Browsing 06. Pan-Commonwealth Forum 6 (PCF6), 2010 by Subject "Adult Education"
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- ItemOpen AccessCommunity Based Learning And Outreach For Development: Factors Influencing The Urbanite Woman Learner Participation In Mass Literacy Programme, Accra, Ghana(2010-11) Saah, Albert A; Mensah, Joseph AAdult learner participation is indispensable to the overall access and success of a community based learning and outreach for development programme. The University of Ghana, by policy, is promoting the formal, informal and the non-formal community based learning programmes. It collaborates with the Social Welfare and Ministry of Education’s Non-Formal Education Division (NFED) especially in the non-formal programme. Most of these community-based programmes are located in urban areas as the one in this study. In some communities, patronage of the programme is very high, whiles in some areas patronage is low. NFED is referred to as the Functional Literacy Agency (FLA) in this study. // This exploratory study, focusing on the non-formal programme, has for its objectives to capture and evaluate the internal and external factors that influence the Urbanite Woman Learner Participation (UWLP) in Mass Literacy Programmes (MASSLIP) run by NFED, further, use factors to create models for enhancing UWLP.
- ItemOpen AccessShould They Be Excluded? Adult Education and Adult Persons with Disability in Swaziland(2010-11) Dlamini, Shokahle ROne of the guiding principles governing Special Education in Swaziland is that education programmes shall be designed and offered to children with special needs such as physical disabilities, visual and auditory impairment, mental disabilities, social and behavioural problems as well as gifted children. Conversely, very limited special needs education is provided in Swaziland to both the young and old people with disability. There are only three Special Education schools namely; Ekwetsembeni which takes care of the mentally - handicapped, Siteki School of the deaf and St Joseph’s, which caters for other physical and learning disabilities. Worst still, this principle completely excludes adult persons with the same disabilities which are clearly spelt out by the same guiding principle, thus depriving them of the opportunity to acquire education. Without education, disabled adult persons in Swaziland continue to be marginalized, discriminated against and excluded from mainstream activities. Using life histories of disabled adult people, this paper raises awareness on the plight of the disabled adults in Swaziland. It demonstrates that most disabled adult Swazis live under very deplorable conditions. The paper further examines the purpose and objectives of adult education in the development of the Swazi nation. It also suggests ways through which the livelihood of adult disabled persons could be improved. Amongst the suggestions made, Adult education is given as the last hope for adult persons with disability.
- ItemOpen AccessUntitled(2010-11) Odeyemi Olajumoke, JanetGlobal economy and technology are two of the factors shaping the learning process in the world today, their effects on the nature of adult learning are staggering, adult learners realize that they must continue their learning past formal school system in order to function at work, home and in their communities. There is always a need for new knowledge and updating absolute knowledge. For Adult learners, going back to school is often scary, exciting or a challenge after years of being out of school. Often times without number, adult reading disability comes to light when the time of studying and frequent writing of assignments arises. // Learning disability is an “umbrella” term describing a number of other specific learning disabilities: Dyslexia, Dyscalculia, dyspraxia, and so on. An adult’s disability could be as a result of poor vision, hearing, emotional disturbance, short memory span. There often appears to be a gap between an individual ‘s potential and actual achievement, learning disability is often referred to as ‘hidden disability’ Nevertheless it is a lifelong challenge which cannot be cured but with appropriate support and intervention, people with learning disability can achieve success in school, at work and all other areas. // This study will be limited to reading disabilities in adult learners.