Adult learning and education for expanding access to higher education: the case of opsimaths in Ghana

Abstract

ABSTRACT Opsimaths are a unique group of late learners among adult learners who qualify as Knowles’ ‘neglected species’. Opsimaths usually face more daunting challenges in their academic journey than other adult learners. In this study, we employ the [exploratory] phenomenological design to present the experiences of 15 opsimaths in Ghana who entered the university through literacy classes. The 15 opsimaths went through a university-approved access course and passed an entrance examination before gaining admission to higher education programmes. All 15 learners were pursuing postgraduate programmes at the time of this study. The findings show there are varied reasons for opsimaths to embrace formal higher education in their later years. The findings further identified the challenges opsimaths faced, their resiliency strategies, and identity reconstruction as they pursued higher education. Beyond the opsimaths, the study’s findings have implications for higher education practitioners The findings provide a basis for a re-think and for higher education administrators to develop bespoke policies for such a cohort of learners.