SELECTED FACTORS INFLUENCING PARTICIPATION OF ADULT LEARNERS IN ADULT EDUCATION PROGRAMMES IN KILIFI COUNTY, KENYA

Abstract

Education plays a key role in human development through the process of empowering peoples well being and participation in national building. Education is a fundamental human right; the Constitution of Kenya (2010) provides the right to access basic education by all citizens in order to address illiteracy. The purpose of this study was to examine selected factors that influence learners’ participation in the adult education programmes in Kilifi County, Kenya. The objectives of the study were: to examine how the institutional factors, management factors and individual learners’ characteristics influence learner participation in adult education programmes Kilifi County. Descriptive survey research was used in the study. The study targeted all adult education learners and teachers from public and private adult education centres. The target population for the study included all the 165 adult education teachers and 2957 learners enrolled in adult education in Kilifi County. The sample size comprised of 315 respondents; 45 adult education teachers and 270 adult education learners. The adult education learners were selected using stratified sampling from each the 9 sub counties in Kilifi County to ensure representativeness of centres in the County. The study used questionnaires for the adult education teachers and interview schedule for the adult education learners to collect the survey data. A tally system was developed where the total number of frequencies for given variables were calculated and a data base for analysis developed. Quantitative data was analyzed using simple regression analysis and correlation while qualitative data was analysed through content analysis and the findings presented using frequency distribution tables, bar graphs, and pie charts. Ethical considerations; informed consent from the respondents; confidentiality, anonymity and voluntary participation was observed during the study. The questionnaire and interview schedule response rate was 100%. The survey found that the demographic characteristics of the teachers and the learners played a critical role in learner participation in adult learning programmes. The survey also established that institutional factors, management factors and individual learner characteristics had an influence on adult learners’ participation in educational programmes. A majority of the learners and teachers indicated that condition of physical facilities and learning environment influenced the level of participation of the adult learners although not conducive in the present study. Most learners and teachers were not satisfied with the availability, relevance and adequacy of the teaching and learning materials. The survey established that most of the teachers had received capacity building courses supported by the government and non-state actors on a variety of skills ranging from andragogical, guidance and counseling skills, health education, Community development and financial literacy among others. A number of self help and parttime had not received any training during their time in employment and possibly affecting their work. The present study further established that there were a number of challenges facing adult education provision for both the learners and teachers and recommended for improvement. On further research, the study recommended that the government conduct a new national adult literacy survey to establish the current literacy status among others.