Magister Educationis - MEd (AL (Adult Learning and Global Change)

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https://hdl.handle.net/10566/15407

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Browsing by Subject "Adult education"

Now showing 1 - 5 of 5
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    An analysis of the efficacy of radio programs as a strategy for adult education for HIV/AIDS awareness intervention in the Livingstone District, Zambia
    (University of the Western Cape, 2015) Chibwe, Duffrine Chishala; Omar, Rahmat
    The study explored the efficacy of radio programs as a strategy for adult education for HIV/AIDS awareness intervention in the Livingstone District Zambia. Data was collected through a review of policies, including the HIV/AIDS/STI/TB Policy Guidelines (2008), National HIV and AIDS Strategic Framework (NASF2006-2010), PMTCT guidelines on HIV Prevention (2008), Zambia Information and Communication Policy (2007) and the Communication and Advocacy Strategy (NACAS, 2004). In addition semi-structured interviews were conducted with adults and young adults aged 23 to 58 years in Maramba catchment area. The research revealed that overall, there is a mixed picture of effectiveness of the use of radio for educating adults on HIV/AIDS prevention. Some of the most important factors that enable the effective use of radio in education of adults include sharing of experiences which result in increased understanding of issues among community members, community participation in radio listening groups also results in further sharing of information and active engagement with other community members on the topic of discussion and the use of local languages with the use of simple words and visual aids to take account of low literacy levels. In addition, there were important set of factors related to economic, social and cultural issues including gender inequalities, poverty and unemployment to mention a few. My research has identified the need to give greater consideration to adult education theory and adult learning principles in the design and delivery of the radio education programs. The research suggests that HIV/AIDS awareness and prevention strategies need an approach which takes account of adult education theory – to promote active involvement of learners in developing the curriculum of the radio programs and involvement of a range of stakeholders in designing and delivering the radio programs. My research also suggests that there is a need to adopt a critical perspective on the social, cultural and religious practices which influence the participation of both women and men in radio education programmes for HIV/AIDS prevention.
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    Educational barriers and employment advancement among the marginalized people in Namibia : the case of the OvaHimba and OvaHemba in the Kunene Region
    (University of the Western Cape, 2016) Ndimwedi, Jesaja Nghitila; Hendricks, MN
    This study examines the relationship between educational attainment and employment advancement among marginalized people in Namibia. It attempts to identify the situational, institutional and dispositional barriers that have stifled the educational progress of OvaHimba and OvaZemba people based in the Kunene region and how these have limited their access to formal employment opportunities and/or employment advancement. Furthermore, it explores the potential of Adult Education to improve the formal educational qualifications of the OvaHimba and OvaZemba adults. Namibia is often lauded as an example of a country which has successfully negotiated the perils of post-independent statehood to take its place as a model citizen in the community of democratic nations. Blessed with relative stability, an abundance of natural resources, and a liberal constitution, Namibia appears to be ideally placed to provide all its citizens with a decent life consisting of access to quality education, healthcare and economic opportunities. Despite this, Namibia education has failed it adult population because of numerous factors. This study identify these factors.
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    Investigating barriers to participation in adult learning among adult learners at a university in Southern Africa: A Chain-of-Response Model
    (University of the Western Cape, 2020) Felix, Agnes; Groener, Zelda
    This study was prompted by the increase in the numbers of adult learners who registered for a Diploma in Secondary Education offered by a tertiary institution (university). The diploma is a one-year programme, offered over two years through distance mode of delivery and concentrates on offering professional educational courses similar to those provided in the Bachelor of Education degree at the university. The aim was to investigate the opportunity to participate in adult learning among adult learners and barriers that affect them at a university in Southern Africa. I chose a qualitative research method and the Chain-of-Response Model (CoR) as the conceptual framework of the study. The CoR Model was a lens through which I analysed adult learners’ decision-making processes to participate in adult learning and to find the barriers affecting adult learners from actively participating in adult learning. The model is in the format of the cycle that has factors that influence the decision-making process of an individual. Following the logic of the CoR cycle, adult learners were selected to find out why they had participated in adult leaning and why others did not participate. The site of this study was the northern campus of a university in Southern Africa. Twenty adult learners were selected through non-probability purposive sampling from the university database. All adult learners participated voluntarily. There were three (3) males and seventeen (17) females in the study; their age range was 20 to 40 years old. Two questions underpinned the study: what opportunities are available for participation in distance education study, and what barriers affect participation in distance education study. The study findings revealed that adult learners do have opportunities to study and their attitudes towards education were positive. The barriers identified by participants were as follows: limited network connectivity, limited supply of electricity, few schools to do teaching practice; lack of teaching experience, limited transportation, limited time to do assignments, few employment opportunities, lack of course information and lack of career guidance for participants. The study recommends that the university improves among others, the dissemination of information to adult learners and to create teaching practice opportunities in partnerships with various stakeholders to address institutional barriers.
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    Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model
    (University of the Western Cape, 2018) Adams-Gardner, Myrtle; Groener, Zelda
    Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adults’ participation in adult learning. This study investigated the research question: What are adult learners’ perceptions of psycho-social factors that undermine participation in adult education and learning? The psycho-social interaction model adopted as a conceptual framework allowed the study to contextualise and analyse the effects of socio-economic status on the adult learner’s decision and readiness to participate. The model provided the broad segments of the adult learners’ pre-adulthood and adulthood learning years and through a thematic analysis attempted to analyse psychosocial factors that emerged as barriers to participatory behaviour in learning. An interview guide was used during a semi-structured interview. The study investigated a group of adult learners attending a non-formal learning programme in Central Johannesburg, South Africa. The selection of participants included 6 males and 4 females between 21 years to 49 years of age. The study findings showed that the adult learners’ perceptions of family support as well as the learning environment support are key enabling factors, which assist the adult learner to develop learning capabilities. Negative experiences with prior schooling was also described as a psychosocial barrier to participation. Age was a socio-economic variable that influenced the type of stimuli participants identified as a psycho-social factor which influenced their decision to take up further learning. Adult learners felt confident to successfully complete their current and future studies however perceived their learning press as a motivating factor that impacted their decision to participate. Findings also suggested that experiences of adult learners are unique to their specific context and educational planning can integrate ways to address enhancement of learning experiences for a diverse learner audience in non-formal learning programmes. The study concluded that while adult learners acquire social competencies through accessing nonformal programmes, further learning support is necessary to overcome the social and psychological complexities needed to develop basic academic learning capabilities.
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    The contribution of literacy education in raising the standard of living: A case study of two Namibian informal settlements
    (Universty of the Western Cape, 2024) Mutenda, Nicholette; February, Colette
    The Ministry of Education Arts and Culture in Namibia has historically invested resources into adult literacy education to ensure the realization of both national and international undertakings. However, despite such efforts, scores of Namibian citizens are still in need of a literacy education that would make an improved standard of living possible. This research explores participants’ perceptions of the role of adult literacy in improving standards of living. Within a qualitative paradigm, this study uses a socio-cultural approach to explore the views of selected literacy educators who teach in two informal settlements as well as groups of informal settlement residents who have participated in literacy programmes. The findings of this research undertaking may contribute towards insights into how certain kinds of literacy work could usefully address and support internationally recognized sustainable development goals such as inclusivity, quality education and lifelong learning, which are aimed at contributing towards the best possible improved living conditions particular for literacy learners living in informal settlements.