Adult Educators’ Perceptions of Economic Factors influencing Access to Adult Education Programs

Abstract

This study examines adult educators' perceptions of economic factors influencing access to adult education programs. The study adopted mixed-methods research design, which combines both qualitative and quantitative approaches to provide a comprehensive understanding of the factors influencing access to adult education programs. Quantitative data were collected from 283 adult learners and 105 adult education teachers using structured questionnaires, while qualitative data were obtained through semi-structured interviews with education stakeholders. The study examined perceptions concerning poverty, availability of learning materials, financial support, transport costs, farming activities, business activities, dropout, repetition and progression. Findings showed that a majority (54.3%) of the respondents held positive perceptions, agreeing that poverty drives high dropout rates (54.8%), declining enrollment is due to lack of funds for materials (52.5%), and that government financial support aids progression (52.5%). Fewer agreed on barriers like transport costs (29.2%), lack of basic learning materials and resources (35.3%), or seasonal absences among farmers (47.1%). Qualitative insights confirmed economic priorities, poverty, and high dependency ratios as key contributors to low enrollment, high repetition, dropouts, and irregular attendance, particularly during market days or farming seasons. Overall, economic challenges significantly hinder access, underscoring the need for targeted support in resource-limited African context.