Women and Literacy in Tanzania

Abstract

The question of whether or not women's concerns are being adequately addressed and incorporated into planning and materials for newly literate women is discussed within the framework of the Tanzanian national literacy campaign, a movement which has been a model for nations interested in using adult education as a basis for political, social, and economic development. The important role of women in development and the connection between education and development are well recognized, yet women continue to have a higher rate of illiteracy than men. Using first‐hand experience in producing literacy materials as well as reviewing the literature, the author finds that women, due to unequal division of labor, have less time than men to participate in literacy efforts. Most of the curricula are designed to maintain women's traditional, subservient roles. Many textbooks and popular literature contain gender biases and sex stereotyping, both of which hinder self‐growth and independence. Recommendations include reorienting teaching materials to promote change through joint decision making, assisting women to develop income generation skills, and focusing on the development of leadership skills and higher self‐esteem.