Mushi, Philemon A. K.2016-02-022016-02-021994-03Philemon A. K. Mushi (1994), International Review of Education, Volume 40, Number 2, Page 173Print: 0020-8566Online : 1573-063810.1007/BF01103692http://hdl.handle.net/123456789/254The full text can be accessed to the following link http://link.springer.com/article/10.1007%2FBF01103692Efforts to create conditions and facilities for the provision of life-long education in Tanzania, necessitated inter alia, the development of a post-literacy (PL) curriculum in the late 1970s. Since its inception, the form and content of the curriculum have undergone significant changes. The purpose of this article is twofold: first, to analyze the content within which the PL curriculum was perceived and developed and, second, to examine the factors that influenced the changes. It complements a earlier article on the general development of adult education in Tanzania (Mushi, 1991).enInnovationsAdult EducationCurriculumPost-literacyJournal Article, Peer Reviewed