Journal of Adult Education in Tanzania

Editorial Note

Prof. Sempeho I. Siafu — 2026-06-30

It is my pleasure to present Volume 28, Issue 1 (June 2026) of the Journal of Adult Education in Tanzania (JAET). This issue brings together ten articles that examine contemporary questions in adult, non-formal, open, distance and lifelong education.
Drawing on evidence from Tanzania and Nigeria, the contributions address land literacy, institutional sustainability, indigenous religious knowledge, digital safety, climate resilience, adult literacy provision, open educational resources, educational decentralisation, authentic assessment, and learner retention.
Collectively, the articles demonstrate that adult education extends far beyond the acquisition of basic literacy. It is a means of strengthening individual agency, community organisation, institutional resilience, social inclusion, and informed participation in rapidly changing social, environmental and technological contexts.
A recurring message across the issue is that access to education must be accompanied by relevant curricula, responsive institutions, adequate resources, participatory governance and sustained learner support.

Access to Open Educational Resources among Postgraduate Students in the Faculty of Education: A Case of Hezekiah Oluwasanmi Library, Obafemi Awolowo University, Ile-Ife, Nigeria

2026-06-30

This study examined postgraduate students’ access to Open Educational Resources (OERs) at the Faculty of Education at Hezekiah Oluwasanmi Library, Obafemi Awolowo University, Ile-Ife, Nigeria. Despite the increasing availability of OERs in academic libraries, there is limited empirical evidence of their effectiveness in supporting lifelong learning among postgraduate students in Nigerian universities.
This study adopted a quantitative research approach and a descriptive survey research design. The population comprised 155 postgraduate students (PGDE, M. Ed, and PhD), and an enumerative (census) approach was employed, whereby all members of the population were included in the study. A total of 155 questionnaires were administered, of which 151 were completed and returned, yielding a response rate of 97.4. Data were analysed using descriptive statistics, including frequencies, percentages, and mean scores. The findings revealed that Open Educational Resources (OERs) are widely available and accessible to postgraduate students, who demonstrated positive awareness and utilisation of these resources.
Respondents perceived OERs as supporting self-directed learning, continuous knowledge acquisition, and research activities. However, inadequate institutional support, limited familiarity with some OERs platforms, and infrastructural challenges constrain their optimal utilisation for lifelong learning. The study concluded that effective OERs utilisation requires sustained institutional support, user education, and improved digital infrastructure. It recommends that academic libraries strengthen awareness and training programmes to promote the continuous use of OERs for lifelong learning.

Education Policy vs. Practice: An assessment of Decentralisation by Devolution Practices in Secondary Education Sub-sector in Tanzania

Gasper Nturu Shoo — 2026-06-30

This study evaluated devolution reforms in the management practices of secondary education at the secondary school level. Employing a qualitative approach, the study involved 35 participants, comprising 10 school heads, 2 ward education officers, 3 District Secondary Education Officers, and 20 teachers. Data were collected using an interview guide and an open-ended questionnaire. The findings indicate that Decentralisation by Devolution (D by D) policy reforms have endowed schools with some authority over academic matters, resource mobilisation, staff monitoring and supervision, and addressing student misbehaviour. The study concludes that the effectiveness of decentralisation in enhancing education service delivery is contingent upon the appropriate delegation of designated functions to school actors. Evidence from this case suggests that the experience of Tanzanian secondary schools with education devolution aligns with that of many developing countries that have experimented with education decentralisation but have not achieved the desired outcomes due to inconsistent implementation processes. Consequently, this study recommends that the government undertake deliberate measures to empower school heads and boards by providing them with the necessary resources, training, and authority to function effectively. This includes facilitating their role in overseeing educational management systems.

The Role of Lifelong Digital Literacy in Preventing Online Victimisation in Nigeria

Isma’il Husain Mshelia — 2026-06-30

The digital transformation of modern life has brought unprecedented risks in the form of cybercrimes, a phenomenon that disproportionately affects individuals with limited digital skills. Globally, millions of Internet users have experienced some form of online victimisation, including phishing, identity theft, cyberbullying, and online fraud. This study explores the role of lifelong digital literacy as a potential protective mechanism for reducing vulnerability to online victimisation, focusing on vulnerable populations such as older adults, low-income groups, and residents of digitally underserved regions, particularly in Nigeria. Drawing on Routine Activity and social learning theoretical perspectives, the study conceptualises digital literacy as not only a technical skill but also an evolving form of capable guardianship and behavioural adaptation alongside secure systems, regulation,
reporting mechanisms, and organisational responsibility. This study adopted a desk-based narrative review methodology with thematic synthesis to critically examine secondary literature from peer-reviewed journal articles, academic books, policy documents, and other sources. Through a thematic synthesis of the reviewed literature, this study identifies critical shortcomings in current digital literacy initiatives, including limited reach, inadequate contextualisation, and poor integration into crime prevention frameworks. The findings further suggest that integrating culturally relevant digital education into local communities may reduce vulnerability, enhance digital resilience, and improve online safety outcomes for high-risk groups in the future. While some evidence from Nigeria supports these observations, broader conclusions are informed by international studies with potential relevance to the Nigerian context. Therefore, this study recommends implementing lifelong, inclusive, and context-sensitive digital education strategies embedded in public policy and tailored to the lived realities of at-risk populations to help reduce vulnerability to cyber victimisation across the life course.

The Authenticity of Assessment Methods in Open and Distance Learning at the Institute of Adult Education in Tanzania

Tullo Mtunguja, Brown Gwambene & George Jumbe — 2026-06-30

Authentic assessment has become increasingly important for promoting meaningful learning, knowledge application, and critical thinking. Guided by authentic assessment theory, this study assessed the authenticity of assessment methods among students pursuing their studies through open and distance learning (ODL) at the Institute of Adult Education in Tanzania. This study specifically focused on assessing the effectiveness of assessment methods, including written assignments, mid-semester tests, end-of-semester examinations, portfolios, field projects, and practical-based assessments, and the extent to which they promote the application of knowledge and critical thinking skills among ODL students. A concurrent mixed-methods research design was employed involving 148
participants, including 141 ODL students enrolled in diploma and bachelor's degree programmes and seven tutors drawn from Morogoro Campus, Tanga Regional
Learning Centre, and Iringa Regional Learning Centre. Data were collected through questionnaires, semi-structured interviews, and document reviews, and were later analysed using descriptive statistics and thematic analysis. The findings indicate that the institutional assessment framework integrates both conventional and authenticity-oriented assessment methods. Most students perceived the assessment methods as effective in measuring the learning outcomes. However, evidence from tutor interviews and document analysis indicated that assessment remained predominantly written and examination-oriented, suggesting only moderate alignment with authentic assessment principles. Although projects and field practical activities were utilised, assessment remained predominantly written, providing only moderate opportunities for students to apply knowledge and
demonstrate critical thinking in authentic, real-world contexts. The study concludes that the assessment methods at the Institute indicate moderate alignment with authentic assessment theory. The study recommends expanding authentic and technology-supported assessment approaches suited to ODL.

Challenges Facing ODL Students in Initiating Adult Literacy Classes in Mwanza Region, Tanzania

Tyson Charles — 2026-06-30

This study shares findings on the challenges faced by Open and Distance Learning (ODL) students in initiating literacy classes in Mwanza region, Tanzania. This study employed a qualitative research approach and a case study design.
Convenient and purposive sampling techniques were used to select 14 ODL students and 6 lecturers from the Institute of Adult Education (IAE) at Mwanza Campus. Data were collected through interviews with participants. The collected data were analysed using thematic analysis. The findings show that the challenges faced by ODL students in initiating literacy classes included limited community understanding of adult education programmes, societal stigma, family and work responsibilities among students, shortage of teaching and learning materials, and financial constraints. These obstacles limit the broader impact of adult education on community development in Tanzania. In conclusion, the findings underscore that the challenges faced by ODL students are significantly categorised into
pronounced situational, institutional, and dispositional barriers. Based on these findings, the study recommends that the Ministry responsible for education, through the IAE, raise awareness among the community on the importance of adult education programmes; the IAE, in cooperation with local government authorities, should provide teaching and learning materials ensuring ODL students have access to adequate resources necessary for effective teaching; and IAE establish a funding mechanism, whether through non-government organisations, local businesses, or community donations for transport allowances to adult learners.

The Association Between Strategic Management Practices and the Sustainability of ASEP Centres in Mwanza Urban, Tanzania

Gaudensia Ngongi — 2026-06-30

This study investigates the association between strategic management practices and the sustainability of Alternative Secondary Education Pathway (ASEP) Centres in Mwanza Urban, Tanzania. Despite their central role in the country's second-chance education system, ASEP centres face persistent sustainability challenges that remain inadequately understood. Grounded in institutional sustainability theory, the study employed a cross-sectional mixed-methods design, integrating quantitative data from forty (40) facilitators and qualitative data from six (6) centre coordinators. Data were analysed using descriptive statistics, multiple regression, and thematic analysis. The five constructs–strategic planning, leadership and governance, resource mobilisation, stakeholder involvement, and monitoring and evaluation–were implemented at uniformly low levels. The regression model accounted for 70.9% of the variance in sustainability outcomes (R² = 0.709).
Stakeholder involvement had the largest standardised coefficient in this model (β =0.35, p = 0.002), while resource mobilisation was non-significant (β = 0.19, p =0.135). These findings reveal that even marginal variations in weak practices are associated with comparatively larger differences in sustainability outcomes in severely under-institutionalised settings. The study recommends that the Institute of Adult Education (IAE) establish community engagement committees, adopt distributed leadership models, mandate centre-level strategic plans, and introduce standardised monitoring and evaluation frameworks to address the identified structural deficits.

Who Do not Practice Witchcraft? Assessing the Relegation of African Indigenous Religious Knowledge Resource by Christian and Islamic Traditions

Onesmo Emmanuel — 2026-06-30

The global intellectual, spiritual and socio-cultural landscapes have been dominated by the asymmetric power structures that have relegated, marginalised and erased the potency of African indigenous knowledge, including witchcraft knowledge.
This paper shares findings on structural and behavioural inconsistencies, and philosophical contradictions, created by the foreign religious hegemonies which are continuously erasing and suppressing the African indigenous traditions by unfairly and unjustly accusing them of witchcraft. The study utilised a qualitative approach rooted in the interpretivist paradigm in which documents were used as sources of data. The findings revealed that the term “witchcraft” was used by Christianity and Islam intentionally to relegate and suppress the power and confidence of the African societies, and that its imposed notion has greatly impacted the perceptions and power of the post-colonial Africa to date. The findings indicate further that the foreign religious traditions accuse the African religious traditions of witchcraft practices in negative sense just to downgrade them, while they themselves practice the same, but in the holy labels of miracles. The paper recommends for etermined
and committed efforts by the African societies and governments to urgently strategize for an African cultural awakening and restoration by confronting the existing foreign distortions. The efforts have to go along with establishment of mechanisms for controlling, and guiding to proper use, of the practice that came to be perceived as witchcraft.

From Information to Transformation: A Thematic Analysis of the Curriculum Gap in Climate Resilience Education for Rural Adults

Rabilu Abdu Yahaya, Samir Halliru & Saddiqa Surajo Wudil — 2026-06-30

Climate change continues to threaten agricultural productivity and the livelihoods of rural communities; however, a persistent gap remains between climate change awareness and the practical adoption of adaptation strategies. This study examined how adult education can bridge this gap by synthesising the existing literature. This study employed qualitative document analysis and an adapted thematic synthesis approach based on Thomas and Harden (2008). A systematic search of Google Scholar, ERIC, and Science Direct identified relevant literature published between 2010 and 2025. Following screening based on predefined inclusion and exclusion criteria, 13 key publications were retained for the thematic synthesis. Four interrelated themes emerged from the analysis: psychological transformation, social learning, curriculum relevance and institutional gaps, and the integration of Indigenous and scientific knowledge. The reviewed literature indicates that climate resilience education is more effective when it promotes critical reflection, participatory learning, context-responsive curricula, and integration of local and scientific knowledge systems. The thematic synthesis further suggests that adult education provides an effective platform for strengthening adaptive capacity, promoting sustainable agricultural practices, and supporting long-term climate resilience in rural communities. This study contributes an integrated conceptual framework that demonstrates how transformative learning, social learning, curriculum relevance, and knowledge integration can collectively enhance climate resilience education. Policymakers, curriculum developers, adult educators, and extension practitioners should strengthen participatory and context-specific climate education programmes, while future empirical studies should validate the proposed framework in diverse rural settings.

Administrative Learner Support Services and Retention in Alternative Secondary Education: Evidence from ASEP Centres in Dodoma Region

Simon Michael Moses — 2026-06-30

Learner retention remains a persistent challenge in Tanzania’s Alternative Secondary Education Pathway (ASEP) despite its success in expanding access to secondary education for out-of-school youth and adults. This study examined the availability of administrative learner support services and their support for perceived learner retention in ASEP centres. A mixed-methods approach was adopted, guided by a convergent parallel design, to enable the integration of quantitative and qualitative evidence. This study aimed to assess the availability of academic, psychosocial, and financial or material support services and determine their contribution to perceived learner retention. Data were collected from 120
participants across three ASEP centres in Dodoma Region, including learners, facilitators, and centre coordinators. Quantitative data from 60 questionnaires were analysed using descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analysed thematically. The findings indicate that academic support services were relatively more available than psychosocial and financial or material support services, although the overall provision remained constrained by limited institutional resources. Financial or material support services emerged as the strongest predictors of perceived learner retention, followed by psychosocial and academic support services. The three support dimensions jointly explained 61% of the variation in perceived learner retention
(R² = .61, p < .001). The study concludes that effective perceived learner retention in ASEP centres requires integrated academic, psychosocial, and financial support systems, and recommends strengthening these services to enhance learner persistence and completion.

Bridging Land Literacy Gaps through Transformative Adult Education in Rural Tanzania: A Participatory Action Research Study

Michael Ng’umbi — 2026-06-30

Rural Tanzania continues to face persistent land-related challenges, including tenure insecurity, environmental degradation, and farmer–pastoralist conflicts, which require responses that extend beyond technical and policy solutions. This study examines how participatory adult education, informed by diagnosed land literacy gaps and community priorities, contributes to incremental changes in knowledge, practices, and collective engagement in the land governance. Using a Participatory Action Research approach with 106 adults, a context-responsive four-module program was implemented covering land literacy and legal awareness, sustainable land use and agriculture, conflict management and negotiation, and drought management and resilience. Community participation informed needs identification and the contextual adaptation of content through iterative
engagement with the community. The findings are based on triangulated qualitative and documentary evidence, including observations, reflections, and community records, suggesting emerging improvements in land-related knowledge, sustainable land-use practices, engagement in local governance processes, and collective initiatives, such as community-based organisations and adult literacy activities. These changes were interpreted as gradual and processual. This study contributes acontext-responsive, gap-informed model of adult education to strengthen land literacy and community-based land governance.