Identification of Adult Training Needs in a Mining Area: A Case Study of Villages Surrounding Mutanda Mining, Lualaba, DRC

Purpose: This study investigates adult training needs in five mining-affected villages of Lualaba Province (Kapaso, Kando, Kahindu, and Dikanda) Methodology: Study used a mixed-methods design that combines a 150-respondent household survey, psychometric scales, and inferential statistical analyses (ANOVA, χ² tests, and correlation analysis). Findings: The results reveal pronounced demographic and livelihood heterogeneity: the mean age of respondents was 38.4 years, the average household size was 6.1 persons, and 67% of adults reported mining or mining-related informal activities as their primary source of income. The Training Needs Index (TNI) indicates particularly high demand for training in mining safety (M = 4.52/5), entrepreneurship (M = 4.33), agriculture (M = 4.11), and literacy and numeracy skills (M = 3.89). Statistically significant differences across villages were observed for mining-safety training needs (F = 6.47, p < .01) and agricultural training (F = 5.23, p < .01), highlighting the influence of localized exposure to mining risks and livelihood systems. Motivation emerged as a strong positive predictor of training demand (r = .41, p < .001), whereas education level was negatively associated with perceived training needs (r = −.27, p < .01), suggesting differentiated demand along human capital gradients. Chi-square analyses further confirmed significant associations between village location and domain-specific skills needs (p < .05). Overall, the findings demonstrate that adult training demand in mining-affected rural contexts is shaped by livelihood exposure, risk environments, and socio-demographic conditions, underscoring the need for context-specific, inclusive, and community-driven adult education strategies aligned with both mining realities and sustainable rural development pathways. Unique Contribution to Theory, Policy and Practice: The unique contribution of this study lies in its integration of adult learning theory with livelihood and risk-exposure frameworks, offering empirically grounded evidence to inform policy design and practical implementation of targeted, territorially differentiated adult training programs in mining-affected rural settings.