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 "Barriers"

Now showing 1 - 3 of 3
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    Access, barriers to participation and success among adult students at a Technical, Vocational, Education and Training (TVET) College in the Western Cape, South Africa: Keeping the dream alive
    (University of Western Cape, 2019) Andrews, Priscilla; Groener, Zelda
    The Department of Higher Education and Training (DHET) in the White Paper for Post-School Education and Training outlines access, participation and barriers as critical issues in post-school education (DHET, 2013). The main aim of this research paper was to investigate the relationships between access, barriers to participation and success among adult students registered for the National Accredited Technical Diploma (NATED) specialisation in Early Childhood Development (ECD) at a TVET College in the Western Cape. Although I concentrated on the interplay between the adult students’ experiences related to access, participation and barriers, my primary interest relates to how and why adult students succeed despite the barriers that they encounter.
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    Access, barriers to participation and success amongst adult students in an undergraduate academic programme at a University in the Western Cape
    (University of Western Cape, 2020) Stevens, Howard; Groener, Zelda
    The choice of topic for the research paper was influenced by my experiences of attending university as an adult student and contemporary policy developments. In its White Paper for Post School Education (2013) the Department of Higher Education and Training (DHET) expresses intentions to expand access to post-school education for all people of all ages, including adults. The research paper focuses on the relationships between access, barriers to participation and success related to adult students who attended a university.
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    Psychosocial interaction model and barriers to participation in adult learning: a case of community caregiver training in Gauteng
    (University of the Western Cape, 2014) Ngidi, Nkosazana Fidelia Nelisa Nomalizo; Groener, Zelda
    This study was prompted by my observations and feedback from trainers and learners on an array of barriers to participation in learning which are experienced by learners participating in accredited adult learning programmes offered by a NGO in Cape Town. The aim of this research was to investigate these barriers using a Psychosocial Interaction Model by Merriam and Darkenwald (1982) and the Transition Theory by Schlossberg (1981). Participants in a Health and Welfare Seta (HWSETA) accredited training programme, which is a qualification in Ancillary Health Care level 1, who are community caregivers, were used as research participants. This research provided empirical evidence on barriers to participation in adult learning experienced by these learners and recommendations have been made based on the findings. A new theoretical insight that was generated as a result of this study is that of the interplay between internal and external barriers to participation in adult learning and other variables within the continuum of the Psychosocial Interaction Model as well as certain variables within the Transition Theory. This came as a result of broadening the investigation into barriers to participation in learning, using all variables across the whole spectrum of the Psychosocial Interaction Model, instead of only using the barriers factor.