An Investigation into the Management of Adult Education Programs and Its Effect on Lifelong Learning in Three Adult Education Institutions in Antigua and Barbuda

The government of Antigua and Barbuda has invested heavily in adult education programs, but there is no known documentation of their effectiveness. The study used the theoretical framework of andragogy, proposed by Malcolm Knowles, to understand how adults learn and what motivates them. The research questions focused on the efficiency of adult education programs, learning preferences, teaching methods and structures, and the motivation, barriers, and socioeconomic factors of adult learners.
A mixed-methods approach was used, with quantitative data collected through questionnaires and interviews with adult learners, facilitators, heads of institutions, and Ministry of Education Officials. Gradebook was used to examine curricula and grade books. Chi-square tests of independence were conducted to assess the effects of the manipulated variables.
The findings revealed that less than 50% of adult learners in Antigua and Barbuda believe the programs are appropriately managed, but not to a high extent. It was also revealed that the most significant barriers affecting adult learners are financial or economic constraints, followed by children or family responsibilities, while gender, educational level, and barriers do not affect motivation. These issues have implications for the effective management of programs. Additionally, adult learners in Antigua and Barbuda were motivated by extrinsic factors such as finance, but some were motivated intrinsically and extrinsically, since they are motivated by personal development. The study recommended government policies on tertiary education management, including the adoption of andragogy in adult learning institutions, the overhaul of adult learning curricula, and training for management, facilitators, and other support staff working in andragogy, to ensure that adult learners fully benefit from their enrollment. This research is vital for how adult learning institutions are managed, including managers, facilitators, adult learners, employers, and other stakeholders. This research will serve to improve the lives of the citizenry in Antigua and Barbuda and perhaps further afield.
It is recommended that this research serve as a guide for future research in Antigua and Barbuda, helping to strengthen adult education programs, ensure they operate at maximum efficiency, and assess funding adequacy. The research also recommends that similar studies be conducted across the wider Caribbean to determine whether the management of adult education programs in other territories is similar to that in Antigua and Barbuda. The information gathered will assist in shaping the direction of adult education programs in Antigua and Barbuda.