Author's Name:	Dr. Phoebe Kashora & Dr. Eric Samuel Makura
Subject Area:	Social Science and Humanities
Subject	Education
Section	Research Paper

Adult Education; defence forces education; Lifelong Learning policy; Higher education; Qualitative methods; NVivo

In 1998, Zimbabwe adopted the lifelong policy in adult learning and education with the aim of ensuring that education offered to adults would benefit them for life. This study sought to determine the extent to which the lifelong learning and education policy is implemented by institutions offering adult education in Zimbabwe, but focusing only on the Adult Education Degree offered at the Zimbabwe Staff College (ZSC). The study used the qualitative case study research design. Seven students and two administrators were selected to participate in individual and focus group interviews, using purposeful sampling, for it is informed by the Non-Probability Theory. Data was generated and critically analysed. Data was also generated from documentary analysis. The study found that lack of recognition of the Adult Education Degree by superiors at ZSC was found to be a major discouragement among learners and potential learners. Such lack of recognition was found to be due to the non-existence of a national lifelong learning policy. The non-existence of the national and local policies on adult education was found to be negatively affecting not only participation but also the quality of the content provision because a lifelong learning policy framework is supposed to be informing design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the country and adult education programmes at ZCS are to be removed.