Dissertation (MA Education)The purpose of the study was to support andragogy centred teaching and learning methods and outcomes in adult and non-formal education programmes in Dodoma city through designing adult learner supportive Photography-based Instructional Materials (PBIM) in Geography subject. This was a mixed approach developmental study guided by three objectives which were to (i) design the PBIM lessons, (ii) assess the practicability of designed lessons‟ materials and (iii) assess the effectiveness of designed lessons on enhancing andragogy methods and outcomes. The study was also guided by Reeves (2006) design theory and Knowles andragogy of adult learning theory. The sample of the study involved adult and non-formal education students registered by the Institute of Adult Education (IAE) and the National Examination Council of Tanzania (NECTA) as re-sitters of CSEE examinations, Geography teachers from selected school centres, curriculum design experts, photograph design expert and adult education experts. The data were collected through pre-/post-test, semi-structured questionnaires, classroom observations, post lessons reflection, interviews, and students‟ class work reports. Findings from the study showed that PBIM lessons were effective on enhancing andragogical teaching and learning methods through self-directed, problem-solving and learner centred construction of knowledge learning. Further, the study found that, the design lessons enriched learners with critical thinking skills, knowledge application skills, self dependent attitudes and good performance. It also nurtured participated teacher with andragogical skills. Based on the findings above, the study concludes that complex educational problems related to andragogy was better addressed through the design of solutions that adequately utilised and builds on collaborative inputs, views and experiences of relevant experts, teachers and students. The study finally recommends for the government, educationalist and teachers to be innovative on addressing adult based educational problems through specific contexts to adult learning instead of generalising solutions from formal education context.