Abstract

The Government of Kenya remains committed to enhancing literacy and numeracy to all her citizens. This is through the provision of adult education to cater for out of school youth and adults who missed out of basic education in line with the country’s educational objectives and the vision 2030. However, participation in adult education remains low despite high number of illiterate adult in the county. This paper shows the assessment of participation in adult education and the determined the strategies for its improvement in Kenya. It identifies the characteristics of adult learners, their reasons for learning, and the barriers to the effectiveness of the program. The determined strategies to improve participation in adult education include: Provision of civic education on adult education, Provision of physical facilities and program support materials, use of various innovative teaching methods, making adult learning practices highly motivating, imparting knowledge and skills easily applicable in life situations and empowering adult learners by facilitating access to new income sources. The study was carried out in Trans-Nzoia East Sub-county, Trans-Nzoia County, Kenya. It adopted a descriptive survey research design. The study sample incorporated: adult learners, adult education teachers and the Sub-County Director of Adult and Continuing Education (DACE). A sample size of 97 respondents was identified through random (stratified and simple) and purposive sampling. Data was collected using closed ended and open ended questionnaires, and a semi-structured interview. Data was analyzed using descriptive statistics: frequencies and percentages and presented in tables. Based on the findings of the study, this paper recommends more effort in the policy making, organization and implementation of adult education to realize improved participation.