Abstract: Lifelong learning (LLL) has become one of the key aspects for people to address global changes and personal real-world problems encountered in various avenues of life such as the labor market, politics, education, technology, and others. Despite the overwhelming potential embedded in the LLL paradigm such as boosting personal development, competence and self-sustainability, social inclusion, and professional development, its promotion and access to people is still a big challenge in developing countries. However, high mobile technology infiltration, together with the explosion of mobile learning (ML) applications among people has the potential to make it possible for people to access LLL materials for survival purposes on the go. In this light, the paper contributes to the ongoing research by designing a model for promoting lifelong learning education using mobile learning technology among people in developing countries. This study adopted the Human-centered design (HCD) approach, which emphasizes complete user involvement throughout the stages of solution design. The model as a key result of the paper covers key constraints that are required for successful access to LLL on goes. These constraints included but were not limited to; facilitating individual and group learning styles, designing for support of different content formats and edutech tools, designing for user learning experience, and identifying areas of preference for LLL, among others. The study recommends more investigations about identifying the worthiness of participating in learning in unconventional, informal, or everyday contexts and more research on various LLL theories and their benefits in LLL.

Received January 30, 2020; Reviewed April 17, 2020; Accepted April 23, 2020

Abstract: This paper focused on assessing perceptions and experiences adult learners as students at the Open University of Tanzania (OUT). This study was qualitatively designed. The study employed documentary analysis followed by interviews as research methods, influenced by an interpretive theory. Documents subjected to this study were mainly the face to face report from regional centres across the country. 15 Face to face reports as documents were purposefully selected from a list of 30 reports submitted. Findings indicate that, the motives of the adult learners and experiences in ODL as adult education pathway had issue categorised as pre-admission on one hand and post-admission issues on the other. Pre-admission issues are seen as pull factors for adult learners to embark into Open and Distance Learning as opposed to conventional systems. Issues were listed as:entry point and admission assurance, job security, flexibility of studies and affordability while post admission issues are comparability,work-study association, Support technologies, experience and training in one pack, confirmation of prior knowledge and value addition. It is concluded that a carefully packaged ODL as an adult education is an important tool and an entry point if we are to reverse social economic insecurity in addition to professional development and updating.An emphasis on life-work-learning connection as ODL implies is essentially an operational aspect of the lifelong learning as displayed in a contemporary social development setting. It is recommended that a comprehensive ODL policy in the context of adult education need be institutionalized to mark the operations and recognition.