. The findings indicated that WhatsApp served as an effective medium for academic communication between students and
lecturers. It facilitated collaborative learning through the formation of electronic discussion groups and enhanced access to educational resources. Moreover, the platform enabled peer-to-peer learning, whereby students shared diverse perspectives and experiences, thereby enriching the learning process and making it more engaging, enjoyable, and motivational. Despite these benefits, several challenges were identified. These included inappropriate use of the platform, high data costs, unreliable internet connectivity, non-compliance with group norms, and excessive message traffic, all of which impeded the optimal use of WhatsApp for academic purposes. The study concludes that while WhatsApp holds significant potential as a supplementary educational tool, it should not be viewed as a
replacement for traditional classroom instruction. Instead, it ought to be integrated as a complementary resource that accommodates varied learning preferences and strategies. To enhance its utility, the study recommends the expansion of Wi-Fi infrastructure across university campuses to reduce the financial burden associated with mobile data usage and to promote more equitable access to digital learning platforms.