Adult Education Programs Research Articles

Experiências e estratégias no ensino de História sobre gênero e sexualidade na educação básica em Triunfo/Candeias do Jamari-RO

O presente artigo tem por objetivo relatar as experiências e estratégias no ensino de História com as temáticas de gênero e sexualidade vivenciadas durante a execução do trabalho intitulado Projeto de Gênero e Sexualidade na Escola (PGSE) desenvolvido com os alun@s do 9º ano do Ensino Fundamental e 3º ano do EJA (Educação de Jovens e Adultos) no período de 2016 a 2018. O projeto ocorreu na Escola Estadual de Ensino Fundamental e Médio Albino Buttner que se localiza numa zona considerada de difícil provimento na região Norte do Brasil, no Distrito de Triunfo/Candeias do Jamari em Rondônia. Os objetivos estabelecidos foram: ensinar, conscientizar, sensibilizar e discutir com @s alun@s e a comunidade escolar acerca das diversas formas de discriminações e de violências a partir do bullying praticado no ambiente escolar, debatendo, por meio de recursos didáticos, estratégias de aprendizagens (músicas, dinâmicas, filmes e exposições) que contribuem para a ampliação do conhecimento acerca da homotransfobia, machismo, sexismo e feminicídio, respeitando a pluralidade de pensamento, a cidadania e a sua importância para compreensão das diferenças de tod@s @s alun@s e o apreço à tolerância.

Non-formal adult education in Latvia: opportunities and challenges

The article “Non-formal adult education in Latvia: opportunities and challenges” includes a presentation of adult education planning in the European Union and Latvian education policy documents. Based on data on adult participation in education and theoretical aspects of adult learning, methodological recommendations for developing the content of adult non-formal education programmes are developed.

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.

Lessons Learned from Designing Curriculum and Fostering University-Community Collaborations to Implement a Lay Patient Advocate Training in Tribal Communities

Health literacy is critical to enable individuals the capacity to obtain, process, and understand information to make informed health decisions, advocate for themselves and family members, and to activate collaboration in sharing responsibility for health decisions and perform self-management behaviors to help improve their quality of life. This is a particular challenge in disadvantaged groups such as the American Indian (AI) population. The purpose of this Community Based Participatory Research study was to foster university-community collaborations to develop a health literacy/self-advocacy training curriculum for laypersons in AI communities and deliver the training curriculum via classroom integration in community adult education programs. The target population for this program was adult learners in AI tribal communities across South Dakota. A committee consisting of representatives from the community and health science content experts from the university developed a four-module curriculum. The curriculum was modified following feedback from the local adult educators who, following training, then implemented the curriculum into their programs. Results suggest our heuristic health education approach to promote positive health behaviors among the AI population may be viable. By utilizing adult education specialists to deliver the curriculum to adults with educational barriers, we combined the content expertise of university health science professionals with the specialized expertise of community-based adult educators to provide the education to AI students in a familiar environment.

Benchmark for Partnership in Human and Material Resources Provision for Adult Education Programmes in the South-East Zone of Nigeria

Partnership is an approach used for effective human and material resources provision among agencies and partners based on democratic principles of understanding in pursuit of a common goal. Adult education programmes are provided by the government, Non-governmental Organisations (NGOs) and donor agencies. Yet adult education seems to suffer from a dearth of human and material resources due to a loose partnership framework among government NGOs and donor agencies. Hence the need to provide a benchmark for partnership among government, NGOs and donor agencies in the provision of human and material resources. Adopting a descriptive survey research design, the instrument was administered to 3202 subjects consisting of sixty-two proprietors of NGOs adult education centres, five directors of state agencies of mass literacy adult and Non-formal education, fifteen coordinators of donor agencies and 3120 adult education instructors. The data was presented using frequencies, percentages, means, standard derivations and analysis of variance (ANOVA). The study revealed that NGOs have to submit quarterly the record of their staff strength to state agencies for mass literacy adult and non-formal education for resource planning and that development of materials in multi-language can be achieved through collaborated efforts of stakeholders. Thus, the study recommended, among others, that state agencies for mass literacy, adult and non-formal education, NGOs and donor agencies should cooperate to organize conferences for capacity development and instructors and development material in multi-language for adult learners.

Promoting Lifelong Learning Propensity and Intentions for Vocational Training among Adult and Vocational Educational Undergraduates

Learning is not static but dynamic and it is not restricted to an externally imposed direction of learning. Thus, helping an individual to actualize self-direction in learning is a potential model for enhancing information literacy skills and learning outcomes. This study, therefore, employed the theoretical framework of self-directed learning skills to foster students’ lifelong learning tendencies and intentions for vocational skills upgrading via an enhanced information literacy self-efficacy. We employed a quasi-experimental design, with a three-wave survey. The participants were 163 students of Adult and Vocational Education programmes from two universities in Nigeria. The repeated measure MANCOVA results revealed that our intervention increased the participants’ self-directed learning skills, lifelong learning tendencies, and intentions to participate in skills upgrading upon graduation. The mediation tests showed information literacy self-efficacy as a mediator of the relationship between our intervention and the students’ lifelong learning tendencies, as well as with intentions for skills upgrading.

Staffing and Managing Human Resources of Higher Degree Programme of Adult Education for Inclusiveness in Universities in Nigeria

The status accorded to adult education among universities-based educators and researchers appears to be very low. This may be due to scanty knowledge about the discipline and wrong perception held by the bureaucrats, policy makers and administrators within and outside the university system. The Hamburg Declaration in 1997 underscores the importance of adult education when it describes it as a key to the twenty-first century. Realising the fact that adult education is needed in this 21st century, it follows that provision of higher degree programme should be well staffed and properly managed in order to produce learners that will contribute meaningfully to the development of the society. Therefore, this study entitled: “staffing and managing human resources of higher degree programme of adult education in universities in Nigeria” is embarked upon. The aim of the study is to improve human and institutional capacity for required manpower in adult education for national development. The objectives of the study include: to identify and discuss framework for staffing higher degree programme in adult education in Nigerian universities; to find out how human resources for production of higher degrees students are sourced and managed; to assess framework for ensuring inclusiveness in managing higher degree adult education programme in universities; to explore strategies that can be employed to make adult education popular and acceptable among educators and researchers in universities; to explore motivational factors for students' enrollment in adult education higher degree programme; and to examine learning delivery techniques of lecturers/faculty in higher degree programme of adult education. The work employed research design of the survey type. Seven federal and state universities offering adult education at higher degree level were sampled. Statistical instruments were employed to analyse the data collected. All the results were decided at point 05 level of confidence with appropriate degree of freedom. The study revealed that 86.3% of the respondents opined that lack of understanding of the concept of adult education prevented people from enrolling into the course in the university, while 13.7% felt otherwise. Majority of the respondents (89.8%) held that Universities in Nigeria do not discriminate against any sex (male or female) when admitting students for any education programme including adult education, while 10.2% did not. There is significant difference in the perception of staff and students on the framework that can be used for staffing higher degree programme in adult education in Nigerian universities (X2=2.882, df=3, p > .05). There was no significant difference in the perception of staff and students on how human resources are sourced and managed for production of higher degree students in adult education programme (X2=3.741, df=3, p > .05). There was a significant difference in the perception of staff and students on learning delivery techniques of lecturers/faculty in higher degree programme of adult education (X2=9.336, df=3, p < .05). It is recommended that efforts should be made by the stakeholders to popularise the discipline of adult education with a view to making people to understand its meaning and usefulness to the growth of the society. Adequate budgetary allocation should be made by the owner universities to adult education so as to attract qualified staff, regular payment of salaries and comprehensive welfare programme.

Staffing and Managing Human Resources of Higher Degree Programme of Adult Education for Inclusiveness in Universities in Nigeria

The status accorded to adult education among universities-based educators and researchers appears to be very low. This may be due to scanty knowledge about the discipline and wrong perception held by the bureaucrats, policy makers and administrators within and outside the university system. The Hamburg Declaration in 1997 underscores the importance of adult education when it describes it as a key to the twenty-first century. Realising the fact that adult education is needed in this 21st century, it follows that provision of higher degree programme should be well staffed and properly managed in order to produce learners that will contribute meaningfully to the development of the society. Therefore, this study entitled: “staffing and managing human resources of higher degree programme of adult education in universities in Nigeria” is embarked upon. The aim of the study is to improve human and institutional capacity for required manpower in adult education for national development. The objectives of the study include: to identify and discuss framework for staffing higher degree programme in adult education in Nigerian universities; to find out how human resources for production of higher degrees students are sourced and managed; to assess framework for ensuring inclusiveness in managing higher degree adult education programme in universities; to explore strategies that can be employed to make adult education popular and acceptable among educators and researchers in universities; to explore motivational factors for students' enrollment in adult education higher degree programme; and to examine learning delivery techniques of lecturers/faculty in higher degree programme of adult education. The work employed research design of the survey type. Seven federal and state universities offering adult education at higher degree level were sampled. Statistical instruments were employed to analyse the data collected. All the results were decided at point 05 level of confidence with appropriate degree of freedom. The study revealed that 86.3% of the respondents opined that lack of understanding of the concept of adult education prevented people from enrolling into the course in the university, while 13.7% felt otherwise. Majority of the respondents (89.8%) held that Universities in Nigeria do not discriminate against any sex (male or female) when admitting students for any education programme including adult education, while 10.2% did not. There is significant difference in the perception of staff and students on the framework that can be used for staffing higher degree programme in adult education in Nigerian universities (X2=2.882, df=3, p > .05). There was no significant difference in the perception of staff and students on how human resources are sourced and managed for production of higher degree students in adult education programme (X2=3.741, df=3, p > .05). There was a significant difference in the perception of staff and students on learning delivery techniques of lecturers/faculty in higher degree programme of adult education (X2=9.336, df=3, p < .05). It is recommended that efforts should be made by the stakeholders to popularise the discipline of adult education with a view to making people to understand its meaning and usefulness to the growth of the society. Adequate budgetary allocation should be made by the owner universities to adult education so as to attract qualified staff, regular payment of salaries and comprehensive welfare programme.

Factors Affecting the Use of Andragogical Principles in Adult Education Programs in Lagos State, Nigeria

The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators, spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. There are several adult education programs in the Lagos State of Nigeria. This study examined the level of awareness of, and factors that affect the use of andragogical principles in these programs; facilitators and learners’ perception of their roles in teaching/learning, as well as method used. Some 361 participants from six different Adult Education programs and 132 facilitators were used for the study. Interviews and Sit-in-observations, together with the questionnaire, were used to gather data. Chi-squared statistical analysis revealed that facilitators were mostly aware of, but did not make use of andragogical principles in helping adults to learn due to several factors. Suggestions made for improvement include that appropriate training for adult educators be encouraged, as well as expanded use of technology to facilitate adult learning towards national development.

“She didn’t expect to get a slap”: Modeling “proper” conduct among teachers and students in training classes for care workers in Sweden

AbstractThe current study is carried out in an ethnically diverse three-semester vocational adult education programme in Sweden for those who aspire to register as assistant nurses. The data is based on field notes taken during participant observations and video-recordings of the classroom interaction in a course on dementia care in the autumn of 2014. In Sweden, care work is framed by the goals stated in The Swedish Social Services Act, which is to promote the elderly’s right to self-determination and independence. In the class in which this study was carried out, this policy informed the teaching of “good” communication practices. The aim of this article is to demonstrate how the strategies taught in school that embody this policy come into conflict with the seemingly unavoidable dilemmas experienced by trainee students on the work floor. We analyse two examples of teachers acting out hypothetical scenes for the purpose of modeling proper caregiver conduct in dealing with frail, powerless individuals with dementia. The students’ descriptions of their own conduct in managing challenging resident behaviour are thereby considered as accountable actions. The article brings into focus the complexity of the power relations and institutional asymmetries at play concerning the teaching situation in training classes for care workers.

ASSESSMENT OF WOMEN PARTICIPATION IN AGRICULTURAL COOPERATIVE IN ZARIA AND ENVIRON, KADUNA STATE, NIGERIA

The study assessed women participation in agricultural cooperative society in Zaria environment of Kaduna State Nigeria. The objectives of the study were to examine the socio-economic characteristics of women participating in agricultural cooperative society; identify the business activities that women engage in as co-operative members; evaluate the annual income of members of the cooperative society and identify the challenges faced by women as members of the cooperative. A survey research design was adopted and four (4) women agricultural cooperatives societies were purposively selected. In each of the cooperative societies, 25 members were randomly selected given a total of 100 respondents and the data was collected using structured questionnaire. Out of the 100 questionnaires distributed to respondents only 95 were retrieved and used for data analysis. Simple descriptive statistics (frequency and percentage) and inferential statistics (Chi-Square) were used to analyze the data. Results revealed that 41.05% of women in agricultural cooperative were within the age of 26-35 years and 71.58% were married with 36.84% having a family size of 10 and above. On the type of business activities, majority (93.68%) indicated that they were engaged in crop production. The result on the annual income of members showed a significant difference before and after joining the cooperative. Yet, insufficient capital, poor market and low level of education were identified as the major challenges faced by members of the cooperatives. The study recommended that the Government and non-governmental organization should partner with women agricultural cooperative society to improve their capital base, cooperative members should organized adult education programme, seminar or workshop to improve the members’ education and entrepreneurial skills.

Self-Care and Medical Treatment-Seeking Behaviors of Older Adults in Rural Areas of Taiwan: Coping With Low Literacy.

This study focused on ascertaining the effects of low literacy on the self-care and medical treatment-seeking behaviors of older adults. A qualitative research method was adopted in this study wherein a semistructured questionnaire was used to conduct one-on-one interviews with 35 older adults with a primary school education or less who lived in rural areas of Taiwan. The results indicated that low literacy was an evident limitation to their range of activities, and the assistance of family members was required for medical treatment seeking and medication administration. The low self-esteem attributable to low literacy had a negative influence on doctor-patient communication. Older adults had a lower awareness of illnesses and their severity, and this insufficient health literacy resulted in delayed medical treatment. In addition, older adults rarely took the initiative to receive preventive services. This study suggests integrating literacy and health education program for older adults with low literacy.

A relevância da formação continuada de professores no cotidiano do programa de educação de jovens e adultos

O presente artigo tem por objetivo discutir a importância da formação continuada de professores, por meio da narrativa da rotina de trabalho de profissionais que atuam no Programa de Educação de Jovens e Adultos - PEJA - da Prefeitura do Rio de Janeiro. Para a coleta de dados utilizou-se de observação direta e acompanhamento dos encontros semanais para fins de formação continuada, juntamente à aplicação de questionário aos docentes envolvidos. O presente relato evidencia a importância dos encontros semanais que são comuns à rotina destes professores, enquanto forma de enriquecer os planejamentos, obter novos aprendizados e reforçar as ‘conversas’ entre as disciplinas, corroborando para a integração dos diferentes saberes. A experiência narrada reforça a concepção de que esses encontros semanais possibilitam o diálogo entre as disciplinas e a construção coletiva de aulas contextualizadas, sendo este um dos diferenciais obtidos por meio da formação continuada destes professores.

Educação de jovens e adultos: a produção e a democratização do conhecimento nos espaços da extensão universitária na formação inicial de professores

The present work aims to show the results of the research developed on the role of the University Extension in the initial teacher training of the EJA ( Youth and Adult Education Program) highlighting the extension as a space of production and democratization of knowledge. This qualitative research uses the following methodological procedures: literature review, field observations, statement recordings. For its development the research brings the contributions of different authors, such as Freire (1994, 1996, 2006), Pimenta & Lima (2011), Nogueira (2001) and inserts in the agenda some discussion topics such as: curricular reform of the university extension, construction of teacher identity, teaching knowledge and the theory and practice relation in teacher formation. The research is carried out at the moment in which the curricular reform of the University Extension in UFRJ undergraduated courses starts to materialize, obeying the resolution CEG/ UFRJ 02 of 2013, in accordance with strategy 12.7, of goal 12 of the National Educational Plan (2014 - 2024). The results obtained point to the praxis vitality for the formative process and the constitution of the teaching identity. It was also possible to verify the contribution of the insertion in extensionists actions, so that the graders remained in the graduation course and opted to act in the EJA, in its later professional insertion.

Learners’ experience and perceived impact of a health literacy program in adult basic education: a qualitative study

Qualitative interview study. We conducted semistructured interviews as part of the evaluation of the 18-week health literacy program, with participants purposively recruited from six health literacy classes (n = 22). Researchers trained in qualitative methods interviewed adult learners either face to face or over the phone using a topic guide. Data was analysed using the Framework method, a matrix-based approach to thematic analysis. The majority of interviewees were female, lived in metropolitan areas and were from non-English-speaking backgrounds. Most had existing self-reported health problems and inadequate functional health literacy. Most participants described positive impacts of the health literacy course on their language, literacy and numeracy skills, functional health literacy skills, and health knowledge. They also reported being able to translate this into health actions including interacting with providers, accessing and using healthcare, and managing health and illness (e.g. making healthier food choices). Learners also described positive social outcomes of the course, including feelings of connectedness and interpersonal trust within a new network of learners, and reported sharing new knowledge with others in their communities. The findings add value to existing limited evidence that has demonstrated the untapped potential of adult basic education to develop health literacy skills among socially disadvantaged groups. Learners valued the opportunity to share experiences in structured group learning, and reported confidence to transfer new knowledge into their home and wider social network.

Effects of a Repeated Hemodialysis Diet Education Program for Older Adults

Effects of a Repeated Hemodialysis Diet Education Program for Older Adults

GOVERNMENTAL SUPPORT OF LIFELONG LEARNING AT UNIVERSITIES UNDER THE FEDERAL PROJECT «NEW OPPORTUNITIES FOR EVERYONE»

The article discusses state support for universities implementing lifelong education programs for adults in 2019 under the federal project «New Opportunities for Everyone». The aim of research was to identify the pattern of synergies between the outcomes of universities’ participation in the project and conditions for the development of the lifelong education system in regions. We compared the data on the scale of lifelong education and of the project’s funding with the socio-economic indicators of the Russian regions. The study showed that state subsidies for higher education institutions encourage them to further increase the scale of adult education by raising co-funding from the real sector of the economy. To develop lifelong education and raise non-public funds, universities are actively using their previously acquired experience of interacting with employers. Universities that develop programs of additional vocational training most actively are those that are least focused on research activities. At the same time, universities’ willingness to participate in the federal project shows their interest in attracting new student audience. Our correlation analysis has revealed a relationship between the results of the federal project and socio-economic indicators of Russian regions. The article offers recommendations for enhancing the efficiency of the federal project and for stimulating the development of lifelong learning system at universities with a focus on the needs of regional economies.

The History, the Characteristics and the Strategy of the Adult Education Program

The History, the Characteristics and the Strategy of the Adult Education Program

Management of Integrated Functional Adult Education Program: A Critical Analysis of Policy-Practice Gaps

The purpose of this study was to critically analyze the policy-practice gaps in the Management of Integrated Functional Adult Education Program (IFAEP) in Hararghe Zones of Oromia regional state, Ethiopia. A survey research design with both qualitative and quantitative approaches involving concurrent triangulation strategy was used. A total of 215 respondents (facilitators, n = 195; coordinators, n = 6; experts, n = 10; and Education Bureau Heads (EBHs), n = 4) were the samples. Except for facilitators (who were selected by stratified random sampling), all the rest participants were chosen by expert sampling. Questionnaires, interviews, FGDs, and Observations were tools of data collection. Descriptive and inferential statistics were used to analyze data. The findings of the study revealed that there are gaps between the current practice of IFAEP management and its policy implementation guidelines. The major gaps were observed in terms of planning, curricular orientation, implementation, stakeholders’ participation, integration and, monitoring and evaluation. Lacks of professionals, educational inputs and budget as well as a dearth of incentives, commitment, visionary leadership, and IFAEP structure were generally the major challenges hampering IFAEP implementation. Cramer’s V test result, except for sex, indicated a positive association between subject variables and IFAEP implementation. The correlation matrix also revealed a moderate relationship between IFAEP implementation and the predictor variables. Besides, the regression analysis showed that the major predictor variables in their order of significance (highest to least): planning, monitoring and evaluation, integration, curricular orientation, and participation affected the overall implementation of the IFAEP. Overall, it can be inferred that the current IFAEP is not managed as per the policy implementation guidelines implying that there exist policy-practice gaps in the management of IFAEP in the study area. Thus, it is suggested that concerned bodies (Ministry of Education, Regional, Zonal, and District Education Bureaus) should give due attention to IFAEP/ANFE, make it to have its own structure and equip it with right human, material, and financial resources.

Export of Continuing Education Programs: Skills and Technology (Case Study of Agricultural Universities)

Introduction. Development of the economy via the introduction of new technologies stimulates the transfer of competencies through the expansion of exports of educational services in various professional sectors. The study of current skills and competences in the agricultural complex was carried out to identify the most competitive educational programs for adults’/continuing education on regional labor markets, which could be successfully exported by Russia to other countries. We also identified innovative educational products required by the agricultural sector in Russia. The purpose of this article is to study the process of implementation of adult/continuing education and training in Russian agricultural universities in international educational markets. Materials and Methods. Results of a questionnaire survey of higher education institutions under the Ministry of Agriculture of the Russian Federation concerning the implementation of short-term continuing educational programs exported to other countries were used here. Content analysis of popular skills was carried out to determine the most competitive strategies of exports to international educational markets (the case of Kazakhstan, Russia, and USA). The study was conducted on regional job search databases. The sampling scope involved above 3,000 current vacancies. Results. Theoretical and empirical results showed that countries purchase more complex skills if there is a demand for them in the country, and their own continuing education programs are not available. The acquisition of such skills is in demand in countries using a similar model of development of this industry. The increase in exports of Russian life-long education programs to international markets can be achieved by the transfer of high technologies in the agro-industrial sector. Potential countries for the export of continuing/ life-long education include those building cultural, political and socio-economical relationships with the Russian Federation. Discussion and Conclusion. This article is useful for heads of adult education departments of universities to determine the most perspective strategies for exporting continuing education services to international markets.