A few days ago, I asked one of my regular helpers, a young man in his early twenties, to read out his telephone number so that I could send him money through M-Pesa. To my surprise, he handed me his phone and said he could not see properly. It was only later that I realised the real reason: he could neither read nor write. The experience shocked me.
Like many Tanzanians, I understood that some, mostly older generations, particularly those from rural areas, may have missed out on formal education. But I never imagined I would encounter a young adult in his twenties who lacked basic literacy and numeracy skills. The incident forced me to reflect on a difficult question: are our literacy challenges more serious than the statistics suggest?
Official figures show that Tanzania has made commendable progress in education. Approximately 76 per cent of Tanzanians aged 15 and above are considered literate, placing the country above the Sub-Saharan Africa average of around 68 per cent. On paper, these numbers tell a story of success, reflecting decades of investment in expanding access to education. Yet the reality behind the numbers is far more complex.
Over the last two decades, Tanzania has significantly increased school enrolment. Statistics show that more children are entering classrooms than ever before. However, getting children into school is only the first step. The true measure of educational success is whether children leave school with the skills they need to thrive.
A concerning picture
Here, the picture becomes far more concerning. According to reporting, including by some international education groups like Room to Read, only 5.4 per cent of students in the early grades can read with comprehension.
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In other words, while many children are attending school, very few are mastering the foundational literacy and numeracy skills that make learning possible. Another study compiled by Twaweza East Africa found that 61 per cent of children aged 10 to 14 who are currently in school cannot read and understand a simple text appropriate for their age.
This is not merely a literacy problem. It is a learning crisis. The African Union and international development organisations describe this challenge as learning poverty. Across Sub-Saharan Africa, approximately nine out of ten children are unable to read and comprehend a simple text by the age of ten. Tanzania is therefore not alone, but its situation should nevertheless be a source of national concern.
The implications extend far beyond the classroom. Children who fail to acquire basic reading skills struggle to progress through secondary education, vocational training, and higher learning.
Their employment prospects diminish, productivity declines, and opportunities for social mobility become limited. As a result, literacy deficits contribute to the intergenerational transmission of poverty, undermining both individual potential and national development.
Foundational problem
At the heart of this challenge lies the quality of foundational learning, particularly during the early years of a child’s education. Early Childhood Education (ECE) plays a critical role in cognitive, social, and emotional development.
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Studies around the world confirm that it is during these formative years that children acquire the language, communication, and pre-literacy skills that shape their future learning journey. Children who enter primary school without these foundations often struggle to keep up and may never fully recover academically.
A child who cannot read with understanding in the early grades is likely to struggle in every other subject. Mathematics, science, and social studies all depend on literacy. As learning gaps widen, students become more likely to repeat grades, disengage from school, or drop out altogether. Limited literacy also reduces future employment opportunities and restricts meaningful participation in civic and social life.
These figures should concern all of us because literacy underpins virtually every aspect of development. A child who can read is more likely to stay in school, access health information, secure decent employment, participate actively in society, and escape poverty. Conversely, children who lack literacy skills face greater risks of exclusion, unemployment, and economic vulnerability.
The causes of this ECE crisis are well known. Overcrowded classrooms, shortages of books and learning materials, insufficient teacher preparation, poverty, food insecurity, and unequal access to quality education all contribute to poor learning outcomes.
Among these challenges, the shortage of qualified teachers remains one of the most urgent. Across Africa, an estimated 15 million teaching positions will need to be filled by 2030 if countries are to achieve the Sustainable Development Goals related to education.
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Yet growing student populations continue to outpace the supply of qualified teachers, placing immense pressure on already stretched and fragile education systems.
Reason for optimism
Despite these challenges, there is reason for optimism.
Evidence from across the continent shows that targeted investments in foundational literacy can produce remarkable results. When teachers receive quality training, classrooms are equipped with age-appropriate reading materials, instruction is delivered in languages children understand, and families are encouraged to support reading at home, literacy outcomes improve significantly.
As we mark International Literacy Day, we are reminded that literacy is far more than the ability to read and write. It is a pathway to opportunity, dignity, inclusion, and empowerment. It is the foundation upon which economic growth, social progress, and democratic participation are built.
For Tanzania, and indeed for many African countries, the challenge is no longer simply enrolling children in school. The challenge is ensuring that every child who enters a classroom learns to read, comprehend, think critically, and realise their full potential.
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My encounter with a young man who could not read was more than a personal surprise. It was a reminder that behind every statistic lies a human story. While national literacy rates suggest progress, too many children and young adults are still being left behind.
On this International Literacy Day, let us move beyond celebrating literacy as an aspiration and commit ourselves to making it a reality. Every child deserves the opportunity to unlock the life-changing power of reading. The future of Tanzania, and indeed Africa, depends on it.
Jamillah Mwanjisi is an advocacy and communications specialist with over two decades of experience in development, governance, and social policy. She’s available at jmwanjisi@gmail.com. The opinions expressed here are the writer’s own and do not necessarily reflect those of The Chanzo. If you are interested in publishing in this space, please contact our editors at editor@thechanzo.com.
