Adult Education Programs Research Articles

Dialogue between social movement activists and a Master's Program in youth and adult education

AbstractThis article presents the results of a qualitative study on the relationship between social movements and a Master's Program in youth and adult education in Bahia, Brazil. It pays particular attention to the importance of antiracism in and the decolonization of the program's curriculum.

The andragogical value of content knowledge method: the case of an adult education programme in Kwa-Zulu Natal Province of South Africa

The South African government has made a significant progress in the area of policy development and practice for Adult Education since independence in 1994. Still, there has been a tremendous increase in the number of adults without education. For example, KwaZulu-Natal, one of the provinces in South Africa, still recorded an increased number of illiteracy rate among adults, which further causes poverty and unemployment. The focus of this study is to explore the extend concept and ideas of andragogy are used by adult facilitators in delivering the content knowledge and how is andragogy effectively used in the knowledge transfer in Adult Education Programme in KwaZulu-Natal province. The study explores the concept of andragogy through the theoretical lens of the Theory of Andragogy. The qualitative research method was used for the study. The thematic data analysis revealed that the stakeholder involved in the planning and policymaking could do more to improve the curriculum by making it adult-friendly and adjusting the teaching method by considering the experience of adult learners during the teaching and learning process. This will make in support of the theory of andragogy which believe in the art and science of teaching an adult. It was also of importance that the study shows the level of involvement of adult learners in determining the learning method.

Evaluation of a self-care education program for older adults in Iran using a lifestyle improvement model.

Older adults and their caregivers often believe it is either too late or too difficult to make health-focused lifestyle changes. However, this is inaccurate, as older adults can make health promotion focused lifestyle changes thereby improving their health. This study developed and evaluated a self-care education program using Pender's Health Promotion Model and its influence on health-focused behaviour changes among older Iranians. This was a quasi-experimental study with a convenience sample of 136 community-living older adults from Tabriz, Iran. The participants were randomly assigned to either an intervention (n=69) or control (n=67) group. Chi-square test, independent t tests and Analysis of covariance (ANCOVA) statistical methods were used to compare pre- and post-intervention data, control and intervention groups and changes over time. The intervention was an eight-week educational program with pre- and post-intervention data collected using the Health Promoting Lifestyle Profile II (HPLP II) questionnaire. The mean difference and confidence limits of the older adults' health behaviours pre- and post-intervention scores were 2.228 (-5.450 - 9.916) and - 35.820 (-32.051 - 39.588). The covariance analysis adjusting for the baseline values showed significant differences post-intervention (p<0.0001) in the areas of interpersonal communication, physical activity, nutrition, stress management and spiritual growth. The health promotion education intervention illustrated that older Iranians could improve their health outcomes in several areas. Thus, culturally tailored intervention programs can be successful in challenging the opinion that older adults cannot make behaviour changes supporting their health.

The digital inclusion of older people in Spain: technological support services for seniors as predictor

AbstractWhile life expectancy increases in developed countries and there is evidence that demonstrates the potential of the internet to optimise or compensate for the losses associated with ageing, there is a high proportion of older people who continue to be disconnected from the digital world. In this scenario, the technological support offered by public institutions has the potential to be an accessible source for the digital literacy of older people. This study, using the model of digital inequality, had the aim of analysing the ability of these institutional supports to determine and predict the digital inclusion of older people. The sample was retired adults (over 54 years) residing in Spain who are users of technological support services in four organisational contexts: nursing homes, senior community centres, University Programs for Seniors and adult education programmes. Through binary logistic regression analysis, we found that the ability of the availability of literacy support to determine and predict access, autonomy, skills and use of the internet for social connectivity depends on the social and organisational context of the technology support service. These findings support empirically the situated nature of technological support for the digital inclusion of older people and provide a useful comparative vision for the design of accessible support services adapted to the needs of its users.

Integrated functional adult education program and its contributions for livelihoods in Ethiopia

While adult literacy programs are considered as a potentially important vehicle to improve literacy and numeracy skills, their impact on the livelihoods of the rural poor in an integrated approach is less focused. Thus, this research examined the contributions of adult literacy in the Integrated Functional Adult Education (IFAE) program for the enhancement of livelihoods. Embedded mixed method design was used where data were obtained from structured interviews conducted with 235 participants and semi-structured interviews performed with 24 respondents. The results revealed that the program had positive roles in the family life, economic issues, and social issues of the participants’ livelihoods. Therefore, setting up a directive approach for better contributions of the program is imperative.

Regional Distribution of Adult Education in Hungary (2010, 2019)

This article presents the results of a study related to the regional distribution of participants in adulteducation programs in Hungary. Adult education is one of the cornerstones of lifelong learning supported by the European Union. The author performed a secondary database analysis from the OSAP 1665 (National Statistical Data Collection Program on Adult Education) database operated by the Pest County Government Office. To answer the main research questions, the author used the Herfindahl-Hirschman Index, Local Moran I Autocorrelation and Hot Spot analysis methods used in regional statistics. Access to education in rural areas is one of the components of reducing unfavorable demographic changes and emigration caused by unemployment. The purpose of the study is to draw attention to the lack of access to education for people living in rural areas and to the fact that education is the first step in keeping the rural population in place. During the study period (2010 and 2019), training centers covered more than 50 percent of the country’s municipalities. Training centers are located along the main roads of the country. A study of the service areas of the district centers revealed which districts lacked such centers. With the help of the research methods, the author obtained data indicating that the training achievements of rural areas are weak, and this may lead to their further backlog. In the southern part of Western Hungary, due to the peculiarities of the economic and settlement structure, area with no training centers was formed. Over time, the problems will also appear in other social and economic indicators, which may require the organization of major catch-up programs.

A Proposed Vision of Third-Age University in light of the 2030 United Nations Sustainable Development Goals

This study aims to present a proposal to the Third Age University in the Kingdom of Saudi Arabia in the light of the United Nations Sustainable Development Goals 2030. This study is based on a descriptive approach through critical analysis of literature and studies covering third-age universities, and the qualitative research methodology through holding focus groups analyzing the opinions of experts and specialists about the proposal of the Third Age University. The results of the study reached the outlines of the Third Age University in the light of the United Nations 2030 Sustainable Development Goals. The study also reached the most prominent international experiences regarding the Third Age University through: its goals, admission requirements, registration, principles, activities, education programs, administration, and financing. The study recommended activating the proposal to develop adult education programs in Saudi Arabia. Keywords: Third Age, Third Age University, United Nations Sustainable Development Goals 2030

Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology

Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of indigenous knowledge into adult education practices. In doing so, a case-study design was employed. The study sample was composed of eighteen experts, seven adult education literacy center coordinators, and seventy adult learners. Interview and FGD were considered the major data-gathering tools. Also, thematic analysis was the center of this study’s data analysis. As a result, the finding indicated that even though adult learners have diverse learning experiences, narrow emphasis has been given to the development of learning concepts and objectives in adult learning materials. The application of appropriate facilitation methods through participating experienced learners remains symbolic. To enhance the positive inclusion of indigenous knowledge into adult learning, learning material and its facilitation environment must be conducive and adequately be portraited. Therefore, the objective of this study is to explore the existing practice of indigenous knowledge integration into adult education in North Wollo, from the perspectives of learning material development and utilization of the facilitation methodology.

The Assessment of Integrated Functional Adult Education Program in Oromia Regional State, Ethiopia: Reflection on Practice

This study reports the status and challenges of the integrated functional adult literacy program's implementation in Ethiopia. It dealt explicitly with adult learners' participation, facilitators' motivation, and stakeholder collaboration. Little is known about functional adult literacy in Ethiopia [1]. Document analysis, focus group discussion, and questionnaire were used to collect the data. A total of 418 participants took part in the study. Descriptive (frequency and percentage) and inferential statistics (multiple regression model) were used to analyse the quantitative data whilst thematic analysis was used for qualitative part. The results showed that dropout rates and discontinuous program attendance were found to be the significant factors affecting those adult learners in the system. Lack of facilitators' motivation and weak stakeholder collaboration was also identified as impeding factors. The age of adult learners, their annual income, appropriateness of the program schedule, and adult learner occupation significantly determined adult learner program attendance. Based on the findings of the study, unless the program operation is collaboratively planned, resourced and monitored, it could be challenging to know whether the program is for the needy and up to the expected pace or not. So, effective monitoring and evaluation in program operation have its own stance to improve program implementation. The study suggests that consensus building, frequent program monitoring, and program enforcement would be worth considering providing quality education for adult learners.

Original

Literacy has traditionally been described as the ability to read and write a simple message with understanding in any language. Literacy in any area was determined largely by a variety of historical, social and economic factors. Literacy brings about fundamental changes in socio-economic development. The disparity in literacy generates several social, economic and political problems, which may threaten the foundation of development. Literacy and education are necessary for human development. It contributes to better income and health of the population. The national adult Education Programme launched countrywide in 1978 has viewed literacy as a means to bring about a fundamental change in socio-economic development. Literacy and education attainment is the key variables influencing fertility, mortality and migration. Therefore, literacy is the decisive factor for the development and population control as well as inequality in literacy tends to lead to several socio-economic problems, which in turn gives rise to regional imbalance. The disparity in literacy generates several social, economic and political problems, which may threaten the foundation of development. The main objective of the present study is to analyze the pattern of literacy and changes in the Baitarani basin, Odisha.

Engaging Chinese older adults in death education and advance planning: clinical practice implications

ABSTRACT We live in a death-denying society, but not planning for death and dying in advance might leave individuals and the family with unfinished business and regrets. Chinese societies are rapidly aging. Thus, it has been increasingly significant to provide death education to enlighten the public on the importance of making plans and the information of current end-of-life care services and support. However, such educational programs are lacking in the literature. To fill the void, the team designed a culturally sensitive death education program and tested it with community-dwelling older adults in China. In this paper, we described the program design and reported some practice-related observations on the individual, family, health care providers, organization, and legal levels, hoping to shed light on designing and implementing death education programs for older adults in Chinese societies.

Determination of Internet appropriation by older people through technological support services

While social support—friends, family, and colleagues—is one of the main sources of encouragement and digital literacy for older people, there is evidence that suggests that they may prefer formal sources of support. This study aims to verify the capacity of technological support services to promote literacy and Internet use by older people in multiple contexts. The participants ( N = 560) were retired adults (over 54) residing in Spain and habitual users of technological support services in four organizational contexts (nursing homes, community senior centers, university programs for seniors, and adult education programs). The results show the moderating role of organizational contexts on the capacity of formal technological supports to determine the use and appropriation of the Internet by older people. Finally, the findings are discussed in terms of their usefulness for initiatives that adapt to the needs of the users of these services.

Formative research to develop diabetes self-management education and support (DSMES) program for adults with Type 1 Diabetes

Background and aimThere is a lack of data on effectiveness of diabetes self-management education and support (DSMES) programs for South Asian adults with type 1 diabetes mellitus (T1DM). This formative research was conducted to explore existing practices on the said subject and gather information for planning an intervention program. Methods and materialsWe conducted in-depth semi-structured interviews with endocrinologists, dieticians, diabetes educators and adults with T1DM. The participants were selected from a mix of public and private health facilities. Thematic analysis using inductive and deductive approach was undertaken. The intervention was developed and refined using the principles of FUSED and COM-B models. ResultsIn total, 28 in-depth interviews were conducted, 18 with health care professionals and 10 with adult individuals with T1DM. The results demonstrated deficiencies in the implementation of a structured self-management program for diabetes owing to several patient and healthcare system-related factors. A detailed nutritional counseling was provided at all sites by a qualified dietitian, however, carbohydrate counting was not routinely practiced. The interviews of this formative research revolved around: (a) evaluation of the existing usual care and gaps in implementation of a structured DSMES program, and (b) development of themes that will help in formulation of an intervention package and its effective delivery to the participants. ConclusionThis research study comprehensively investigated the existing practices among diabetes-health care professionals caring for persons living with T1DM and rendered insights towards development of a scientific DSMES program.

Adult Reentry Education, Employment, Treatment, and Recovery Program (DOJ)

Adult Reentry Education, Employment, Treatment, and Recovery Program (DOJ)

The Role of Public Library in South Upper Egypt in Community Development : Libraries Qena Governorate as a model

This study aimed to clarify the role of public libraries in Qena Governorate in the service of the community and the extent of their contribution to the development of the community, in addition to the presentation of initiatives and events provided by / will be provided by public libraries in Qena to participate in community development. The study was based on the survey method through the inventory of public libraries in Qena Governorate, where the number of libraries reached 193 libraries out of a total of 227 by 85%, of which 155 libraries belonging to youth and sports centers and 20 libraries belonging to houses and palaces of culture and 12 children's libraries and 6 clubs libraries and these libraries distributed over 9 centers within the governorate of Qena, The questionnaire was used as a data collection as a tool consisting of 25 questions divided into four axes. The study found that: The public libraries in Qena Governorate provide many services through which they seek to serve and develop the community in addition to activities and training programs. They also participate in literacy and adult education programs and support the educational process. However, there are many difficulties which face these libraries in increasing its participation in community development such as weak budget and lake of specialists in library and information science, The researcher suggested a program to increase the contribution of public libraries in southern Upper Egypt to community development and empowerment.

Towards Learner-Oriented Monitoring and Evaluation in Adult Education Program: A Vital Approach to Ensure Adult Learners’ Learning Needs

Monitoring and evaluation practice of adult education by its flexible nature highly needs effective and continuous professional support based on a bureaucratic system that accomplishes expectations using a hierarchical arrangement. The central essence of adult education monitoring is conceptualized as the continuous comparison of implementation progress against the predetermined principles. As well, another common vital task is evaluation. Such practice can provide formative and summative information about program implementation and outcomes for concerned stakeholders. This study placed on examining learner-oriented monitoring and evaluation practices in integrated functional adult education programs. In doing so, a qualitative research approach and case study design were employed. Purposive and available sampling techniques were used to select 83 respondents. Data were collected through interviews, FGD, and document analysis. The collected data were analyzed using thematic analysis. Results showed that integrated functional adult education monitoring practice was limited to report learners’ enrollment data and mere attendance in literacy class. Narrow emphasis is given to monitoring and evaluation activities that can enhance adult learners’ academic performance and ability in relation to their life skills and practical learning needs have been largely forgotten.

What difference does literacy make among adult learners? Impact of adult basic education programme in a rural community in Botswana

Functional education and human development are not mutually exclusive. To achieve an all-round development, the fourth Sustainable Development Goal partly emphasizes the need to ‘… promote lifelong learning opportunities for all’ by year 2030. This article, therefore, uses a case study approach to analyse the impact of a government funded adult basic education programme in improving literacy level of Sehithwa community in rural, northwestern Botswana. Using a snowball technique and questionnaire/interview schedule survey to sample and interview 30 adult basic education programme participants and 30 non-participants, respectively, and holding other factors constant, the article’s main thrust was to determine the difference in literacy attainment between the two groups. Results from the T-test analysis performed showed that there was a significant difference in participants’ and non-participants’ age, association membership, and household size at p ≤ 0.00 level. Nonetheless, there was no significant difference in literacy attainment between the two groups, perhaps as a result of lack of effectiveness and other challenges associated with the implementation of the literacy programme in the study area.

Fostering Well-Being in the Elderly: Translating Theories on Positive Aging to Practical Approaches.

This article overviews positive aging concepts and strategies to enhance well-being in the elderly and then presents a translation of theories on positive aging to practical approaches for Positive Aging. Drawing upon positive psychology and positive aging research and tools, this program is designed to help older adults improve their well-being by acquiring skills and strategies to cope with present and future challenges. The Mental Fitness Program for Positive Aging (MFPPA) can enhance seniors' quality of life by increasing their vital involvement and active engagement in life. This model is most appropriate for community dwelling individuals. It can easily be conducted in wide range of adult education programs in community centers, sheltered homes, and primary care clinics. It can also be conducted through online psychoeducational training.

Reducing the Challenges of Environmental Sustainability through Adult Education Programmes in Udenu, Enugu State

Environmental sustainability is an important component of sustainable development. This paper assessed the extent adult education programmes could help in reducing the challenges of environmental sustainability. The study is descriptive survey. Respondents for the study consist of 92 adult learners and 5 adult education facilitators in the study area. The data collected from the research objectives were analyzed using mean score. A 13 item questionnaire was used to collect data for the study. The instrument was validated by three experts. Cronbach Alpha technique was used to establish the reliability before administrating the instrument to the respondents. Reliability co-efficient of 0.81 was obtained. The findings, among others, were that, adult education programmes emphasize the need to balance development with conservation of environmental resources such as forests. Conclusively, it is evident that adult education programmes such as environmental education enhance environmental sustainability as it equips individuals in the society to effectively conserve their environmental resources for the present and future generation.

Adult Education: Organizational Approaches Under Uncertainty

Education, undoubtedly, is recognized as determining the social configuration of each state. Most countries of the world are intensively developing and improving the adult education system as an important element of lifelong learning that ensures the development of society. The concept of lifelong education is viewed as a system of the future, which should become the basis for sustainable development, ensuring stability in society, socialization of a person in a changing social environment. Globalization world processes also have a significant impact on education. At the same time, individual education systems should take into account national and cultural characteristics when developing adult education programs so that universalization is combined with existing diversity.&#x0D; The article analyzes the main directions of adult education such as obtaining a second higher education, business education and training for people of the third age. The specifics of the adult audience, the specifics of the work of teachers, the content of curricula and teaching methods are considered. When writing the article, the experience of working with adults, accumulated at the People's Ukrainian Academy, which is a complex of continuous education, in which the adult education system is logically inscribed, was used and generalized. The need to improve the national system of postgraduate education is expressed. We are talking about creating a unified regulatory framework for adult education, changing sectoral legislation, optimizing the structure of additional postgraduate education.