Adult learners’ perceptions of the reflect approach as an innovation in adult education: The Case of Morogoro Rural and Sengerema Districts, Tanzania

The study aimed at finding out adult learners’ perceptions of the REFLECT approach in adult education, in Tabaruka and Kiroka Wards, Sengerema and Morogoro Districts respectively. The study involved four learning circles of Nyampande, Mami, Kungwe and Kikundi villages. The total respondents were 32, who included adult education administrators, ward education coordinators, circle facilitators, as well as adult learners. Qualitative research was the predominant approach employed in gathering and analyzing data. Data were collected through interview schedules, focus group discussion guidelines, observation checklist and documentary review guidelines. Findings revealed that adult learners perceived the REFLECT approach positively, but they did not easily accept it. There was no strategy for developing learner-produced learning materials from the drawn graphics. Moreover, there was a low level of training of facilitators of REFLECT circles. The study concluded that poor training of facilitators and lack of reading materials adversely affected adult learners’ perceptions of the REFLECT approach. Community education and sensitization, training of facilitators and provision of follow-up reading materials are recommended for total positive adult learners’ perception of the REFLECT approach. Utilization of the REFLECT approach in socio-economic development of communities, effectiveness of the approach in school committee capacity building and effectiveness of “Ifogong’ho”, system (a savings and credit scheme) are recommended for further research.