Tanzania's 1999 land reform has decentralised land administration to the rural local village governments, but implementation so far has been slow and uneven. The local authorities rarely get the support they need to make it work. As a consequence, the benefits promised by the reform - economic growth and improved tenure security - do not happen. There has already been an abundance of donor driven projects to implement the reform, but they have been short-sighted and have tended to forget the local authorities that carry out the actual implementation. Much could be achieved if higher level authorities and NGOs systematically strengthened the village authorities and enabled them to deliver their services.

'People feel this is like the return of colonialism,' says Athumani Mkambala, chairman of Mhaga village in rural Tanzania. 'Colonialism in the form of investment.' A quarter of the village's land in Kisarawe district was acquired by a British biofuels company in 2008, with the promise of financial compensation, 700 jobs, water wells, improved schools, health clinics and roads. But the company has gone bust, leaving villagers not just jobless but landless as well. The same story is playing out across Africa, as foreign investors buy up land but leave some of the poorest people on Earth worse off when their plans fail.

Civil Society Organisations (CSOs) met in Arusha, Tanzania from 30 - 31 October 2011 under
the theme, 'United to Prevent, End Impunity and Provide Support to the Survivors of Sexual and Gender Based Violence in the Great Lakes Region'. In a communique, they highlighted inadequate leadership and accountability for prosecuting crimes of SGBV at all levels and inadequate resourcing of the relevant government institutions responsible for SGBV prevention,
response, prosecution, and support to survivors.

Education is priority number one in Tanzania: the education budget has grown, primary school enrolment is close to universal, and secondary school enrolment is expanding fast. But, writes Rakesh Rajani, head of Twaweza, a ten-year initiative to promote citizen agency and improved service delivery in East Africa, millions of children are not learning. 'According to the large-scale and independent Uwezo Survey, 7 out of every 10 children in Grade 3 cannot read Swahili at their level, 8 out of 10 cannot do math and 9 out of 10 cannot read English. Even after seven years, when they have completed primary schooling, half the children cannot read Grade 2-level English.' So, after 50-odd years of advice and studies and reforms and programmes, why have the experts not managed to deliver a system where children are learning?