This study examines how Adult Education (AE) is framed in Tanzanian print media using a mixed-method approach. This study involved content analysis of four newspapers: Mwananchi, Habari Leo, The Citizen, and Daily News, along with 50 key informant interviews. Articles from 2016 to 2021 were analyzed using framing theory and an explanatory research design. The findings indicate a predominant focus on the positive aspects of AE initiatives in newspapers. However, this one-sided representation may hinder stakeholders from addressing AE challenges and limit public understanding of AE policies, complexities, challenges, and potential solutions. This study recommends that newspapers should engage in more comprehensive investigative coverage on AE, highlight challenges, and collaborate with AE experts to ensure accurate and balanced coverage.
ComingsJ. P. (1995). Literacy skill retention in adult students in developing countries. International Journal of Educational Development, 15(1), 37–45. https://doi.org/10.1016/0738-0593(94)e0006-a
FarrowR. I.WellerF. M.PittR. (2020). The GO-GN research methods handbook. Open Education Research Hub, The Open University, UK.CC-BY4.0.
6.
FuteA.WanX.-L.OubibiM.BuluguJ. B. (2022). Adult literacy education and reduction of poverty in Tanzania: A review of policies and their implementation. Journal of Education, 203(4), 931–938. https://doi.org/10.1177/00220574221075204
HawA. L. (2020). ‘Manufactured hysteria’: Audience perceptions of sensationalism and moral panic in Australian news representations of asylum seekers. Media International Australia, 174(1), 125–139. https://doi.org/10.1177/1329878X19876093
9.
HoekenH.HustinxL. (2009). When is statistical evidence superior to anecdotal evidence in supporting probability claims? The role of argument type. Journal of Communication, 35(4), 491–510. https://doi.org/10.1111/j.1468-2958.2009.01360.x
10.
KleinhekselA. J.WinstonN. R.TawfikH.WyattT. R. (2020). Qualitative research in pharmacy education: Demystifying content analysis. American Journal of Pharmaceutical Education 84(1) Article, 7113, 127–137. https://doi.org/10.5688/ajpe7113
11.
KnowlesM. S. (1980). The modern practice of adult education, from pedagogy to andragogy. Follet Publishers.
12.
LaswayR. B. (1989). The impact of post-literacy: A Tanzanian case study. International Review of Education, 35(4), 479–489. https://doi.org/10.1007/bf00597631
13.
MayokaJ. M. (1999). Design and practice of functional literacy and post literacy education for rural development: The Tanzanian experience: Studies in adult education, issue no. 58.
14.
McCallumK.RyanT.CafferyJ. (2022). Deficit metrics in Australian indigenous education: Through a media studies lens. Discourse: Studies in the Cultural Politics of Education, 43(2), 266–281. https://doi.org/10.1080/01596306.2020.1828285
15.
McIntyreK. E.GibsonR. (2016). Positive news makes readers feel good: A “silver-lining” approach to negative news can attract audiences. Southern Communication Journal, 81(5), 304–315. https://doi.org/10.1080/1041794X.2016.1171892
16.
Media Council of Tanzania. (2019). State of the media in Tanzania 2017-2018. Report. Media Council of Tanzania.
17.
Ministry of Education, Science and Technology. (2020). National adult literacy and mass education rolling strategy 2020/2021-2024/25. Ministry of Education, Science and Technology.
18.
MoEVT. (2016). Adult and non-formal education status. Education sector Development Programme.
19.
MourãoR. R.BrownD. K.SylvieG. (2018). Framing Ferguson: The interplay of advocacy and journalistic frames in local and national newspaper coverage of Michael Brown. Journalism, 22(2), 320–340. https://doi.org/10.1177/1464884918778722
20.
MpogoloZ. J. (1984). Post-literacy and continuing education in Tanzania. International Review of Education, 30(3),351–358. https://doi.org/10.1007/bf00597910
21.
MushiP. A. K. (2010). Principles and practices of adult education. Dar es Salaam University Press.
22.
MushiP. A. K. (2021). Public financing of adult and non-formal education in Tanzania: Issues and challenges. In HallB. L.MushiP. A.SangaP. L. (Eds.), Reigniting hope: 50 years of adult education in Tanzania (pp. 23–37). Dar es Salaam University Press.
23.
MwaikokesyaM. J.MushiP. A. K. (2017). Education for older adults in Tanzania: Trends, issues and concerns. International Journal on Ageing in Developing Countries, 2(1), 19–27. https://doi.org/10.2139/ssrn.3053402
24.
PowellR. (2017). Unfinished business: Tanzania’s media capture challenges: In the service of power: Media capture and the threat to democracy. Centre for International Media Assistance.
25.
PutriH. P. Q. (2022). Techniques of news writing in improving the quality of news on social media YouTube. Jurnal Qaulan, 3(2), 12.
26.
ScheufeleD. A.TewksburyD. (2007). Framing, agenda setting, and priming: The evolution of three media effects models. Journal of Communication, 57(1), 9–20. https://doi.org/10.1111/j.0021-9916.2007.00326.x
27.
SosaleS.MorenoT. R. (2016). Framing cooperation among regional economic powers: The south in global spheres of influence. The International Communication Gazette, 78(8), 755–776. https://doi.org/10.1177/1748048516669203
28.
SpurkC.KatunziA. (2017). Year Media Quality in Tanzania: What do we know?. Spurk Media Consulting Ltd.
29.
SpurkC.KatunziA. (2018). Year media quality in Tanzania: Synthesised report on overall results. Spurk Media Consulting Ltd.
30.
SpurkC.KatunziA. (2022). Year media quality in Tanzania: The state of journalism reporting in Tanzania. University of Dar es Salaam School of Journalism and Mass Communication.
31.
UNESCO. (2019). 4th global report on adult learning and education (GLARE). UNESCO Institute for Lifelong Learning.
