Psychosocial interaction model and barriers to participation in adult learning: a case of community caregiver training in Gauteng
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Date
2014
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
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.
Description
Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Keywords
Barriers, Inhibiting constraints, Adult learning, Psychosocial interaction model