Adult Education Curriculum Research Articles

Discourse(s) of inclusion in adult education curricula – the case of Sweden

ABSTRACT This article explores historical shifts in the discourse of inclusion in the policy of Swedish Municipal Adult Education (SMAE). Drawing on Foucauldian concepts of discourse, governmentality, and subjectivity, a critical discourse analysis was conducted on the so far three existing curricula for SMAE. A positive shift in language use was established in the three historical discourses revealed in the analysis. However, the three discourses share a common feature of understanding inclusion through the perspective of ‘deficit’ and ‘othering’, as well as governing through a controlling exercise of state’s power through different demands of responsibility. The findings point to the need of a new understanding of inclusion in SMAE in which diversity and individual characteristics for learning are central concepts.

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.

Theoritical Implementation As Folklore Digital Reconstruction In Malay Literature Education

Folklore encompasses a variety of aspects, whether narratives or in other formats, and it needs to be moulded into a more creative and innovative form in line with the revolution of this century. Folklore which conveys messages underlying the expression of feelings of society can be categorised into two forms, i.e. narratives and non-narratives or the ones that are told in prose and poetry. The intrinsic values and lessons in the storytelling of folk tales are sub-primary elements in folk literature that can create deep learning in learners. For literary works to have a significant impact on literary education, they must take into account the evolving interests and demands of today's learners. In addition to emphasising the value of folklore teachings offered to secondary students, folklore education should be prioritised in the adult education curriculum. Folklore research has been done from a variety of angles, primarily qualitative ones in the language and semantic domains. Despite this, several literature reviews noted that some folklore studies using other methodologies are still insufficient. Therefore, this concept paper outlines theoretical adaptation, which can be implemented in folklore studies particularly to develop a new module. The aspects of the discussions are based on theoretical andragogy literature reviews by Knowles (1996), and Vygotsky Social Constructivism (1978), which can be applied in folklore learning. As a suggestion, this theoretical discussion will serve as the foundation for literary studies in transition to digital reconstruction using Richey and Klien's (2007) Development and Design Research (DDR) to design and build a new innovative module, a model, guideline, a framework or even an instrument, particularly as an added value in teaching and facilitation in the field of the Malay literature education.

A Métis Approach for Beyond Democracy: Otipemisiwak (Selves-Governing), Wâhkôhtowin (all Related), and Manito (Good Vibe) (OWM)

The purpose of the article is to address the decline of democracy in adult education that was identified in the 2021 UNESCO report. Embedding an Indigenous perspective into the adult education curriculum is suggested for a reconstruction of democracy. The Métis perspective aligns with Western intrinsic motivational philosophy as well as traditional and new adult educational approaches, but it goes beyond these by a communal non-anthropocentric governance: otipemisiwak (selves-governing), wâhkôhtowin (all related), and manito (good vibe) (OWM). I will also introduce ways this perspective has been applied into the curriculum.

Security Education in Adult Education Curriculum for Sustainable Development

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.

Youth and adult education, curriculum and sexual and gender diversity: weaving reflections

This study sought to discuss the relations of gender and sexuality in Youth and Adult Education - EJA from the curriculum practices, considering them important in the pedagogical process of students of this type of education, aiming to reflect on what In this way, the issues of subjectivity of sexual gender are problematized in the Youth and Adult Education curriculum, in a municipal public school, located in the Northern Piemonte Identity Territory of Itapicuru, in the State of Bahia. With regard to methodological procedures, we opted for (auto)biographical narratives, as we understand that this research method favors the study in question, in the sense of enabling greater analysis capacity regarding the proposed objective. From the narratives it was possible to show that the issues of gender, sexuality and diversity need to be problematized within the school, so that it can be constituted as a space of respect for differences.

Bangladesh: An Analysis of BRAC’s Shift from Freire’s Critical «Conscientization» to a Neoliberal Self-Optimization Approach of Development

This article provides a critical analysis of a Bangladeshi development-NGO BRAC’s shift from Paulo Freire’s «conscientizing» education to a neoliberal self-optimization approach of development. Focusing on BRAC’s founder Fazle Hasan Abed’s intentionality and BRAC’s adult literacy programs, I examine why BRAC abandoned Freire’s conscientizing education rooted in Catholic-Marxist social movements in Brazil, and embraced a market-driven development strategy based on market capitalism. In the analysis I place BRAC at the intersection of the international context of the early 1980s, examine BRAC’s relationship with the Bangladeshi regimes, and investigate the ramifications for BRAC and the people to whom this institution offered programs. My findings suggest that, although Freirean philosophy was foundational to BRAC’s organizing principles and the design of its adult education curriculum (Smillie, 2009; BRAC, 1977), BRAC deserted Freirean philosophy to submit to the local power structure and hegemony of the international aid industry. At the dawn of neoliberalism (1980–1995), BRAC adopted microfinance, microfinance literacy and profit-driven development initiatives to capitalize on the struggle of the poor in favour of its organizational growth and sustainability. In the process of evolving into the largest and most business-like NGO in the world (Economist, 2010), BRAC modified and depoliticized Freire’s radical conscientization in its curriculum and development strategy to align itself with the local power structure, the Bangladesh state, and international donors.

Philosophy of Hidden Curriculum in the Crossroad Between Professionals’ Thinking and Action: Adult Education Curriculum

<i>Theoretical background: </i>An awareness of the operation of factors of the hidden curriculum is a precondition for an effective and professional adult education practice. A hidden curriculum comes to bear on the work process, content, procedures and routines, it can also be understood as the “battleground” of various competing influences and ideologies that appears in a hidden manner. <i>Method:</i> We use the meta-synthesis research design. The main goal of a meta-synthesis was building theory by refining or extending existing theory and generating a new theory.<i> Results: </i>On the basis of the research findings, we develop guidelines for researching and directing the hidden curriculum and subjective theories that are based on action research, evaluation research and research following the method of the deconstruction and redefinition of the personal thinking and beliefs that guide the individual’s professional activity on the basis of processes of critical awareness and reflection. <i>Conclusion: </i>Deconstruction and redefinition of the personal thinking and beliefs that direct the individual’s professional operation and action are very important processes of individual professionalism. We should be aware that the researching and directing the factors of hidden curriculum can help and improve the quality of adult education and practice, professional work and operation in the education process and outcomes for practitioners.

P153 A Homeless Health and Wellness Study

<h3>Background</h3> Utah State University Extension, Brigham Young University, the Utah Supplemental Nutrition Assistance Program-Education (SNAP-Ed), and a local homeless resource center, the Food and Care Coalition (FCC), have partnered to develop and evaluate the effectiveness of a nutrition and physical activity program aimed to improve behaviors of adults experiencing or transitioning out of homelessness. <h3>Objective</h3> Formative research was conducted to identify factors influencing healthy food and physical activity choices among people experiencing or transitioning out of homelessness in Utah. The information obtained was used to modify an adult nutrition education curriculum, Create Better Health, for this specific population. <h3>Study Design, Setting, Participants</h3> Trained research assistants conducted semi-structured, in-person interviews with key stakeholders at the FCC. Nine interviews were conducted with FCC's administration/staff (n = 4) and transitional housing residents (n = 5). Interviews lasted about 60 minutes and were audio-recorded and transcribed. Questions included topics of interest for nutrition classes, the structure of transitional housing units, challenges to healthy eating and physical activity, influences on food choices, and local healthy food access. <h3>Measurable Outcome/Analysis</h3> Transcriptions were independently coded by 4 reviewers with expertise in nutrition, exercise science, and health education. Codes were then compared to identify patterns and overarching themes. Data was used to tailor the Create Better Health curriculum. <h3>Results</h3> Preliminary analysis identified emergent themes including: how residents obtain food; barriers to healthy eating, exercise, and obtaining food; food preparation resources and living environment; and ideas for effective program implementation. <h3>Conclusions</h3> Formative evaluation is essential to developing effective programming to improve behaviors of specific populations, including those transitioning out of homelessness. Improving dietary and physical activity behaviors may help individuals build a foundation of wellness.

Integrating Online Autodidacticism in Lifelong Learning for Adults in Sub-Saharan Africa

Education is a lifelong journey that should be continuous even in adulthood. Lifelong learning has the potential to spur innovation, creativity, and problem-solving in society for an improved life. To achieve this, there is a need to integrate the concept of self-directed learning into lifelong learning and adult education curriculum at all levels. Many researchers have proved the important place of autodidacticism in the realization of the objectives of adult education and lifelong learning. This concept has been variously spoken and practiced in most parts of the developed world, but unfortunately seldom talked about and applied in the adult education system of Sub-Saharan Africa. Adult education in this region is still heavily lean to conventional education and pedagogy systems. The main objective of this paper is to present a holistic view of autodidacticism and its relevance in lifelong learning and adult education in this global and knowledge economy. The exploratory study examined the influence of online autodidacticism on lifelong learning among adults in Sub-Saharan Africa. Interviews were conducted using WhatsApp to elicit answers from adult respondents. The paper provides insight into the possibility of applying online autodidacticism delivery for originating a new instructional paradigm that makes a shift possible from the traditional practice of teaching in adult education in Sub-Saharan Africa and success stories of interviewees who acquired new skills through autodidacticism.

Repositioning Conceptual Understanding of Adult Education for Social Transformation in Nigeria

The conceptual understanding of Adult Education and its mission has continued to suffer much neglect in various quarters in the education sector. The debate on the status of the discipline has been accorded low esteem and relegated to the background in government circles, in the intellectual community and public perception despite the huge potentials it offers in the developmental process. This paper is an attempt at repositioning the understanding of Adult Education to restore the image of poor perception from policy makers and implementers of adult education programmes in Nigeria. The paper examined the utilitarian value of adult education needed for the transformation of the plethora of problems in the economic, social and political landscape of society. It recommended that there is need to redesign adult education curriculum to sustain its nomenclature for lifelong learning to bring about the needed recognition as a career discipline in the education system for maximum benefit in Nigeria.&#x0D; Key Words: Repositioning, Conceptual, Understanding, Social, Transformation, Adult Education

Can ABC Lead to Sustained 123? The Medium-Term Effects of a Technology-Enhanced Adult Education Program

Can information technology preserve the short-term learning gains associated with adult education programs? This study estimates the medium-term impacts of a mobile phone module (Project ABC) that was added to a standard adult education curriculum and for which there were significant short-term impacts on educational outcomes. Two years after the end of the program, students in ABC villages had reading scores that were significantly higher than those in standard adult education classes, and women and younger students were better able to decode numbers. This can be partially attributed to more active mobile phone usage in ABC villages. Households in ABC villages also were more likely to own certain durable assets, had higher levels of food security, and were more likely to save. Overall, these results suggest that short-term learning gains associated with technology can persist, especially if students have the opportunity to practice using that technology after the end of classes.

Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education

The overall purpose of this study is to investigate the current and desirable status of adult education curricula in elementary and post-elementary education. In this study, exploratory mixed method was used. In the quantitative section the statistical population was all professors and experts in the field of adult education in the country that 25 people were selected based on theoretical and snowball sampling method. Samples in the qualitative section included all upstream documents related to adult education curriculum and professors, curriculum experts, and adult education that ten people were selected through theoretical sampling (Theoretical) and snowball. The research tool in the qualitative section was semi-structured interview and in the quantitative section a researcher-made questionnaire (based on the qualitative section results). Quantitative data analysis was performed using descriptive and inferential statistics and qualitative data analysis using thematic analysis. The quantitative and qualitative results of the present study showed that twelve components of philosophical foundations, sociological foundations, psychological foundations, political foundations, content, goals, evaluation, teaching and learning strategies, learning time and space, teaching and learning activities, learning materials and teamworking form the cornerstone of the post-elementary curriculum. The results of this study showed that there is a significant difference between the current situation and the desirable status of adult education curricula in elementary and post-primary education.

Family Health in Adult Education: A Missing Piece of the Health Literacy Puzzle

Previous research and interventions define health literacy as an individual-level concept. Although it is necessary to design programs aimed at individual people, not all health decisions are made by patients themselves, and calls have been made to expand health literacy work beyond the individual. This brief report stems from a larger study in which personnel working for adult literacy coalitions identified family health as a priority topic for health-focused lessons, yet often felt ill-equipped to teach students in this area. This brief report examines adult educators' perspectives on the types of content needed for a family health module designed for the adult education curriculum. Personnel from adult literacy coalitions offered qualitative insights on their desires for health literacy content in the context of family care. Adult literacy coalition educators and staff can provide important insights regarding the health literacy needs of adults in vulnerable populations. Three key themes emerged: American Family Health, Nutritious Eating, and Identify and Act. Rather than using a personal approach, a program that frames health literacy as family health and offers a holistic view on caring for others may serve to provide important context for health decisions and communication for adults at literacy centers. [HLRP: Health Literacy Research and Practice. 2019;3(Suppl.):S75–S78.]

Evaluation of an Australian Health Literacy Program Delivered in Adult Education Settings.

Background:Adult education targeting health literacy (HL) may bring added value in the form of improved health.Objective:This study evaluated the effects of a HL program as part of an adult education curriculum for adults with low literacy and numeracy.Methods:This was a partial-cluster randomized controlled trial among 308 adults enrolled in basic education programs in Australia. Of the 308 participants, 141 (46%) were randomized to either the standard program (language, literacy, and numeracy [LLN]), or the HL intervention (LLN with embedded health content); the remainder (n = 167) were allocated to standard intervention programs by the education provider at the class level. The main outcomes were functional HL, self-reported confidence, patient activation, generic HL (ie, HLQ, health knowledge, and self-reported health behavior). Data were collected at baseline, immediately after, and at 6 months post-intervention.Key Results:Of the 308 participants, 71% had limited literacy and 60% spoke a language other than English at home. Both interventions benefited participants, with improvements from baseline to immediate follow up on individual-level functional HL (e.g., reading a thermometer; HL group 18.4% vs. standard group 7.2%; p = .001), confidence (HL group 0.34 vs. standard group 0.06; p = .014) and health literacy questionnaire (HLQ) subscales. At 6 months, improvements in confidence (p < .001) and some HLQ measures were retained. A consistent pattern of increased improvement in the HL program was observed compared to the standard program, although only some measures reached statistical significance: reading a food label (HL group 6.03/10 correct vs. standard group 5.49/10 correct; p = .022); confidence (p = .008); ability to actively manage health (HLQ) (p = .017), and health knowledge at 6 months (HL group 68% vs. standard group 60% correct, p = .052). HL participants reported being more likely to share course information and rated the program more useful to understand their health.Conclusions:Improving language, literacy, and numeracy generally has potential public health benefits that are retained at 6 months. Integrating health content adds further value to adult basic learning, is feasible, and potentially scalable. [HLRP: Health Literacy Research and Practice. 2019;3(Suppl.):S42–S57.]Plain Language Summary:We compared the effect of an adult education-based health literacy (HL) program versus a standard language, literacy, and numeracy program on students' HL skills and psychosocial outcomes. Although students in both trial arms improved their skills, students in the HL program had better outcomes with higher HL, greater confidence, and higher health knowledge scores at 6 months.

P163 - Eat, Smart, Plan, Shop, Save, and Live; All the Best Words are Already Taken: Creating an Online Nutrition Education Curriculum for Idaho

Objective: To overcome barriers to in-person class attendance through creation of an online adult nutrition education curriculum and expand the reach of Idaho's Supplemental Nutrition Assistance Program Education (SNAP-Ed), Eat Smart Idaho. Target Audience: Idaho's adult SNAP-eligible population. Theory, Prior Research, Rationale: Recommended practices from evidenced based studies and similar online curricula and websites serving SNAP eligible audiences guided the project. Design was based on several adult learning theories including the concept of andragogy and adults as self-directed learners; and the need to be motivated internally. Participants provide their own explanation of why they need to learn this material at the beginning of each lesson. Actual graduates from the in-person course explain how the content has helped them. Description: Plan, Shop, and Go—Eat Smart Idaho is more than a slide show. It includes Idaho-specific content, audience centered videos, interactive mini games, knowledge quizzes, an achievement system, and social media activities. The audience is encouraged to actively participate by sharing their experiences, motivations, and recipe ideas. Hosted on eXtension Campus, this 5-lesson curriculum covers food resource management, healthy eating, physical activity, and food safety. Evaluation: Knowledge assessment, intent-to change evaluation, and qualitative feedback on the curriculum content and design are used to determine efficacy and provide direction for continuous improvement. Conclusions and Implications: The online curriculum, Plan, Shop, and Go—Eat Smart Idaho, could help increase the reach of Idaho SNAP-Ed, and provide evidence-based, interactive, and convenient nutrition and physical activity education to limited income Idahoans. Funding: Supplemental Nutrition Assistance Program—Education.

Healthy Choices for Every Body Adult Curriculum Improves Participants' Food Resource Management Skills and Food Safety Practices

ObjectiveTo evaluate the impact of the University of Kentucky's Healthy Choices for Every Body (HCEB) adult nutrition education curriculum on participants' food resource management (FRM) skills and food safety practices. MethodsA quasi-experimental design was employed using propensity score matching to pair 8 intervention counties with 8 comparison counties. Independent-samples t tests and ANCOVA models compared gains in FRM skills and food safety practices between the intervention and comparison groups (n = 413 and 113, respectively). ResultsPropensity score matching analysis showed a statistical balance and similarities between the comparison and intervention groups. Food resource management and food safety gain scores were statistically significantly higher for the intervention group (P < .001), with large effect sizes (d = 0.9) for both variables. The group differences persisted even after controlling for race and age in the ANCOVA models. Conclusions and ImplicationsThe HCEB curriculum was effective in improving the FRM skills and food safety practices of participants.

Incorporating ecotourism into social education (shakai kyouiku 社会教育) and lifelong learning (shougai gakushuu 生涯学習) in Japan

This paper examines the benefits of incorporating ecotourism programs into the adult education curriculum. Social education and lifelong learning ( shougai gakushuu) are terms used to refer to adult education and related activities in Japan. Adult education originated immediately after Second World War with the enactment of the Fundamental Law of Education (1947; revised in the 1980s). Since the mid-1980s lifelong learning has been the more commonly used term. Lifelong learning involves not only going to school to learn how to read and write, it can also involve the learning that takes place outside the classroom—through volunteering, outdoor activities, sporting events, and so on. A literature review was conducted as the means to pursue the aim of introducing ecotourism into adult education. Education for Sustainable Development was examined to see how its contexts can be applied to Japan’s adult education. This paper is aimed specifically at how the host community can learn, from adult education centers in their communities, to practice a sustainable ecotourism. Although there have been researchers and communities who are against ecotourism practices, this paper maintains that, with proper education in night schools and adult and community centers, of the benefits of ecotourism these communities will accept and welcome ecotourism. However, the government first needs shakai kyouiku to re-examine and re-write the adult education curriculum so as to include ecotourism.

成人教育における「自発的・主体的な学習活動」の編成過程に関する社会学的研究

成人教育における「自発的・主体的な学習活動」の編成過程に関する社会学的研究

An Analysis of the Adult Education Curricula Implemented in Turkish Universities

The aim of the study to examine the characteristics of the programs conducted by the Continuing Education Centers (CECs), to reveal whether these programs serve for equality, and to identify the institutional barriers related to the CEC programs against adult education. CECs aim to fulfill the educational needs of adults and/or sectors in different fields through the trainings they conduct. In this study, descriptive research method is adopted. The data for this study were collected by examining the 1727 adult education programs through macro analysis, and 83 adult education curricula stated on the webpages of CECs functioning in 57 universities in 2015 were subject to micro analysis. The trainings conducted by CECs were examined according to some criteria such as theme, duration, training fee, mode of instruction, and the features of target audience. Moreover, the curricula of the trainings conducted by CECs were analyzed in terms of objectives, content, teaching-learning processes, and measurement and evaluation. The most important findings of the study involved the inefficiency of the CECs in contributing to the social equality, the lack of standards in curricula and insufficient collaboration with enterprise and other institutions.