Adult Basic Education Research Articles

Profile and training needs of teachers of adult education in Spain

The principal aim of this work is to identify the profile and training needs of teachers of adult education in the Community of Madrid (Spain) (CM). For this, an ad hoc questionnaire was developed with items grouped into five dimensions: 1. evaluation of teacher training; 2. topics on which teacher training should focus; 3. characteristics that teachers should possess; 4. specificity of Adult Education Centres (AECs), and 5. teacher motivation and expectations in relation to their professional future. The final sample consisted of 153 teachers from 31 selected AECs. Reliability and a validity analyses were conducted on the results of the questionnaire. The responses of teachers were notably homogeneous regardless of age, years of experience, etc. and teachers expressed a high degree of commitment and dedication to their profession.

Crisis, Confidence, and Conserving Resources: Examining How Adult Education Students Navigate Stressors and Marginalization

Social and systemic barriers contribute to students’ attrition from K-12 education and enrollment in adult basic education (ABE) via the reduction of available resources. Informed by Conservation of Resources Theory, the current study assessed the impact of stress-related risk factors, including trauma and COVID-19-related stress, on ABE students’ ( N = 227) vocational confidence. Understanding these factors can inform ABE program development and retention efforts. Survey methods with convenience sampling were used for data collection. Structural equation modeling was used to examine the relationship between trauma exposure and COVID-19-related stress on the outcomes of alcohol use, as a stress response, as well as vocational confidence. On average, past traumatic experiences were more common among ABE students who reported greater social or economic marginalization, especially those identifying as lesbian, gay, or bisexual or with a history of being unhoused. More past traumatic experiences predicted higher COVID-19-related stress and alcohol use. Higher COVID-19-related stress, in turn, predicted lower vocational confidence. ABE students experiencing marginalization face compounded barriers to achieving their educational and vocational goals when they experience trauma exposure and subsequent stressors. Based on findings, we make practice recommendations for ABE centers, including targeted psychoeducational resources to offset social and systemic stressors that may bolster the vocational confidence of enrolled students.

“When my teacher quits, I’ll quit too.” – A mixed methods study on trust and (dis-)continuation in adult basic education

ABSTRACT Democratic values and social cohesion face challenges globally, affecting education access and participation. Global education policies aim to reduce barriers, particularly in literacy and adult basic education (ABE). Low literacy levels correlate with decreased social trust and stigmatisation, hindering further education enrolment due to associated shame. Trust emerges as a pivotal need among learners, facilitating enrolment bridged by trusted individuals, and enhancing the emotional value of participation. This study investigates the role of interpersonal trust in course (dis)continuation in the field of literacy and ABE. It explores clusters of learners based on generalised and particularised trust, examining how trust influences course continuation. Survey data was collected from 79 ABE learners in Germany and an exploratory cluster analysis was conducted. In-depth interviews with 8 active learners were matched with the results of the cluster analysis and were further qualitatively analysed. The analysis revealed two distinct learner clusters determined by trust levels. Findings underline the relevance of trust in drop-out decisions, both intra-individually and interpersonally. This study seeks to contribute to the discourse on the role of trust in drop-out and retention, thus aligning with the goal of enhancing social participation through basic education.

Towards the adoption of a balanced approach to literacy instruction in LESLLA classrooms in Québec, Canada

The current study reports on an action research project taking place in two Quebec adult education centres and aiming to create learning opportunities for LESLLA learners of French to pursue their literacy development journey beyond the advancement of their technical skills. More specifically, our research objective was to highlight the challenges and affordances faced by the participating teachers during the study in order to show how instructional change in favour of a more balanced approach to literacy instruction can occur during an action research project involving close mentoring for teachers. To do so, we first described the participating teachers’ meaning-focused literacy teaching practices during non-participant observation sessions in four teachers’ classrooms over the course of 6 weeks, totalizing 25 hours of observed teaching practices. Although the vast majority of all practices observed were code-focused, some instances of meaning-focused teaching practices were identified. During two training sessions, these practices acted as a starting point for exploring new meaning-focused practices that were then piloted with their students. We observed that, in the course of an action research project consisting of iterative cycles of reflection, action, and evaluation, implementing activities aligned with a more balanced approach to literacy instruction seems possible among teachers who typically rely on code-focused activities.

Advancing SDGs and performance management strategies for security personnel in higher education

Orientation: Performance management aligns individual and organisational goals, enhancing employee motivation, sustaining organisational success.Research purpose: The study aimed to investigate challenges experienced by security managers with performance management systems in a tertiary institution in Durban, South Africa.Motivation for the study: Understanding challenges delivers insights to advance organisational effectiveness, support sustainable development, and enhance human resources (HR) practices in the higher education security sector.Research approach/design and method: A qualitative approach was used. Twelve security managers were purposively selected for semi-structured interviews. Data were analysed using thematic analysis and NVivo software.Main findings: The study identified three challenges, namely inadequate training, education, development and communication, technological barriers and low computer literacy, limited resource allocation, inconsistent rewards, and a lack of transparency. These challenges were found to hinder performance management system application, reducing employee engagement and productivity.Practical/managerial implications: The study recommends the institution increase adult basic education and training in technological skills and literacy. Enhancing feedback mechanisms, conducting performance needs assessments, and implementing fair reward strategies may improve sustainable development of performance management practices.Contribution/value-add: The study advocates for practical strategies in response to the challenges faced by security managers to enhance performance aligned with sustainable development goals 4 (quality education), 8 (decent work and economic growth), 10 (reduced inequalities) and 16 (peace, justice and strong institutions), contributing to sustainable HR, embracing contextualised performance management application in developing countries.

ASSESSMENT OF FINANCING ADULT AND NON-FORMAL EDUCATION PROGRAMS IN GOMBE STATE

This study assessed the financing of Adult and Non-Formal Education (ANFE) programs in Gombe state. Three specific objectives and three research questions were formulated. Descriptive survey design was adopted and population of the study was 325 respondents which comprise 15 administrators and 310 instructors drawn from the 15 government own Adult Education Centers in Gombe state. A sample of 169 respondents was used for the study. That is 15 administrators and 154 instructors. Instrument used was a structured questionnaire with a four rating scale titled “Assessment of Financing Adult and Non-Formal Education Questionnaire (AFANFEQ)". It was validated by two experts in the Department of Educational Foundation, Faculty of Education, Gombe State University. Pilot study was carried out and Cronbach’s Alpha was used to compute the reliability coefficient of 0.97. Descriptive statistics (mean and standard deviation) was used to answer the research questions. The findings of the study revealed that Government, Philanthropists, Community members, Adult learners and NGOs such as UNESCO, World Bank and UNDP contribute in the funding of ANFE in Gombe State but over dependence on external donors, lack of political will, inefficient resource management, embezzlement by government officials and inadequate policy support affected and serve as barriers to efficient financing of ANFE in Gombe state. It was therefore recommended among others that there is need to advocate for stronger political commitment to ANFE in Gombe state. This can be achieved through lobbying, raising public awareness, forming alliances with influential stakeholders, and demonstrating the socio-economic benefits of investing in lifelong learning opportunities. KEY WORDS: Financing, Adult and Non-Formal Education Programs

Bridging the Skills Gap: Integrating Mobile Learning in Adult Basic Education and Training for Enhanced Employability in South Africa

South Africa experiences high levels of unemployment, and, among other reasons, this is perpetuated by a lack of skills development and training for adult learners in the Adult Basic Education and Training (ABET) sector. To alleviate poverty and unemployment, adult learners need skills development and training to use mobile devices to learn conveniently. Mobile learning (m-learning) is a form of distance learning and a subset of e-learning and flexible learning. It has significance for the development of individual adult learners and countries. Consequently, this research study aimed to explore the effectiveness of skills development for adult learners in the ABET sector in South Africa and was supported by the theoretical framework of Andragogy. It also used the constructivist paradigm, followed by the qualitative research approach, and data collection methods included focus group interviews. The research findings indicate that skills development and training are desired in the ABET sector and that m-learning could be of greater use as an alternative approach to teaching and learning for adult learners. Based on the findings, the authors recommend integrating practical skills development into ABET programs and expanding mobile learning initiatives for effective mobile learning.

Online courses for adults: do they replace or supplement on-site courses?

ABSTRACT The COVID-19 pandemic led to a marked increase in the number of online courses in adult education. However, such courses are viewed ambivalently because, on one hand, they are associated with digitalisation processes and an increased accessibility, reach, and flexibility of learning opportunities, whereas, on the other hand, there are concerns about acceptance issues and participation barriers. Given this context, the present study examines whether new online courses for adults have supplemented or replaced existing on-site courses by conducting a program analysis of online courses at public adult education centres (Volkshochschulen, VHS) in Germany. VHS are the largest providers of adult education in the country. A comparison of programs from the years 2018, 2019 (pre-pandemic), and 2024 (post-pandemic) shows that most online courses supplement the existing program, and that the content of approximately every second online course can also be learned on-site at the educational centre. In contrast, 29 per cent of online courses have replaced an earlier on-site course. Hybrid courses, which enable both online and offline learning, are rare. Results are discussed along with their implications for adult education centres and adult learners.

Beyond benchmarks: Exploring views of success among adult basic education learners

Educational policy is built on “benchmarks and measurable ways of being literate” that learners must meet to be considered successful (Compton-Lilly et al. 2012, p. 54). This qualitative study conducted in the northeastern United States is situated in literature on success in ABE (Belzer 2004; Sandlin 2006; St. Clair 2004) and explores six adult basic education (ABE) learners’ perceptions of success and their perceptions of success connected to their adult education classes. The study identified ‘fulfillment’ as a key component of success, going beyond measurable objectives to include satisfaction, accomplishment, emotions, and personal growth, among others.The study findings emphasized the relationship between learners’ perception of fulfillment and the involvement in ABE programs. Although participants viewed ABE program involvement as part of a path to success, their ideas of achievement extended beyond conventional metrics, focusing on emotional well-being and meaningful connections with others. Additionally, participants viewed success as a collective accomplishment and opportunity to positively influence their family and others in their lives.Participants’ narratives highlight the complexity of success, wherein emotions, personal growth, and positive effects on others shape their views of achievement. The findings offer insights for educational and career development initiatives, promoting a more holistic understanding of success that cultivates emotional well-being and meaningful connections. By recognizing the importance of ‘fulfillment,’ literacy programs can better support adult learners in their educational journey, fostering personal accomplishments and contributions to their communities.

Improving Health Literacy of Migrants in Language Courses – Lessons Learned from a Qualitative Textbook Analysis

Health literacy (HL) programs for vulnerable groups with low HL, e.g., migrants and refugees, have been proposed to reduce health inequalities. Adult basic education and second language courses (SLC) are considered particularly important and effective. However, empirical evidence on the process of HL promotion in SLC is scarce. This study aimed to advance the understanding of HL promotion by analyzing SLC materials, deriving best practices, and informing innovative HL promotion programs. We conducted a scoping study, including a systematic literature search in seven academic databases and a grey literature search. We identified 21 manuals as eligible and qualitatively analyzed their content, theories, didactic-methodological principles, and the relationship between language and health. There are numerous, multifaceted ways to promote HL in SLC. Curricula cover various health topics, prioritizing situations in the doctor’s office, nutrition, and physical activity, others even mental and social health. Theories from three disciplines are drawn upon, and numerous methods target language skills: receptive, productive, interactive, and even advocacy skills. Three main approaches emerged: language for, information about, and skills for health, which are uniquely linked in each manual. No other educational setting is as far-reaching, innovative, and promising as SLC when implemented thoroughly by interdisciplinary teams.

Digital transformation in adult education centres in Baden-Wuerttemberg

ABSTRACT The article discusses processes of digital transformation in adult education centres (AEC) in Baden-Wuerttemberg. It focuses on (a) environmental changes as perceived by specific actors, (b) topics and content related to the public education mandate, and (c) development and expansion of the organisation’s digital media repertoire. The data come from an explorative study in one German state, in which 34 managers were interviewed between November 2021 and May 2022 about key changes within their organisations. The results show that (a) different actors from the organisational environment are involved in shaping the digital transformation. A distinction can be made between enablers and inhibitors. In addition, (b) the AEC’s public education mission and thus the AEC’s efforts to promote digital inclusion are also changing. Finally, (c) digital transformation is also changing the organisation’s digital media repertoire. Ensuring basic infrastructure and new digital technologies for micro-didactic areas and exchange within and outside the AEC are seen as necessary. The results show that digital transformation is a multidimensional process with clear interrelations. These have hardly been explicitly considered in previous research. Pedagogical practice can gain suggestions from the results for improving cooperation with the organisational environment or for improving the organisational media repertoire.

“I Almost Died”: Knowledges of Pain in a Finnish School for Refugee-Background Adults

This critical ethnographic study investigated how knowledges of pain (KoP) surfaced and were negotiated in the classroom discourse of a Finnish adult basic education (ABE) context, more specifically, a school for adult learners with forced migration experience. The emergence of students’ KoP, for instance, their stories of war, violence, and injury, are analyzed through the framework of Critical Race Pedagogy (CRP), which aims to validate and center the experiences of people of color (POC) in educational settings. Conceptualizing KoP as world knowledges, as invitations for self-reflection and re/positioning, and as interruptions, allows for an examination of their pedagogical and transformative potential. The findings show that a variety of KoP came to the fore, claiming and receiving different amounts of space and attention, including instances when they complemented the lesson content. KoP tended to cause minor interruptions to traditional power dynamics and classroom roles, which could nevertheless be entry points for developing ABE-specific CRP. Also, instances of teacher-imposed KoP were documented, which raises the question of how antiracist education can legitimize and incorporate students’ desire for peace and belonging.

Integrating Rural Economic Development into the Adult Basic Education and Training (ABET) Curriculum as a Practice to Ensure Sustainable Livelihoods

Purpose: The purpose of this study is to explore the integration of rural economic development initiatives and practices into the Adult Basic Education and Training curriculum with a view to leverage the people in rural communities to boost their productivity towards sustainable livelihoods. Methodology: This study adopted a qualitative approach in which the data was collected through focus group interviews. The participants were sampled from former and current ABET learners and their principal. The interviews were intended to solicit information about their farming project; how they started the farming and whether they were able to feed their families from the sale of their produce. Findings: The findings from the focus group interviews are that though they had support from the Kruger National Park, they still felt that the Department of Higher Education and Training (DHET) needed to intervene and make ABET a means for sustainable livelihoods for the beneficiaries. Unique contribution to public, policy and practice: This study contributed uniquely in the area of policy. The students proposed that the ABET curriculum needed to be restructured to include skills training to enable them to make a living after the ABET encounter.

Utility value of improving writing skills for adult basic education students

AbstractMotivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants had a high utility value of improving writing in all three skill areas and possessed a variety of underlying motivations, including obtaining further education, seeking future employment, and personal reasons. Participants' age, educational attainment, and reading levels showed relationships with utility value of improving grammar and spelling skills, and age showed an additional relationship to utility value of improving word processing skills. This work extends research on motivation in this population and supports the application of expectancy‐value theory to both adult motivation and writing motivation.

Leadership in uncertainty: Improvisation and positioning in municipal adult education

This study examines how six principals in Norwegian adult education centres (AECs) navigate and make sense of and navigate the multifaceted and uncertain environment in which they act. Specifically, the study aims to explore the significance of improvisation and positioning in the principals’ day-to-day decision-making and leadership as they address the challenges posed by complex migration patterns, shifting policies, and diverse student populations. The principles were interviewed in spring 2018, and selected to represent the diversity of such centres. Through initial analyses, the study identified that the environment of AECs was characterised by complexity, unpredictability, and uncertainty. Moreover, results indicate that improvisation and planning interplay. In addition, improvisation is strengthened by a collective focus on improvement, unpredictability as a rule and diversity as a strategy. Regarding leadership understood as positioning, we see how the principals assert their roles through power dynamics, acting on potential for change, and collaboration. Recognising the unique challenges faced by AEC principals, there is a need for targeted support and professional development that addresses the importance and understanding of improvisation and positioning in AEC-leadership. Moving forward, our findings should have implications for research, policy, and practice in municipal adult education. Key words: Principals, adult education centres, unpredictability, positioning, improvisation.

“When we use that kind of language… someone is going to jail”: relationality and aesthetic interpretation in initial research encounters

Abstract The aim of this article is to investigate ethical and aesthetic dimensions of negotiating linguistic differences between researchers and participants in the initial research consent process, based on data from a collaborative research project in adult basic education for immigrants, in which a large number of students initially refused to participate. First, we interpret negotiations of consent as relational acts, where teachers and multilingual staff facilitated moral proximity through their affinity or shared biography with students, allowing us to move from anticipated difference to events of subjectivity. Second, we analyze research ethics protocols, notably the standardized consent letter, as aesthetic signs that evoked an affective response, which variously recalled unfavourable subject positions within neoliberal or authoritarian governmentality, including memories of trauma. The dynamic connection between aesthetics and relational ethics highlights the shortcomings of current institutional ethics requirements, since aesthetic interpretation cannot be fully anticipated and instead requires meaning-making in concrete relational encounters.

A Document Analysis of Community Learning Centers in Australia: Development of A Model for Pakistan

Purpose: This research explores the emerging role of Community Learning Centers as a vehicle of change in Australia, as a best practice model. This study was a part of research thesis for the development of a model of community learning center in Pakistan. Design/Methodology/Approach: Furthermore, this study was qualitative and based on document review. For this purpose, World Bank WBI Evaluation process was followed to conclude the findings. In this research, ten reports and official documents were retrieved from 1st October 2023 to 31st January 2024. Moreover, priori framework was used for thematic analysis. Findings: The major themes were: background, organization, program implementation, impact and challenges. The findings elaborated the legislative support, policy safeguards and quality measures of AQF and ASQA for 2500 registered training organizations of community learning in all eight states and territories. It includes public and not-for-profit facilities with aim of personal enrichment, adult basic education, accredited and non-accredited vocational education. These facilities were providing seamless transition from non-formal education to formal education as well as increasing employability and productivity of remote, rural and high equity groups. Implications/Originality/Value: This insight will provide guidelines for policy, structure and implementation in Pakistan in the long run.

Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors

One of the most worrying issues in Spanish education is the high school dropout rate, especially for those students who leave compulsory secondary education with no qualifications. Some of these students re-enter the system via adult education centres (AECs), where they can obtain the minimum qualification required by the labour market (the Secondary Education Graduate Certificate, the equivalent of GCSE in UK education). Entry into and adaptation to the AECs was explored in a non-probabilistic sample of 234 individuals from a total population of 2033 enrolled in 14 Catalan AECs, and the roles of a range of factors in shaping successful trajectories were analysed. The aim was to contribute to the design of strategies boosting students’ well-being and raising the probability of their persisting in their studies. The results showed that when study was full-time or combined with a part-time job of half a day or fewer working hours, when there was high academic satisfaction with the centre, and when there was a feeling of empowerment and efficacy in studying, the bond to the centre and the will to continue studying there were enhanced.

Behavioral Skills Training and Literacy: Supporting Reading Instructors in Adult Education Centers

Behavioral Skills Training and Literacy: Supporting Reading Instructors in Adult Education Centers

СТРУЧНО УСАВРШАВАЊЕ И НАПРЕДОВАЊЕ У ЗВАЊИМА НАСТАВНИКА У ОБРАЗОВАЊУ ОДРАСЛИХ – ИЗМЕЂУ ПОТРЕБЕ И ОБАВЕЗЕ

This paper is aimed at looking at the legal obligation of professional training of teachers in schools for basic education of adults, and by reviewing the literature of perceived needs in daily practice, as well as pointing out the possibilities and limitations of advancement to higher titles in the teacher’s professional career. Teachers in elementary education have a predominantly passive role in choosing the form of professional development, that is, they only participate in certain mandatory forms and are rarely active participants in making decisions on this issue. The involvement of teaching staff dealing with adult education in professional training programs is a neglected topic. The law provides for promotion in the ranks of teachers, as well as prescribed benefits that accompany professional development, but they are absent in practice. The specific work of schools for basic adult education requires great commitment and expertise, and initial education does not always meet the requirements regarding teacher expertise. Content analysis revealed that teachers have limited opportunities for professional development through accredited training in the domain of adult education. Current trends in the field of adult education offer significant opportunities for connecting with other actors and encouraging practitioners through numerous European organizations and projects of learning, professional training and teacher mobility. Greater support from the competent ministry, adequate valuing of professional staff and promotion of the teaching profession can be a significant part of solving the perceived problems in this area