07. Pan-Commonwealth Forum 7 (PCF7), 2013
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Browsing 07. Pan-Commonwealth Forum 7 (PCF7), 2013 by Subject "Adult Education"
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PublicationDeveloping vocational skills with embedded literacy and numeracy in second-chance adult learners( 2013-11) Neal, Terry ; Seelig, CarolineTechnical and vocational education and training (TVET) is concerned with the acquisition of knowledge and skills for the world of work. TVET is becoming a priority as more people achieve basic education, and then need to achieve employment skills to be able to work and live in their communities, and adapt to rapid economic, social and technological changes. However, literacy and numeracy assessment indicates that 40 per cent of those employed in New Zealand lack the necessary literacy and numeracy skills to participate in a knowledge society. There is, therefore, a need for programmes that build vocational and literacy and numeracy skills. Research shows that literacy and numeracy activities related to employment are more effective than generic literacy and numeracy training, if they are tailored to vocational contexts. // The Open Polytechnic of New Zealand successfully develops foundation skills in second-chance adult learners in New Zealand communities and prisons. The programme builds confidence, focus, commitment and a positive outlook; develops communication, problem solving, interview and budgeting skills; and helps learners to identify their strengths, learning needs and career and training goals. At the same time, the programme embeds literacy and numeracy. Keys to its success are engaging print materials with images and appropriate vocabulary, and one-to-one mentoring by trained staff from specialist partner organisations. // In 2013, the Open Polytechnic added a new programme to follow its foundation skills programme to assist learners to build skills towards selected vocational courses, while still building literacy and numeracy skills. Through the programme, learners understand their own strengths and interests and then select one of five vocational areas to study in more depth. // This case study outlines the Open Polytechnic of New Zealand team’s experience in developing this programme. The challenges that have been overcome include how to meet the needs of second-chance learners while working within the constraints of the New Zealand Qualifications Framework, and designing and developing learning materials to support low literacy learners. It will also describe the learner support model to offer a blend of self-paced distance learning and individual coaching. The case study also shows that the model can be cost effective by using existing physical infrastructure in communities and prisons, and thus being able to invest in individual support. The authors will share stories form learners studying on the programme and conclude with recommendations for others offering distance programmes to build and literacy and numeracy vocational skills, especially for adult learners in communities and prisons. // Paper ID: 160
PublicationThe integration of ICTs in the learning and teaching of science at Namibian College of Open Learning( 2013-11) Afunde, Ndeshimona LThe Namibian College of Open Learning (NAMCOL) is a state funded educational institution which provides educational opportunities for adults and out-of-school youth. Learners’ enrolment for science subjects increased over the past years, 9 060 learners enrolled for Biology and Physical Science at Ordinary level in 2011 compared to 8 223 learners recorded in 2010 (NAMCOL, 2011). // Over the past 4 years, certain subjects have been identified as target subjects in which additional teaching and learning resources are developed so as to enhance the learning and understanding of the subject (NAMCOL, 2010).To this effect, during the 2011-2012 academic year, the College spent over N$ 1.4 million in producing e-lessons, radio, television lessons and establishing computer laboratories in various towns in the country (NAMCOL, 2011). For the past two years NAMCOL has trained tutors on how to access and utilise the web based lessons. Tutors are also trained on how to retrieve information from the internet and develop own teaching materials. Participants in this study are grade 12 learners studying Physical Science and Biology at NAMCOL centres in Windhoek, Keetmanshoop, Rundu and Ongwediva. These centres have been selected because they offer NSSCO science subjects and have computer laboratories on the premises. // This paper present assessment on the extent to which the Information Communication Technologies (ICTs) have been integrated in the teaching and learning of science subject at the NAMCOL centres. // The paper will present the finding of the study on the following questions: 1.How do tutors and learners perceive the integration of ICTs in the teaching and learning of Science subjects at NAMCOL centres? 2.What challenges are experienced, which impede the integration of ICTs in the teaching and learning of Science subjects at NAMCOL centres? // Paper ID: 440
PublicationTeachers' Experiences in Educational Multi-Media Content Development: the case of Tanzania’s Institute of Adult Education( 2013-11) Mariki, Belingtone EThis paper is an academic observation of an Educational Multimedia Content development-training programme funded by the Commonwealth of Learning (COL) in Tanzania. This project focused on skills development in script writing and in radio and video programme development, aimed at transforming selected subjects from text to multimedia content. The ultimate objective was to enable better and easy understanding of the lessons, for Open and Distance Learning learners. A group of 25 teachers from the Tanzania’s Institute of Adult Education participated in the training and development of the programmes. In this paper the author shares the new and exciting experiences of teachers on adding such skills to their professional career, as the development of these programmes. Author’s own participation and interviews with peers in the project were employed as methods of data collection. A total number of 13 videos and 12 radio programmes were developed over the span of six months. Five school subjects were covered, namely: English, Mathematics, Biology, History and Geography. Some of the challenges encountered in developing the programmes included: difficulties in developing a video idea from the textbooks; working as a group online in collaboration with the training consultant in another country especially in script development; memorizing words (as actors playing in the productions) and saying it on camera; and time constraints (working under pressure). The author recommends to African nations and educators in other parts of the world to access these multimedia-learning programmes online since they are OER, and to use them in their context. The video and radio programmes reflect the Tanzanian context to some extent, but most of the lessons are general for use by any country. The paper concludes that skills development on technological innovations among ODL teachers in both formal and non-formal education system is essential towards attaining EFA goals. // Paper ID: 389
PublicationThe use of technology at the Institute of Extra Mural Studies of the National University of Lesotho to transform teaching and learning( 2013-11) Makhakhane, BothephanaDespite the recognized need of provision of adequate and relevant technological support for distance learners, the Institute of Extra Mural Studies (IEMS) of the National University of Lesotho (NUL) faces an enormous challenge of inability to offer learners relevant and desirable technological support. IEMS is mandated to widen access to educational opportunities through distance education. Distance education (DE) is a mode of delivery used as an option to provide education to those learners who have not had an opportunity to enroll for full-time conventional education. This mode of learning separates learners from the teaching institution as well as deprives them of regular contact with their peers (KOUL & Bhatt 1989:12). Therefore, distance learning institution have an obligation of affording learners relevant support to assist them cope with challenges resulting from the mode of learning they have opted for. // An empirical investigation was conducted to identify the quality of technological support offered by the institute to enhance learning. Focus groups discussions were conducted with academic staff and learners. Findings from the study revealed that learners did not have any access to computers either at the main center or regional centers. Primarily, dissatisfaction was raised with regard to the institution failure to provide necessary technological support to learners. In addition participants also stated that IEMS did not equip them with technological skills to prepare them for the world of work. // Paper ID: 272