Dissertation (MA Education)This research study focuses on assessing the implementation of Literacy and Numeracy Education (LANES) programme in Tanzanian primary schools in Kinondoni District. The objectives were to examine the extent to which LANES programme was implemented in primary schools as proposed by the Ministry of Education, Science and Technology, find out any students‟ improvements in reading and writing skills, identify challenges faced during the implementation of the programme and propose possible strategies to be undertaken to improve implementation of the programme. The study was guided by the theory of formative assessment and writing theory which explains the strategy for using formative assessment in the classrooms and the writing theory which analyses the linguistic perspectives in teaching writing skills. Furthermore, the study used a case study design to support the qualitative and quantitative approach. The respondents included 1 district education officer, 4 ward education officers, 4 head teachers, 20 parents, 8 Standard I and II teachers, and 4 observed classes with more than 130 pupils per class. The data were collected by using questionnaire, interview, observation and documentary review. The findings of this study revealed that LANES programme is somehow effectively implemented. Most of the respondents approved the improvements of learners after the implementation of the LANES programme. Meanwhile, LANES programme implementers acknowledged that the overcrowded classrooms were the major challenge for implementation. The study recommends that the community, government, and social workers should address the identified challenges to reach the maximum success that reflects the vision, mission, and expectations of the LANES programme.