Abstract
Whitehead Zikhali, PhD Senior Lecturer: National University of Science and Technology, Institute of Development Studies (NUST-IDS), Bulawayo, Zimbabwe,Cell: +249-901231294 Email-: whitezikhali@gmail.com AbstractLearning is a lifetime experience and engagement. When pursued in formal circles, it is subject to personal (ability, cognition, commitment) and structural (income, class, gender) factors which determine how long a person pursues studies for. Using a modification of Agruso’s gerontological lens, this paper discusses the experiences of students at Bulawayo Polytechnic College and the National University of Science and Technology. The paper stems from a qualitative, exploratory study of two academic groups at NUST Institute of Development Studies spanning over 36 months. It lays out the agenda for an understanding of continuing education not as a challenge which affects older generations but a complex which filters to middle and young adults in developing country contexts. The paper reveals that apart from challenges pertaining to acclimatising to new environments, technologies and processes, formal learning settings offer a raft of challenges for adult learners particularly relating to identity and cognitive aspects. From the challenges discussed, the researcher recommends that (i) continuing education be extended to more sections of society including the informal sector actors (ii) universities be more sensitive to socio-economic group differentials when offering courses for continued adult education.KEYWORDS: adult learning, Agruso, elderly, culture, learning benefits.
Highlights
The first week of academic life for students in the advanced degree programmes offered at Zimbabwean universities offers a glimpse into the potential challenges and competencies of individuals enrolled
Employing the discursive frames propounded by Victor Agruso (1978), this paper asks what personal and institutional challenges adult learners enrolled at National University of Science and Technology (NUST) face
AND DISCUSSION Before delving into the details of student experiences, it is prudent to lay out the demographic profile and characteristics of participants while giving context in relation to the overall student complement at Bulawayo Polytechnic College (BPC) and NUST IDS
Summary
The first week of academic life for students in the advanced degree programmes offered at Zimbabwean universities offers a glimpse into the potential challenges and competencies of individuals enrolled. Employing the discursive frames propounded by Victor Agruso (1978), this paper asks what personal and institutional challenges adult learners enrolled at NUST face. In the process, it questions how different classes among the adults interpret and confront these challenges. A discussion of higher education and adult learning follows It will be succeeded by the methodology section which outlines the research design, tools used, and analytical structure followed. The conclusion and recommendations sections form the paper’s epilogue
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