Exploring Issues Hindering the Implementation of Adult Education in Open Distance Learning System in Tanzania

EDUCATION

This study explores the barriers hindering the implementation of adult education through the Open Distance Learning (ODL) system in Tanzania, focusing on the Mbeya region. As part of the global Education for All (EFA) initiative, adult education is recognized for its role in promoting equitable access to learning, fostering social inclusion, and enhancing socio-economic development. Tanzania’s adoption of ODL for adult education aims to support lifelong learning, yet numerous obstacles limit its effectiveness. This study utilized a mixed-method approach, incorporating interviews, observations, document reviews, and surveys with 56 participants, including adult learners, facilitators, and program coordinators. Key findings indicate that financial limitations, lack of political commitment, cultural perceptions, and technological challenges significantly impede ODL's reach and effectiveness. Financial constraints restrict the availability of essential resources, while inadequate political support reduces policy attention and prioritization for adult education. Additionally, societal attitudes often devalue adult learning, affecting engagement among learners. Technological limitations, particularly in rural areas, further hinder access to ODL resources. This study underscores the need for improved funding, policy reforms, cultural awareness, and learner involvement in program design to maximize ODL's impact in Tanzania. Recommendations target enhancing resource allocation, political backing, and public awareness to optimize adult education through ODL.

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