Addressing the Lifelong Learning Needs of Construction Professionals Using Technology Facilitated Learning

Abstract

This study investigates the determinants of adult learners’ participation in higher education in a lifelong learning environment. The author argues that the determinants of adult learners’ participation in higher education include individual demands, state and institutional policy objectives and industry-driven demands rather than demographic factors in the Ghanaian context. Framed along an interpretive paradigm, the study sought to examine the underlying principle for adult learners’ participation in higher education in Ghana and juxtaposing their views with those of policy-makers and managers of higher education institutions. Using an explanatory research design and a mixed method of gathering and analysing data from respondents in two structurally diverse universities, the study concludes that industry-driven factors play important role in the decisions of adult learners to enrol in Higher Education Institutions.