Adult Education between Cultural Assimilation and Structural Integration. Settlement programmes for 'newcomers' in The Netherlands

While there is an increasing understanding of the challenges that can emerge in integration processes of cross-border mergers and acquisitions, there is a scarcity of research on how the different integrative activities should be temporally sequenced. Based on an in-depth analysis of three acquisitions, we find that structural and cultural integration are intertwined. We find that cultural integration will begin only once structural integration is in progress. Cultural differences can, however, impede structural integration if structural integration is done in conflict with the existing culture of the acquired company. Thus, structural integration should come first, but it should be done in appreciation with the acquired company’s existing culture. Cultural change is then facilitated in an iterative manner over time by the new structure. Our chapter contributes to an improved understanding of the temporal dynamics of integration by demonstrating the mutually reinforcing effects of structural and cultural integration in cross-border acquisitions.

This article covers the issue of policy development on adult learning in Mali, West Africa. On January 2007, the Malian government adopted a policy document termed Adult Non-formal Education Policy Document. The document was intended to regulate the adult learning sector and federate the actions of policy makers, adult education providers, and adult learners. The purpose of this article is to critically review the policy document, highlighting its strengths and weaknesses. The article first depicts the context in which the policy was initiated and developed. Later on, it discusses the policy's effect on adult education practice, its limits, and its implication for the future of the field in Mali. Evolution of Adult Education in Mali: Why a Policy? Various terminologies are used to refer to the field of adult education such as literacy, andragogy, continuing education, non-formal education, popular education, adult education, lifelong education, and many more. Until the 1990s, some countries have rather stressed literacy, the acquisition of reading, writing, and numeracy skills. This activity was widespread in countries that had a very high rate of illiteracy. Meanwhile, other countries stressed continuing education through the skill development of working adults (Merriam & Brockett, 2007). The terminology of non-formal education was later used to refer to remedial educational opportunities beyond the formal school arena (Coombs & Ahmed, 1974). The concept of adult education stressing a larger dimension of learning opportunities for adults became popularized and internationalized through the UNESCO conference on adult education in 1976 (Torres, 1990). That definition was clarified further during the fifth edition of the International Conference on Adult Education (CONFINTEA) in 1997 to include all dimensions of learning opportunities for adults in all settings. CONFINTEA is the international adult education forum held by UNESCO every twelve years since 1949. As in many African countries, the concept of adult education is not widespread in Mali. The terminologies of literacy and non-formal education are often used when referring to adult education. The first literacy programs in Mali started in 1962, just a couple of years after the country got its independence (Ministry of Education and Literacy, 2007). From 1962 to 1990, literacy activities were carried out through several programs that were experimental and low in scale. Those programs related to the needs of the young country to undertake mass literacy initiatives. An important step was reached in the 1990s when the national context was influenced by the shift to democracy which saw the rapid growth of civil society organizations and their involvement in literacy. The same era was marked by UNESCO's Education For All conference in Jomtien, Thailand in 1990, setting an international agenda for adult education. The need for developing a policy document on adult learning became pressing in the year 2000. This movement was favored by both the national and international contexts. In the national arena, Mali moved to democracy and a decentralization era which called for reforms in several sectors including education. The Education Orientation Act and the Ten-Year Educational Development Program, both adopted in 1999 introduced the notion of adult nonformal education, which was supported by both technical and legislative organizations of adult education (African Platform for Adult Education, 2008; Doucoure & Diarra, 2006). The Poverty Reduction Strategy Documents adopted in 2002 and 2007 recognized the link between the low access to education among the population and poverty and the need to reorganize the adult learning sector (Ministry of Education and Literacy, 2008). The need for a policy to regulate adult learning was also inspired by the international agenda. Mali engaged in the Millennium Development Goals (MDG) and the Educational For All (EFA) frameworks adopted by the United Nations and UNESCO in 2000, which, among other objectives, stressed the need for improved adult education opportunities. …

Vocational Guidance QuarterlyVolume 31, Issue 4 p. 230-239 The Effects of Voluntary School Desegregation on Occupational Outcomes ROBERT K. GABLE, ROBERT K. GABLE Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorDONALD L. THOMPSON, DONALD L. THOMPSON Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorEDWARD F. IWANICKI, EDWARD F. IWANICKI Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this author ROBERT K. GABLE, ROBERT K. GABLE Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorDONALD L. THOMPSON, DONALD L. THOMPSON Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorEDWARD F. IWANICKI, EDWARD F. IWANICKI Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this author First published: June 1983 https://doi.org/10.1002/j.2164-585X.1983.tb01541.xCitations: 3 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume31, Issue4June 1983Pages 230-239 RelatedInformation

Reviewed by: Oppression and Resistance in Southern Higher and Adult Education: Mississippi and The Dynamics of Equity and Social Justice by Kamden K. Strunk, Leslie Ann Locke, and Georgianna L. Martin Cindy Ann Kilgo OPPRESSION AND RESISTANCE IN SOUTHERN HIGHER AND ADULT EDUCATION: MISSISSIPPI AND THE DYNAMICS OF EQUITY AND SOCIAL JUSTICE Kamden K. Strunk, Leslie Ann Locke, and Georgianna L. Martin New York, NY: Palgrave Macmillan, 2017, 231 pages $119.99 (hardcover) $89.99 (ebook) "Thank God for Mississippi." It is a quote that opens Chapter 1 of Strunk, Locke, and Martin's (2017), Oppression and Resistance in Southern Higher and Adult Education: Mississippi and the Dynamics of Equity and Social Justice. It is also a quote that I, having spent half of my childhood in the Mississippi Delta and the other half in rural Georgia, heard often. As someone who has studied and continues to study higher education and student affairs, I am often disappointed that so many texts fail to provide examples or cases involving the southern United States and more specifically the Deep South. Often it is considered not transferable or generalizable to other regions of the U.S., given the unique and storied past of the region. When this book became available, it immediately sparked my interest and after reading and reviewing it, I can say that it certainly did not disappoint. The authors of this text built a compelling case within this opening chapter for why Mississippi, despite usually ranking last in (all) education markers, should in fact be studied. After the introductory chapter, the book is organized into three sections: (1) Oppression in Mississippi Adult and Higher Education, (2) Resistance in Mississippi Adult and Higher Education, and (3) The Dynamics of Equity and Social Justice in Southern Adult and Higher Education. Each section consists of two to three chapters. Further, each section integrates oppression and resistance related to multiple social identities, including race, sexuality, gender identity, and social class. I outline in my review below each of the three sections, as well as the relevance of this text to student affairs practice. Oppression in Mississippi Adult and Higher Education Chapter 2, "Conditions of Oppression in Mississippi Adult and Higher Education: The Legacy of White Supremacy and Injustice," detailed the contemporary segregation present within education systems in Mississippi. This chapter provided data to suggest that schools at all levels in Mississippi are "at least as segregated as they were before Brown v. Board of Education" (p. 33). The authors used publically-available data to illustrate the pervasive nature of educational oppression within the state. The authors also described the oppression faced by low-income students and lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students. Chapter 3, "Tracing the Development and Entrenchment of Oppression in Mississippi Adult and Higher Education," provided the historical side to Chapter 2. In this [End Page 171] chapter, the authors described the ways in which Mississippi remained segregated, partially due to the creation of White-flight private K-12 academies in protest of desegregation. The authors also provided data on the disproportionate state funding of public postsecondary institutions. Chapter 4, "Oppression and Resistance Timeline" was particularly intriguing, as it provided a tangible timeline of oppression and resistance within the south. This timeline functions as a way to transition from oppression within the state to highlighting the resistance efforts, both in the past and present. This timeline has great functionality and benefit to readers of all types, including within curricular or programmatic venues involving undergraduate students. Resistance in Mississippi Adult and Higher Education Chapter 5, "Black Resistance" outlined resistance from the antebellum period to today. The authors highlighted major players in the desegregation of Predominantly-White Institutions (PWIs) in the state, community efforts, and contemporary educational organizations. The authors focus on the ways in which resistance has occurred, despite the oppressive influences within the state. One section being titled, "Resistance May Get You Killed in Mississippi" (p. 118) illustrates the risk involved with resistance movements within the state and region. In Chapter 6, "Social Class and Resistance," the authors dove deeper into the inequities by race by also considering socioeconomic factors. The authors highlighted the interconnected nature of race and class...

Adult education offers the potential to enhance the individual’s sense of agency to direct and improve their future; this is especially important in times of significant societal unrest. It may lead to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and how these might inform planning for future adult education which is both relevant and emancipatory. The volume aims to capture some of the ‘messiness’ of adult education through analysis of a wide range of its many forms and a focus on the learners themselves, the different kinds of providers and the wider community around them. Individual chapters offer insights into an environmental community gardening scheme, provision for refugees and asylum seekers, the radical role of volunteers, the impact of discussion groups for older people and the National Community Service scheme for young adults. The book considers the significance of the Sustainable Development Goals, each of which includes targets linked with adult training, awareness-raising or education. Considering the factors for effective adult education programmes for social change, this volume questions the extent to which it can be argued that positive social change results from adult education. Active learning, group learning and education which is practical, flexible and individualised may provide the best routes ahead. The wide-ranging case studies demonstrate the importance of recognising and valuing adult learners’ prior knowledge, and the need for alternative approaches to assessment.

America is becoming a less educated nation (National Commission on Adult Literacy, 2008). While this is frequently measured through comparisons of the number of adults with college degrees, strategies to address sagging educational attainment statistics in the United States are typically focused on K-12 reforms--mostly through expanded definitions of college readiness. In the past, college readiness has been defined primarily in terms of high school courses taken and grades received along with scores on national tests as its primary metrics (Conley, 2008, p. 5). Creating a more robust definition of college readiness is important, yet K-12 efforts do not provide a model that supports adults attempting to access and succeed in college, especially first-time college-goers. Focusing solely on youth will not fill the nation's widening education and skills gap (Strawn, 2007). Currently, two-thirds of our workforce is beyond the reach of virtually all K-12 reform efforts. Of those, 88 million adults in our current workforce have at least one major barrier to further education: no high school diploma, no college experience, or limited proficiency in English (National Commission on Adult Literacy, 2008). Thinking in terms of college readiness for adults is particularly compelling for U.S. colleges and universities. Over 70% of current undergraduates are considered nontraditional: older students, parents (especially single parents), students who work fulltime, students who are financially independent, and/or students who come to college without a traditional high school diploma (U.S. Department of Education, NCES, 2002). Entering college with basic skills needs requiring more than a year of reading remediation significantly lowers the likelihood of success (Adelman, 1998). This paper examines a subset of those nontraditional students--individuals from adult education programs, and describes a study of program models designed to better prepare adults for college. About Adult Education As required by federal funding, all states provide Adult Basic Education (ABE), Adult Secondary Education (ASE) or General Educational Development (GED) preparation, and English as a Second Language (ESL) programs. State adult education departments may also provide other programs, such as Family Literacy and EL/Civics (integrated instructional programs and services that incorporate both English literacy instruction and civics education). Overall, federal funding represents 25% of the total spending on adult education, with state resources accounting for the remaining funds; seven states account for approximately 80% of total state investment in adult education, giving a range of total cost per student falling between $350 and $2,100. The average yearly total cost per student is $812 (Duke, 2007). Governance and service provision varies from state to state. Thirty-one states administer adult education through their K-12 department, 14 through a postsecondary agency, and 5 through departments of labor (Morest, 2004). Services may be delivered through school districts, colleges and universities, community-based organizations, libraries, housing authorities, correctional facilities, to name a few. Are Adult Education Students Interested in College? Providing formal transition supports and services is a relatively new area of concern for adult education. In looking at this activity, the first question that should be asked is: what evidence do we have that adult education students actually want to go on to college? One way to document student interests is by the goals students set while they are in adult education programs. This is theoretically possible for adults participating in federally-funded adult education programs because federal guidelines require that programs document student goals and outcomes. The National Reporting System (NRS) is the state-administered accountability system used by the Office of Adult and Vocational Education, U. …

Adult education literature in the 1920's, 1930's, and early 1940's was examined to identify conceptions of and approaches to adult civic education held by leaders of the American adult edu cation movement. Adult education advocates and theorists began in the mid 1920's to distinguish between "adult education" and other forms of "education for adults." In this conception, adult education was a "study" and "learn" approach to life. Adult edu cators gave mixed answers to the questions of whether adult edu cation should have a program proinoting specific kinds of social action and what should comprise the content to adult civic educa tion. Several experimental approaches to adult education for civic intelligence were undertaken. Discussion as a method for coopera tive learning emerged as the educational method most congruent with the purposes of adult civic education.

The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication.
 The author summarizes that UNESCO as a world international organization has a crucial significance in promoting and developing adult learning and education through adopting a number of documents, concepts and reports that define mainstream trends and development directions. The latest may be referred to the following: replacement the concept of Development of Adult Education with the Adult Learning and Education, widening by this way sphere of its implementation; defining three core learning domains in the field of ALE as: literacy and basic skills; continuing education and professional development; liberal and community education (active citizenship skills); confirming the paradigm of traditional distinction between three basic categories of learning activity: formal, non-formal and informal learning; noting, however, that there should be a distinction between purposeful informal learning and random informal learning.
 It is noted in the article that the efforts of numerous UNESCO organizations are focused on specific areas that need improvement, such as: giving everyone a fair chance at education so that everyone has equal access to adult education; a significant increase in participation in adult learning and education in order to achieve equal progress in adult education and learning in different countries, etc.
 Key words: the UNESCO, lifelong learning, adult education, adult learning and education, formal, non-formal and informal learning, equal participation

Globally, there is an ‘inadequate’ amount of data on the participation of migrants and refugees in adult learning and education. This paper makes a contribution to filling this knowledge gap by presenting new empirical research and analysis on the broad adult learning and education policy framework for refugees and asylum seekers in Scotland. Scotland has responded to the migration ‘crisis’ in Europe through various coordinated policies that explicitly promote inclusion for refugees and asylum seekers. Drawing on Schweisfurth’s Learner-Centred Education framework, this paper presents qualitative data on four aspects of community-based ‘English for Speakers of Other Languages’: motivation, fluid nature of knowledge in the classroom, flexible delivery of provision and friendly classroom relations. Findings revealed evidence of good practice, skilled provision of community-based English for Speakers of Other Languages and underfunding. Scotland is a leader in Europe with respect to inclusive policy, but underfunding and jurisdictional authority could undermine its promise.

Insecurity poses colossal peril in carrying out meaningful sustainability. And education that embraces security concepts, skills and knowledge is one of the veritable tools in curbing insecurity. This type of education could be most effective if it draws its learners from adult, as adults are the pillar behind any meaningful peace, security and sustainable development in any community. It is on this note that the paper examined security education in adult education curriculum for sustainable development. The population of the study was four hundred and sixty-five (465) facilitators of Adult Basic Education Programme in three out of the six education zones in Enugu State. Purposive sample was used to select 242 (129 males and 113 females) adult education facilitators who participated at NMEC (National Commission for Mass Literacy, adult and Non-Formal Education) organized capacity building programme for Nsukka education zone. Instrument for data collection was adult educators’ perception questionnaire titled” Adult educators’ Perception on Integrating Security education in Adult Education Curriculum for Sustainable Development (SEAECSD)” The instrument was validated and has a reliability coefficient of 0.86 determined through Cronbach alpha. The data collected were analyzed using mean and standard deviation in answering the two research questions posed to guide the study and a t- test statistic was used to test the null hypothesis. The findings revealed that adult education facilitators have a positive perception on integrating security education in adult education curriculum for sustainable development. It was recommended among others that relevant authorities in adult education programme and adult curriculum planning should endeavor to integrate security education in adult education curriculum for sustainable develop as no society can develop in a state of heighten insecurity.

Research on environmental advocacy has tended to focus on outcomes and achievements rather than the processes through which these are achieved. In addition, minimal research has attended in detail to the complexity of environmental advocacy, or explored measures to through which to enhance advocates’ prospects of success. The environment movement itself has given scarce attention to promoting the skills, abilities and predispositions that contribute to effective advocacy. Indeed, most environmental non-government organisations (ENGOs) in Australia appear to believe that scientific or expert knowledge will be sufficient to influence environmental decision-makers and consequently provide minimal training or education to enhance advocacy. This thesis is a response to these problems. It seeks to develop an understanding of, and model for, activist education and training in the Australian environment movement. The two main bodies of literature that inform the study are social movement and adult education literature. The former provides the context for the study. Social movement theorists present various explanations of how and why environmental activists work for change. These theorists also discuss the organisational structures and modes of operation typically adopted by activists. The second body of literature is utilised in this thesis to provide a synthesis of relevant educational orientations, traditions and practices. Popular, experiential and adult environmental education offer promising strategies for advocacy organisations that seek to enhance activists’ skills and abilities. The research questions posed in this study lie at the convergence of these two bodies of literature. Two empirical studies were undertaken during this inquiry. The first was conducted with the Queensland Conservation Council, an environmental advocacy organisation where the researcher was employed for five years. The study drew on methods and techniques associated with ethnography and action research to identify, implement and evaluate a range of interventions which aimed to educate and train advocates. Three cycles of inquiry generated useful insights into environmental advocacy and identified useful strategies through which advocacy may be enhanced. The second study, a case study based on interviews and observation, explored the Heart Politics movement. The ethnographic research methods utilised in this case study resulted in a rich description and critical appreciation of the strengths and weaknesses of Heart Politics gatherings as activist education. These two studies contributed to the development of a grounded and endogenous theory of education and training for environmental advocacy. This theory is based on a set of observations concerning the provision of activist education: (1) that most activist learning occurs informally and unintentionally through participation in social action such as environmental campaigns; (2) that this learning can be assessed according to a five-category framework and tends to favour specific categories including the development of social action and organisational development skills rather than alternative categories such as political analysis and personal development; (3) that this informal learning can be harnessed and enhanced through strategies which situate learning in the context of action and promote heightened awareness of the learning dimension of social action; and (4) that a key obstacle to education and training in the environment movement is a conspicuous lack of professional development or support for the people involved in facilitating and coordinating activist education activities and programs. These people are often volunteers and infrequently possess qualifications as educators or facilitators but are more likely to be seasoned activists. They tend to work in isolation as activist education activities are sporadic, geographically diffuse and ad hoc. These observations along with other insights acquired through participatory action research and ethnographic inquiry led to a set of conclusions, some of which have already been implemented or initiated during the course of this study. The first conclusion is that strategies to promote the professional development of activist educators may benefit from the development of texts tailored to the tactical orientations and political and other circumstances of Australian environmental advocacy groups. Texts, alone, are considered an inadequate response. The study also concludes that informal networks, formal and informal courses and other strategies to assist collaboration and peer learning among activist educators offer considerable benefits. Other conclusions pertain to the benefits of collaborating with adult educators and tertiary institutions, and professionals, to the relative merits of activist workshops and other forms of delivery, to the opportunities for activist training presented by regular environment movement gatherings and conferences and to the significant merits of promoting and supporting mentorship relationships between novice and experienced activists.

Adult Education in Finland Adult education has become a significant aspect of Finnish educational and developmental policy as well as of Finnish labor and social policies. Such factors as the need for occupational proficiency, employment, and economic growth have strongly influenced adult education in Finland. Besides the development of personality and support for the life of communities, principles such as the development and support of a democratic society, an increase in social cohesion, and the creation of opportunities for citizens' welfare have been expressed as current principles of Finnish adult education (Ministry of Education, 1999). The Finnish adult education represents what is referred to as the Nordic model of education, which is characterized by a high participation rate, a high share of public funding and a high degree of personal interest (Antikainen, 2008). As in other Nordic countries, adult education in Finland is divided into adult instruction and liberal adult education. Accordingly, adults' instruction or training is considered formal education aimed at certification, whereas liberal adult education is informal studies without specific educational objectives. However, the previous distinction between formal or occupational adult education and liberal adult education is much less clear today, as the same institutions may offer both occupational studies and courses of liberal adult education (Pellinen, 2001). For example, immigrants are often in need of both occupational and comprehensive educations. The education settings that offer adults opportunities to improve their basic skills in mathematics are tightly connected to the overall Finnish education system and education tradition. The liberal adult education ideology of personal fulfilment, with its' institutions such as municipal adult education centers; study centers of different kinds of ideological, nongovernmental organizations; folk high schools; summer universities; and physical education has been influential until now. However, and liberal adult education is still the strongest area of Finnish adult education. It has been considered a leisure-time activity or an activity that is intended to overcome the flaws in the official schooling system. However, education for adults in formal schools, both general and vocational, has increased during the last few years. Today, all forms of education and training offered for young people, ranging from comprehensive school to vocational school and higher education, are also provided for adults. Thus, adults have the opportunity to take their basic studies in different contexts: in adult classes of the ordinary basic or vocational schools, in Adults' High Schools, or in the context of the traditional liberal adult education involving folk high schools. Also, these schools usually provide opportunities to continue with upper secondary school (high school) studies. The most practical way to study basic mathematics systematically is to take comprehensive school Adult Education in Finland Adult education has become a significant aspect of Finnish educational and developmental policy as well as of Finnish labor and social policies. Such factors as the need for occupational proficiency, employment, and economic growth have strongly influenced adult education in Finland. Besides the development of personality and support for the life of communities, principles such as the development and support of a democratic society, an increase in social cohesion, and the creation of opportunities for citizens' welfare have been expressed as current principles of Finnish adult education (Ministry of Education, 1999). The Finnish adult education represents what is referred to as the Nordic model of education, which is characterized by a high participation rate, a high share of public funding and a high degree of personal interest (Antikainen, 2008). As in other Nordic countries, adult education in Finland is divided into adult instruction and liberal adult education. …

Previous research shows that structural, cultural and social integration determine migrants’ settlement intentions. We move beyond such explanations, and consider whether psychological integration at a local level may underlie the relation between social integration and the intention to stay, while accounting for structural and cultural integration. We conceptualise social integration as ties with the natives, and access to emotional and instrumental social capital in the destination country. Psychological integration is captured by place attachment understood as an emotional bond with the city of residence. We take the case of Ukrainian migrants, currently the largest group of temporary migrants in Europe. Using survey data from Warsaw, Poland, we found that migrants having strong ties with Poles were more strongly attached to Warsaw, which in turn increased their willingness to stay in Poland. Emotional social capital but not instrumental social capital had an indirect effect on settlement intentions via place attachment, but only for repeat migrants. These findings held independent of the level of structural and cultural integration and length of time spent in Poland. The study points to the importance of psychological integration at a local level and the migrants’ emotional support, in shaping settlement intentions of temporary migrants.

The LDSB schemes of 1961/62 formed the second phase and a continuation of the official colonial agricultural policy (Swynnerton Plan of 1954). However, the political situation in the immediate pre-independence period derailed its implementation as the Land Development and Settlement Board (LDSB) was disbanded on June 1st 1963 and replaced with the Central Land Board. It is the Central Land Board that supported the implementation of five-year 'one-million-acre’ schemes for the land purchase in the former ‘scheduled’ areas. From this background, the paper examines how the colonial agricultural policy initiated in 1954 continues to serve as the main agricultural policy in independent Kenya today. Yet, policymakers can re-engineer a new appropriate agricultural policy to promote economic development in the 21st century. Thus, the study sheds light on the legacy of colonial agricultural policy in independent Kenya by examining a pioneering LDSB scheme in the Ndalat Settlement Scheme in Nandi County, Kenya. The paper adopts a historical descriptive design with a sample size of 30 key informants conveniently sampled from 16 farmers, four cooperative society officials, five pioneering settlement officials, two Ministry of Agriculture officials, and three retired agricultural officers. The interview was the main research instrument supplemented by archival and government policy documents. The findings indicated that all the LDSB schemes were part of the colonial agricultural policy to reduce the pressure on land resources and were experimental in design. This colonial agricultural policy is credited with settlement programs, large-scale agricultural development, commercialization of food crops, and the institutionalization of producer cooperatives and statutory marketing boards. The study concluded that this colonial policy still dominates agricultural development in independent Kenya today. The study recommends that there is a need to revamp the agricultural policy to support the socio-economic development in Kenya.

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? An Evaluation of Current Lifelong Learning Policy in Australia.” International Journal of Lifelong Education 28, no. 1 (February): 19–40.Dausien, Bettina, and Dorothee Schwendowius. 2009. “Professionalisation in General Adult Education in Germany—an Attempt to Cut a Path through a Jungle.” European Journal of Education 44, no. 2 (June): 182–203.Dowling, Jennie. 2009. “Changes and Challenges: Key Issues for Scottish Rural Schools and Communities.” International Journal of Educational Research 48, no. 2 (June): 129–39.FitzSimons, Gail. 2009. “Perspectives on Adult Education in Portugal.” Studies in Continuing Education 31, no. 1 (March): 91–96.Foley, Ellen E. 2009. “The Anti‐politics of Health Reform: Household Power Relations and Child Health in Rural Senegal.” Anthropology and Medicine 16, no. 1 (January): 61–71.Gross, Marin. 2009. “The Professionalisation of Adult Educators in the Baltic States.” European Journal of Education 44, no. 2 (June): 221–42.Guimarães, Paula. 2009. “Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.” European Journal of Education 44, no. 2 (June): 205–19.Gur’lanova, M. 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