DVV International has a tool known as ALESBA (Adult Learning and Education System Building Approach). This tool is designed to assist local stakeholders from government, non-profit organizations, and academic institutions in evaluating and reflecting on the effectiveness of Adult Learning and Education (ALE) systems in their country. It enables users to assess the degree to which the four key components of an ALE system: enabling environment, institutional arrangements, management, and technical processes are being effectively implemented.
In light of this, a team of government education professionals from Kibaha and Kisarawe districts, accompanied by officials from the Ministry of Education, Science and Technology (MoEST), PO-RALG, the Institute of Adult Education (IAE), and DVV International, conducted an ALE Peer Review exercise in Kongwa District in Dodoma. Their mission was clear: to examine closely how Adult Learning and Education (ALE) services are delivered in Kongwa and to exchange knowledge with the local actors who run and support these efforts daily.
This activity is part of an ongoing effort to strengthen Adult Learning and Education (ALE) systems in Tanzania, spearheaded by the Ministry of Education, Science, and Technology (MoEST), which is the primary driver of this initiative. Behind the scenes, DVV International has been instrumental, providing both technical guidance and funding to bring this initiative to fruition.
But what exactly is an ALE peer review in this context? It is an evaluation approach that involves collaboration among one or more individuals who possess similar competencies; in this case, they are those who are already engaged within the adult education system. These peers, who have a clear understanding of its strengths and challenges, come together to assess the situation effectively and learn from each other.
This peer review was part of a larger effort that stemmed from the national orientation workshop conducted in Dar es Salaam in June 2025. During this workshop, education stakeholders from across the nation came together to emphasize the need for strengthening adult education. It set the stage for a collaborative assessment, with Team Kibaha taking the lead in evaluating Kongwa’s adult learning environment. In turn, Kongwa is set to visit Kibaha in the coming weeks to reciprocate the activity. The visit to Kongwa marked one of the initial follow-ups and turned out to be a significant step forward.
Over the course of five days in Kongwa and Kibaha District, our team engaged thoroughly with local government officials from various sector offices at both the district and ward levels, as well as community facilitators. We utilized a detailed questionnaire addressing each building block of the system to gather qualitative data through Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs). This approach aimed to gain a clearer understanding of how Adult Learning and Education (ALE) is implemented in practice. Many of the discussions exceeded our expectations—some FGDs stretched over four hours, with participants enthusiastic to share their insights, pose questions, and reflect on the topic. It wasn’t merely data collection; it was an interactive dialogue. For many participants, this was their first opportunity to engage in such an in-depth and focused conversation about this crucial area of work. The discussions underscored the significant role that ALE plays in the community.
The Peer Review teams also visited the Community Learning Centres (CLCs) in their respective districts, which serve as vital hubs for training and community engagement. In Kongwa District, they visited the Hogoro CLC located in Hogoro Ward, and in Kibaha, they checked out the RUVU JKT CLC. During their visits to the CLCs, the teams had the opportunity to engage with local leaders, health officers, and learners, all of whom expressed their enthusiasm for how Adult Learning and Education (ALE) is making a tangible difference in their lives.
"People come to learn and then go out to apply what they've learned, ultimately improving their livelihoods," remarked the CLC coordinator at Hogoro CLC. Others characterized ALE as “lifelong learning,” deeply rooted in everyday experiences—whether on the farm, at the market, or at home.
Support from the local government was a significant highlight of this activity. The District Executive Directors (DED) from both districts warmly welcomed the teams and expressed their full support for the initiative. One of them noted that the review was both timely and relevant—not only for Kongwa but also for the broader scope of national development. His backing truly made a difference, ensuring that all planned activities ran smoothly.
The visit also showed how ALE in Districts benefits from strong partnerships. NGOs like MVIWATA, Farm Africa, and the World Food Programme (WFP) were mentioned often as key contributors—providing training, materials, and tools that enhance learning beyond the classroom. These contributions are especially valuable given that most facilitators are volunteers, and budgets for ALE are often limited.
Throughout the week, it became clear that ALE in Kongwa and Kibaha isn’t a side project—it’s a vital part of how communities grow and adapt. The conversations were honest and sometimes eye-opening.
One health officer from Kongwa admitted, “I didn’t know we were part of ALE, but now I see how what we do connects.”
That kind of realization happened more than once, reinforcing how adult education is often broader than people assume.
What made this peer review in these districts stand out was the openness, the shared respect, and the willingness of everyone involved to learn from each other. It brought to life the core of what ALE stands for—not just teaching and learning, but empowering people to shape their futures. As one participant put it, “This is the kind of conversation we’ve been waiting to have.”
The Kongwa and Kibaha peer review visit was a reminder that with collaboration, commitment, and open dialogue, ALE can be more than a policy goal—it can be a living system that responds to people’s real needs and aspirations.
As the ward education officer put it, “This is the kind of conversation we’ve been waiting to have.”