To respond more efficiently to the socio- economic situation of Youth and adults from the age of 15 years, the Ministry of Education Science and Technology (MoEST) in cooperation with DVV International are reviewing the Integrated Community Based Adult Education Programme (ICBAE) programme. A Technical Working Group has been formed to lead the review process, comprising representatives from

Ministries, Institute of Adult Education and civil society network in Education TENME. After an intensive working period, the draft revised ICBAE programme guidelines were presented to key officials from the responsible Ministries on the 5^th August to receive their guidance in the further review process.

The ICBAE programme is a non-formal Adult Learning and Education (ALE) programme which was developed in 1993, and after piloting it has been implemented by the Ministry of Education country wide from 1997 to ensure that every out-of-school youth and adult has access to basic education and skills development through functional literacy.

Background and rational of ICBAE programme

Despite the success recorded in 1980s, there are pockets of literacy in Tanzania. For example, in 2015, there were only 77.9% literate adults. It is notable to recognize that the illiteracy rates are higher among males. The results of 2022 Census show already higher rates of illiteracy. Also, it indicates an increasing trend in population which has implications for both the formal and informal education systems that must absorb more pupils, youth and adult learners and ultimately these people have to find livelihoods opportunities¹. The National Bureau of Statistics & Office of the Chief Government Statistician Zanzibar (2015), indicate that adolescent girls and young women with no formal education are five times more likely to begin childbearing (52%) compared to those

who have higher education (10%). Teenage childbearing also varies by economic status, ranging from 13% among adolescents in the wealthiest to 42% among those in the poorest households.

Some potential outcomes of the review of the ICBAE guidelines

After reviewing it is foreseen that this programme offers to youth and adults basic education and skills development through functional literacy whereas key components of this programme shall include:

1. Literacy and post literacy support,
2. Life skills, parenting and civic education,
3. Entrepreneurship and business skills,
4. digital technologies,
5. Agriculture and livestock
6. Health and hygiene.

Within the ICBAE programme learning shall be carried out at a learning space considered suitable and convenient by the learners. A well-designed learning space enables adult learners to immerse themselves in a richer and more meaningful learning experience.

Some potential outcomes of the review of the ICBAE guidelines

1. To place learners at the centre of the learning process and create commitment and responsibility by enabling learners to make decisions about meetings, goals and activities.
2. To provide education relevant to learners’ surroundings, so that they are better informed about topics such as health, hygiene, infectious diseases, and clean water.
3. To enhance learners’ literacy and numeracy skills and their application for socio economic transformation.
4. To provide learners with competence-based vocational skills development to conduct income-generating activities, through which they will be able to sustain themselves.
5. To support learners with their critical thinking and problem-solving skills so that they are able to identify and address social, political, and economic issues and find.
6. To work towards the achievement of gender equity and inclusion.
7. To increase equitable employability and reduce poverty.