Browsing by Subject "Adult Education"

Now showing 1 - 20 of 21
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    A New Agenda on Micro-credentials: Filling the Gaps in the European Approach
    (2024-03-23) Šarčević, Ivan; Panda, Santosh
    This paper analyses the potential of micro-credentials in adult education through upcoming EU policies and initiatives, bearing in mind the increasing use of online learning platforms globally. Understanding national and international approaches to micro-credentials allows undergraduate programmes and teaching practices to flourish in economically less developed countries. The Republic of Serbia welcomes new approaches in the search for acceptable models of distance learning and equality in the labour market.
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    The Blurred Line Between Mathematical Anxiety and Dyscalculia and the impact on Adult Learners' Academic Performance: A Case Study for Namibia Open and Distance Learning
    (2019-09) Anderson, Fiona
    There is an increasing global emphasis on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, particularly i n the era of the 4th Industrial revolution. However, how is this possible for adult learners to accomplish their lifelong learning endeavors if they are struggling to pass subjects like Mathematics at higher learning institutions? Mathematics is one of tho se subjects which most of us have a natural in - born fear of, and our academic performance is negatively affected by this fear and anxiety that is associated with it. The aspect of Dyscalculia , a learning disability that is associated with Mathematics, has never been researched within the Namibian context. S ince very little is known about this Mathematics learning di sability , it is almost impossible for early identification and screening to take place at Namibian schools and Universities. This lack of e arly identification and screening not only affects the individual’s academic performance, but also their employment prospects and lifelong learning endeavors. Against this background, this case study will focus on eliminating the misconceptions related to Mathematical anxiety and Dyscalculia as a learning disability and propose appropriate Mathematics learning support strategies . The findings will be presented and the case study will enable the researcher to create awareness about Dyscalculia and the import ance of early identification and screening at Namibian Open and Distance Learning institutions. This desktop study is not solely focusing on one Open and Distance Learning institution within Namibia, but rather provides a holistic overview of the challenge s that the Namibian Open and Distance Learning sphere is facing currently, particularly with regard to Mathematics, and how we can address this. //Paper ID 64
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    Open Access
    Book Review: Guidelines on Open and Distance Learning for Youth and Adult Literacy
    (2022-07-19) Beukes-Amiss, Catherine Margaret; Panda, Santosh
    The publication highlights the progression of Open and Distance Learning (ODL) for youth and adult learners as an alternative to traditional education delivery, reinforcing the importance of change, and updating and reimagining existing practices taking cognisance of the context and needs of youth and adult learners, especially after the significant disruptions of COVID-19 on the education system. It further elaborates on the existing literature regarding adult literacy programmes and educational provision employing ODL, but asserts that “no specific guidelines for planning, designing, developing, implementing and evaluating youth and adult literacy programmes using ODL have been published to date” (p. 2). It is estimated that 773 million youth and adults, the majority being women, lack literacy skills, which are fundamental for growth. The recommendations contained within these guidelines are critical for institutions and literacy training providers, focus on achieving the Sustainable Development Goals (SDGs) through socio-economic transformation and ensure the right to education. The aim of this book in the form of guidelines is to “offer an introduction to and guidance on the design of ODL programmes for youth and adults who lack basic literacy and numeracy skills” (p. 3), featuring issues that youth and adult learners face. The book is organised into, two key parts: Part 1 focuses on the four key steps for planning and implementing ODL programmes for youth and adult literacy, and Part 2 focuses on media and technologies for literacy.
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    Combating Poverty through Adult Education
    (2001-03-05) Dhanarajan, Gajaraj
    Combating Poverty through Adult Education Silver Jubilee Celebration Institute of Distance and Continuing Education University of Guyana Inauguration of the Dennis Irvine Lecture Series First Lecture by Professor Gajaraj Dhanarajan President and Chief Executive Officer, The Commonwealth of Learning, 5 March 2001 // May I first congratulate and compliment the University, its Institute of Distance and Continuing Education, the Vice-Chancellor, and Mr. Samuel Small on the Silver Jubilee of the Institute and in celebrating and recognising a great regional academic leader, scholar, administrator, international public servant, Dr. Dennis H. Irvine, through a Lecture Series in his honour. Secondly, please accept my sincere gratitude for giving me the honour of delivering this inaugural lecture in the Series. I am humbled by your invitation, flattered at the thought of addressing such a distinguished gathering, enormously pleased to pay homage to a great friend of The Commonwealth of Learning (COL), and at the same time to also have the opportunity to publicly place on record the gratitude of COL for the unstinting service and support Dr. Irvine rendered to COL while he was in Canada and when he returned to his native land, Jamaica. All those who have come to know him, hold Dennis, in great awe. We are constantly amazed at the erudition, energy and passion he brings to the things he does and through his powers of argument, persuasion and clever diplomacy, the contributions he has made to education, not only here in Guyana but to the greater Commonwealth also. When he invited me, Mr. Small suggested that I speak of adult education and poverty alleviation. The first I know a little about through professional experience and the second, a little bit more through personal experience. This lecture is therefore based less on scholarship of the subject and more arising out of a sense of despondency witnessing the indignities and inequalities suffered by those who have been denied greater opportunities for learning for one reason or another.
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    Developing Multimedia Programmes for Out-of-School Girls: The Case of GIRLS Inspire in Tanzania
    (2021-03-19) Gasuku, Samwel; Panda, Santosh
    Learning resources such as audio, video and online content are developed as supplementary learning resources to print-based materials. This study focuses on the development of multimedia learning in adult education programmes for out-of-school girls and young women in Tanzania. It defines multimedia and adult education before showing the relationship between them. The study used a descriptive paradigm and adopted a qualitative case study design. It is informed by 25 in-depth interviews that were conducted with Institute of Adult Education (IAE) facilitators in April, 2018. Participants were purposely selected based on their multimedia experience. The findings revealed that most facilitators have little experience in multimedia resource development. However, 13 self-instructional audio and audio-visual programmes were produced to elaborate and enhance the effectiveness of instructions. It will be argued that IAE should include development and use of multimedia resources in its strategic rolling plan. Learning material development policy should also include multimedia resources and create awareness.
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    Education Beyond Barrier: A Case Study on the Aged Learners of KKHSOU, Assam
    (2019-09) Senapati, Chayanika; Choudhury, Smritishikha
    Assam being one of the states in the Northeast region of India, occupies a distinct place in the field of education. From the last decade distance education system of Assam has become popular among the people of the state, especially for those who are working or are engaged in the household works and the elderly persons who are eager to enroll themselves for a course. Krishna Kanta Handiqui State Open University (KKHSOU) primarily focuses on women education and adult learners who could not complete higher education and who hailed from far flung remote areas and living in other disadvantageous conditions. KKHSOU with an approach of flexible learning options offers different courses to adult learners with educational tools including learner friendly Self Learning Materials (SLM), mobile apps, various online support system, counseling sessions, continuous assessment, workshops and seminars. Against this background, this paper examines the determinants of adult learner’s enrolment into KKHSOU in Assam. The objectives of the study are to determine whether demographic factors like occupation, income and gender influences adult learners to enrol into KKHSOU; whether geographical factors influence adult learners to enrol into KKHSOU; to examine the “push” and “pull” factors to influence adult learners to enrol into KKHSOU. The sample of the study considers adult learners (above 50 years) from both Bachelor and Master degree programme of KKHSOU from its inception. The sample has been selected through judgmental sampling technique. An 18-item questionnaire named “Determinants of Adult Learners Questionnaire” (Balami Y.G and Sakir A, 2014) and questionnaire instrument based on pushes and pulls has been (Wallace L,1996) administered to examine the reasons for a adult learner to enrol itself in the courses of KKHSOU. Descriptive and analytical statistics has been used to analyse the data using SPSS 20. //Paper ID 161
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    Effective Management and Application of ICT towards the Accessibility to Learning for Development in Distance, Collaborative and E-learning Among Working Adult Learners in Tertiary Education in the Malaysian Public Universities
    (2008) Lee, Tan Luck
    PCF5: Cross-Cutting Theme // Purpose – This research is attempts to examine the effectiveness of the management and application of ICT facilities for working adult learners accessing the distance and collaborative teaching and learning opportunities for development by attending the off-campus diploma and degree programs offered in the Malaysian public universities. Effective management of the state of the art ICT and e-learning platform plays an important part in the successful implementation of distance, collaborative and e learning for the working adult learners. Andragogical approaches in the teaching and learning process with the application of ICT culture would create intelligence, academic excellence and quality work life of working adult learners. The working adult learners’ demographic factors, such as age, gender, academic, professional achievement and working experiences are also taken into consideration. // Design/ methodology/ approach – Six dimensions of distance, collaborative and e learning andragogical approaches in the teaching and learning (ICT accessibility and e-learning management domain, demographic domain, adult learners’ learning culture, environment, external domain and learners’ efficacy) were examined to determine the effective management and application of ICT towards the accessibility to learning for development in distance, collaborative and e-learning for working adult learners. // Finding - In general, there is a significant difference among factors stated above with effective management and application of ICT in distance, collaborative and e learning among the working adult learners. The andragogical approaches in teaching and learning are also closely related to the managerial skills in distance, collaborative and e learning of working adult learners. In addition, the course tutors and instructions are another two essential factors found to be the strong fundamentals of successful implementation of distance, collaborative and e learning for the working adult learners in Malaysia. // Research limitations/ implications – This study represents an addition to the extant literature on management and application of ICT platform in distance, collaborative and e-learning for working adult learners in Malaysian tertiary education and working adult learners’ efficacy in the usage of ICT in creating intelligence and academic excellence. // Practical implications – The tutors’ effective management in the application of ICT and elearning platform is important to inculcate the working adult learners’ teaching and learning environment for academic excellence and achievement couple with the accessibility to learning will spur further the successful implementation of total e learning perspective. // Originality/ value – This study provides further groundwork to assist existing and would-be tutors, academia and education managers to improve ICT and e learning platform and accessibility for learning, their work quality and quality of life among the teaching staffs and working adult learners to achieve high standard of civil obligations by maximizing intelligence and academic excellence among working adult learners. // Paper ID 282
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    Effectiveness of Mobile Learning to Improve Letter Writing Skills Through Scaffolding Using WhatsApp – A Study on Working Adults
    (2019-09) Chinthaka Naleen, VG
    Mobile learning has made a huge impact on technology assisted learning and research during the last two decades. However, a need exists to focus attention on adult learners who are restricted from accessing the conventional learning process due to lack of time and other family/official responsibilities. According to available literature on mobile learning, (Ling, Ahmad, & Hashim, 2018; Elaish, Shuib, Ghani, & Yadegaridehkordi, 2017; Traxler, 2017) teaching English as a second language to working adults using m-learning has not been researched and this study intends to contribute to knowledge in this context. // This study was carried out using an exploratory research methodology. Interventions were designed as individual/group work and tests by the researcher to sustain the m-learning process with scaffolding. A convenience sample (n=62) of government workers aged 25 to 45 was used with the application of mixed method. Brief questionnaires were used as mode of ratings, with proficiency and progressive tests. In addition, questionnaires, observations and structured interviews together with unstructured interviews in the form of personal conversation were administered for data collection. A Mobile Learning Environment (MLE) facilitated by WhatsApp was used as the communication interface with access to web-based Google forms. The MLE was used to write letters and revise grammar/vocabulary. The results revealed that while m-learning helped them learn at ease, major barriers such as the inability to find time to participate in a conventional class and low self-confidence can also be overcome using mlearning. The learners were able to maintain their participation by adapting study time to suit their free time. Interventions proved to be effective multimedia facilities that could be easily accommodated in the MLE. Further, analysis of tests showed a considerable improvement. // Limitations such as less mobile literacy, time constraints, and lack of confidence did not hinder the progress of the study. // Paper ID 156
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    Enhancing On-Line Teaching and Learning – Learners’ Feedback for A Strategic Management Module
    (2016-11) Mohamad, Wardah; Sulaiman, Tuan F T; Mohamad, Liana; Osman, Zahir; Mohamad, Ratna K
    In an ODL setting, engaging learners become very challenging especially for those who have not been exposed to this type of learning before. Many people assume that because most ODL students are adult learners, they are independent and can easily survive on their own. However, high attrition rates, high failure rates and the small number of learners who actually graduate with high academic performance tend to negate this assumption. The question thus arises of how we can enhance our teaching and learning and assist learners in their studies. What can be done to engage them and help them understand their subject matter better? What would attract them and get them to apply the principles that they have learned? What can be done to increase their critical thinking skills so that they would be able to meet expectations? What would help them learn better in their limited available time? This research focuses on these questions by using a strategic management module as a testing ground to get feedback from learners in OUM Business School. A group of learners were given access to the module and the feedback received analysed using thematic analysis. Results of the study show what learners prefer and what could be better improved to enhance teaching and learning in the university. // Paper ID 565
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    Enrolment Motivations and Institutional Attachment of 30+ Age Bangladeshi Women at Distance Learning Programs
    (2016-11) Akhter, Zobaida
    Due to the advancement of technological development in medical science and wider facilities and awareness for lifestyle modification, have bring tremendous change in older women. With the increase of life span, women’s desire for self-identity and recognized status has been developed. The purpose of this study is to understand and measure the motivation of 30+ women’s enrollment in distance education through Bangladesh Open University. Although programs of distance education meet the needs of adult learners who work and who have the career and family responsibilities (Tucker, 2000) it has been observed that most of the women who enroll in open learning programs in Bangladesh Open University , are 30+ years old. Many of them have household production matriarch. They have a major responsibility in the realm of running the household and managing its day-to-day requirements (e.g., cooking, cleaning, and child care, paying bills, and supervising home repairs) (Knowlton & Thomeczek, 2007). This group is between 30 and 60 years old and they have different perception and motivation from those whose age is suitable for traditional formal education. They have their own unique nature educational needs which bring them close to distance education and motivate them to continue education in this age after a break of certain period. // Paper ID 8
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    Foundation Level Workplace Training Programmes
    (2020-07-20) Alkema, Anne
    This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees. // In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). These skills are those that individuals need for learning, life, and work in the 21st Century.
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    Guidelines on Open and Distance Learning for Youth and Adult Literacy
    (2021-10) UNESCO Institute for Lifelong Learning; Commonwealth of Learning
    Guidelines on open and distance learning for youth and adult literacy addresses a gap in literacy provision by presenting open and distance learning (ODL) principles and practices to illustrate how learning and education can be delivered at a distance. This publication is divided into two main parts. Part 1 presents practical guidance in four areas—planning, development, implementation, and monitoring and evaluation—and part 2 considers the various technologies that are used for ODL programmes and could support youth and adult literacy learning. Policy-makers, literacy providers and educators will benefit from understanding and applying the concept and principles of ODL in designing and delivering effective, inclusive and sustainable literacy programmes and learning opportunities—strengthening the resilience of their literacy programmes and expanding outreach and participation in the process.
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    Interplay between Literacy and Health Services Access: The Case of Elderly Exemption Beneficiaries in Tanzania
    (2021-03-18) Edwards, Joshua; Panda, Santosh
    Over the last two decades research has indicated an unpleasant experience for the elderly with exemptions. An important question for this paper is whether the unpleasant exempted experience for the elderly in accessing health services is linked to illiteracy. Since illiteracy can affect how services are used and its results, the answer to this paper’s question could affect how health services are accessed and their associated outcomes. Policy implementors are operating without a solid knowledge of this relationship. The study used a mixed methods approach. Purposive random sampling was applied to select 879 elderly and was guided by research assistants in filling in the questionnaires. Also, purposive sampling was used to recruit 23 key informants. Results indicates a significant relationship between illiteracy and selected indicators of health service access: awareness, acceptability and adequacy. This paper argues for more training opportunities through non-formal programs among adults and communication capacity building among health providers based on the results of implementing the elderly exemption policy in Ubungo and Mbarali districts in Tanzania.
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    Lessons from Reviews of Lifelong Learning Policies in Namibia
    (2022-09) Shalyefu, Rakel Kavena; Nekongo-Nielsen, Haaveshe; Amadhila, Helena Naitsuwe
    PCF10 Sub-theme: Fostering Lifelong Learning // This paper is a document analysis of students’ assignments who studied a course on Policy Studies in Adult Education and Lifelong Learning offered at an undergraduate level, Bachelor of Education (Lifelong Learning and Community Education) at the University of Namibia. The aim of the document analysis was to dissect if there is an answer to the research questions on whether Lifelong Learning policies in Namibia accurately translate what their legislations provide for. The study was qualitative in nature as it interrogated eighty-one voices presented in assignments submitted for assessments over the period of three years (2019 – 2021). The analysis of cohorts’ responses over the years was documented by the educators to find out if they demonstrate a deep-rooted insight into policy development, policy implementation and evaluation and the relationship between policies and legislations. The findings from the three cohorts increased trustworthiness because of resource triangulation that enhanced the guard against bias. The main findings were that in reviewing Lifelong Learning policies, the student developed the necessary understanding that policies derive from legislations and serve as the basis for operationalizing or translating those laws and rules into practice. Additionally, they learned about policy development and policy review as well as best practices in operationalizing laws into policies. However, they failed to see connections between some of the Enabling Acts that were from other sectors rather than education. In conclusions, it was understood that when the policy is developed without it being anchored onto an Act, it creates chaos and uncertainty. In reverse, when the Acts are not comprehensively operationalized through policies, procedures, and guidelines, it also creates chaotic environments. // Paper ID 4839
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    Maximising Mobile Applications for Cost-effective Training in Africa: Evidence from an Empirical Investigation
    (2022-09) Ojedeji, Solomon; Adelore, Omobola
    PCF10 Sub-theme: Inspiring Innovations // This study examined the use of a mobile application to train facilitators of adult literacy with a view to exploring the possibility of providing cost-effective facilitator training, as against regular training programmes which incur several additional costs for venue, feeding, production of training manuals, honorarium, accommodation, subsistence allowance, among others. This has been a reason for which facilitator training has become a neglected field in most African countries, especially Nigeria. The study adopted the pretest-posttest control group, quasi-experimental design, and selected 66 adult literacy facilitators using a multi-stage sampling procedure. Two research questions were raised and analysed using frequency count, mean and standard deviation. Results revealed that it is cheaper to train using the mobile application compared to conventional face-to-face training method; and that participants in the experimental group who used the Mobile Training Application performed better than participants in the control group who went through the conventional training. Recommendations were made based on these findings that awareness could be created among adult literacy facilitators about this innovation of the mobile application for training. Also, the government, as well as other organisations interested in the training of facilitators, such as UNESCO, could be encouraged to adopt this cost-effective means to train facilitators of adult literacy in Nigeria and other African countries. // Paper ID 6581
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    Motivation, Experience and Satisfaction Among Adult Learners with Fully Online Web-Based Courses
    (2016-11) Zakariah, Zulaika; Hashim, Raemah A; Musa, Nuruljannah
    The purpose of this paper is to explore the correlation between motivation, experience and the level of satisfaction among fully online adult learners in an Open Distance Learning (ODL) institution. These attributes is commonly studied separately to examine the level of its influence among online adult learners but infrequently collated as one in a study. Based on this, a survey was carried out to adult learners who are currently undergoing Bachelor of human resource and tourism management courses that are fully online. A structured questionnaire survey was used in data collection using Google Drive as the platform to distribute. Overall, 69 online students completed the survey. Although the sample is relatively small and may not contribute significantly to the literature, it does provide an essence to the institution of research as the fully online courses offered by the university are relatively new. Research from this viewpoint, shows that learners are highly motivated with the concept of online learning mainly agreeing that fully online courses allows them do well in class providing if the materials are studied appropriately. However, their experience and satisfaction with the fully online platform does not match the high level of motivation. Contributing factors to the dissatisfaction would be the limit of personal interaction and reliance on own self-discipline. Generally, the respondents showed an average level of satisfaction with the fully online courses. Nonetheless, flexibility of location and time provided by fully online learning remained to be the top reason for satisfaction. The implication of these findings discusses how instructors and course designers provide the necessary technical support to fully online learners in managing their level of motivation and satisfaction. // Paper ID 557
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    The “New” Net Generation: Writing Development of Creole-Influenced Adult Learners within a Virtual Learning Environment
    (2019-09) Moore, Schontal
    Historically, the term “net generation” refers to a younger group of individuals who grew up exposed to computerbased technology (Tapscott, 2008). Realistically, increasingly more adult/mature learners today are turning to the net, and growing up with it, in their pursuit of professional development (Allen & Seaman, 2014). Therefore, the digital space is no longer just for the young; adult learners are developing an ease and dexterity with it in their bid at educational advancement. However, given the hectic lifestyles of so many of today’s adults, those who wish to engage in further studies are finding it rather difficult or inconvenient to go to a physical brick and mortar location for classes. As such, easier access to higher education via virtual learning environments (VLEs) is becoming more attractive, especially to adult learners within the Anglophone Caribbean. The downside, however, is that English, the language of academic currency, poses a challenge to a majority of adult learners, who are themselves predominantly Creole speakers (Moore & Lewis-Fokum, 2016). Furthermore, upon acceptance to a higher educational institution these adult learners struggle with academic writing, which prevents them from actualizing their potential. Given this context, in this paper I use a case study approach to examine the writing development of selected graduate students from the School of Education, UWI, Mona, who engaged with a VLE to improve their writing and to meet the writing expectations of the institution’s academic discourse community. By tracing the learners’ stories – from interviews and archived documents – findings suggested that they experienced degrees of transformation as writers within a VLE. These findings, upon analysis, indicated relevance for policy, practice and theory for higher educational institutions within the Anglophone Caribbean. Further, this paper adds to an underexplored area, writing transformations of online graduate students operating within Creoleinfluenced contexts and VLEs. // Paper ID 266
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    Open and Distance Learning (ODL): Experiences from Biology Learners of the Distance Learning Institute, University of Lagos
    (2016-11) Ebabhi, Abosede M; Olubiyo, Oluwaseun A
    This study examined a survey of the challenges facing Biology learners in Distance Learning Institute, University of Lagos. The study was conducted using qualitative and quantitative approaches. The population of study comprised all Biology Education learners while a sample size of one hundred learners was obtained using stratified random sampling technique. Data was collected using structured questionnaire. Frequency table, bar charts and percentages were the main descriptive statistics used to analyze and present the results. Findings showed that a large percentage of learners (85%) do not have the technological know-how for the electronic mode of the program, there are lapses of effective interaction between the learners and facilitators. The study recommended that the learners’ support unit should be empowered to train and retrain learners who are digital immigrant adults on the e-learning mode. The system need to encourage effective interaction and feedback mechanisms between learners and facilitators. // Paper ID 95
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    Policy Interventions and Alternative Learning Pathways: Foundation Level Workplace Training Programmes
    (2019-09) Alkema, Anne
    This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund which enables around 7000 employees a year to complete a 25 to 80-hour learning programme, usually in their workplace and in work time. The paper also describes what happens in workplaces while programmes are underway and the short-term wellbeing, social, and economic outcomes that occur for individual employees. In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). Overall these skills are those that individuals need for learning, life, and work in the 21st Century.// Paper ID 83
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    Pre-Open Schooling Workshop Report
    (2019-12) Passos, Rosario
    This report reflects on the results of the Pre-Open Schooling workshop delivered to staff and Board members of the Adult Education Association (AEA) of Guyana and invited stakeholders, such as the Superintendent of Examinations, heads of vocational schools that are a part of Technical and Vocational Education and Training (TVET), a technical specialist from the distance learning unit at the University of Guyana as well as curriculum representatives from the Ministry of Education.