Dissertation (MA Education)The study investigated the influence of LANES professional development programmes in enhancing numeracy and literacy skills, in public primary schools in Dodoma Municipality in Tanzania. The study was based on the Andragogy learning theory which guided the study to understand the LANES influential level on teachers‟ competencies in improving numeracy and literacy skills to children; the extent at which learned LANES professional skills have enhanced children's literacy and numeracy skills; and factors that influence teachers' teaching practice on numeracy and literacy skills towards pupils‟ learning outcome. The study constituted 100 pupils from 10 primary schools, 20 Standard I and II teachers, 10 head teachers and the District Education Officer. Both qualitative and quantitative approaches were used to generate and analyse the data. The study revealed that LANES training has added value to teachers‟ professionalism and consequently improved pupils‟ literacy and numeracy skills. However, the LANES training to teachers was constrained by inadequate time for training, inconsistence of contents during training; and some of the eligible teachers were not involved in the training. The study concluded that LANES professional training provided to teachers influenced positively literacy and numeracy skills to STD I&II pupils in Tanzania. The study recommends that the government and other agencies should improve the provision of in-service training to all teachers as appropriate measures in updating their skills and knowledge for improvement standard I and II pupils‟ literacy and numeracy skills.