Abstract
This research explores who participates in higher education (HE) in general and in the College of Basic Education (CBE) in particular from adult female learners’ groups. This entails identifying the specific characteristics of these groups and understanding their learning experiences and obstacles they need to overcome. The study begins with an overview of the changing HE system in Kuwait followed by a review of relevant literature. This involves constructing a theoretical framework based upon attributes of adult education and setting out the critical feminist perspective at the heart of this study. The research follows both quantitative and qualitative methodologies. Research data was collected from female adult learners at CBE by using questionnaire and focus groups to elicit rich qualitative data as well as quantitative representative data. The study concludes with a discussion of policy and practice implications and areas for future research on adult learning and HE reforms in general. Outcomes of this research provide valuable lessons for policymakers as well as recommendations which seek to nourish an environment based on genuine equality of opportunity for all and inspiration for future generations of Kuwaiti women.
Highlights
The concept of lifelong learning, where people learn throughout their lives, has become forefront in the educational agendas which increases the importance of adult learning
The study was guided by the following central questions: 1) What are the characteristics of female adult learners who participate in College of Basic Education (CBE) in terms of their age, geographical regions, societal status, academic background and professional experience?
Often such cultural and social norms act as constraints, reinforced by laws that govern family and personal status which shape women career pathways and may in turn further limit their choice and agency. This argument is key to female adult learners at CBE; it is important to understand whether these societal norms and patriarchal practices continue to form a big hindrance to their access and participation
Summary
The concept of lifelong learning, where people learn throughout their lives, has become forefront in the educational agendas which increases the importance of adult learning. The decision of adults to return to education is driven by a variety of motivational orientations (Houle, 1961) Such orientations are affected by different factors: the policy and practice of HE institutions, labour market opportunities and individuals’ personal and societal circumstances. This includes financial circumstances, attitudes to learning, educational background and qualifications, domestic situation, occupational status, career aspiration, and support from employers, friends and family members. The study was guided by the following central questions: 1) What are the characteristics of female adult learners who participate in CBE in terms of their age, geographical regions, societal status, academic background and professional experience?. 5) What suggestions can be made to improve both adult female learners’ experiences and CBE efforts in increasing adult females’ participation in HE and workforce?
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