Adult Education Programs Research Articles

Dans un miroir, obscur

Equity, diversity, and inclusion (EDI)—or sometimes styled EDID by including decolonization—is an institutionalized response to demands for access, inclusion, recognition, and redistribution by communities of people excluded from traditional centres of power. Under the banner of EDI(D), educational institutions have launched an extensive program of adult education, seeking to “train” institutional actors to adhere to policies and root out bias in practice. In this paper, Bannerji situates the relations of EDI work within the broader framing of multiculturalism, racism, and ideologies of education in Canada. Drawing from Dorothy Smith’s unique articulations of ontology and ideology, Bannerji confronts the ideological praxis of EDI work and asks us to consider the politics of identity and pedagogy that constitute this particular conjuncture.

Effect of Selected Methodological Approaches on Facilitation of Learning in Adult Education Programmes in Bayelsa State, Nigeria

Effect of Selected Methodological Approaches on Facilitation of Learning in Adult Education Programmes in Bayelsa State, Nigeria

Mentoring for Discipleship and Spiritual Growth: An Assessment of Cases in Bentiu District of the SDA Church in South Sudan

This study sought to explore experiences in mentoring for discipleship and spiritual growth in Bentiu District of the SDA Church in South Sudan. The study involved three focus groups to receive data. There were two groups composed of seven participants each. The third group had eight participants, making a sample size of 22 respondents, selected randomly. Before venturing into the field to collect the data, the researcher secured permission from the Adventist church authority. Respondents signed the informed consent forms. Data analysis took place in the form of content analysis in the sense that the researcher assembled common themes to answer the research questions. Based on the findings, the study concludes that the youth in Bentiu District experienced mentoring for discipleship and spiritual growth through spiritual programs such as public evangelistic meetings, personal witnessing, small group meetings and through school programs. Women experienced mentoring through convention programs, association of younger women in various activities and through adult education programs. Special groups of people, also experienced the mentoring in various ways. The study recommends that church leaders need to explore more ways of mentoring the youth and the inexperienced by providing more trainings and involving them in spiritual programs. The church leaders should encourage disadvantaged women to enroll in adult education programs. Moreover, there is a need to integrate spiritual programs in the Adult Education programs so that women will be well equipped for service in the church and in the community.

세계시민교육 프로그램이 성인기 발달장애인의 세계시민의식과 문제해결력 및 사회정서역량에 미치는 영향

The purpose of this study was to develop a global citizenship education (GCE) programs for adults with developmental disabilities(DD) that considers the universality of GCE and the specificity of people with DD, apply it to adults with DD, investigate its effectiveness, and discuss the future direction of GCE for people with DD. For the purpose of this study, a GCE program for adults with DD was developed through five stages and applied to 9 adults with DD to investigate the effects on global citizenship awareness, problem-solving skills, and social-emotional competencies. The results of the study showed statistically significant changes in global citizenship and problem-solving skills but not in social-emotional competencies. Based on the results of the study, the following recommendations were made for future GCE for people with DD.

A rapid review of menopausal education programmes.

Menopause is a significant life event that can impact a woman's quality of life and mental health due to hormonal changes. Menopause education programmes play a crucial role in increasing awareness and knowledge about menopause in women. This rapid review aimed to identify the structure and components of menopause education programmes and summarise the evidence of their effectiveness in improving menopausal knowledge, symptoms, and quality of life. The Cochrane rapid review methodology was employed, involving systematic searches in four databases. The eligibility criteria included primary research on menopause education programmes for adults, and studies reporting menopause-related outcomes. A total of 39 studies were included in the review, with most (n = 26/39, 66.7%) published in the last decade. The majority of interventions were delivered in group settings, providing advantages such as a supportive environment and shared experiences among participants. The most frequently covered topics included signs and symptoms of menopause, treatment/management, and lifestyle factors. The review identified evidence of effectiveness in supporting menopause education programmes for improving women's knowledge, symptoms, and quality of life. However, inconsistent reporting of intervention components hindered replication and implementation. The review suggests the need for comprehensive reporting of interventions, and inclusion of premenopausal women, and recommends that future menopause education interventions are inclusive for all ages and abilities. Overall, studies included in this review support the use of menopause education programmes for improving women's understanding and management of menopause.

Case study in using value stream mapping in online graduate education

Given the rise in demand for online, graduate degree programs there is a need to guide program planning and evaluation professionals within institutions of higher education to utilize continuous quality improvement (CQI) strategies. Using principles of design thinking and CQI, the purpose of this case study was to describe a CQI project that sought to develop a better understanding of adult students’ experience progressing through their plan of study in an online doctoral program. As part of the CQI project, value stream mapping (VSM) was used to gain visibility and perspective on the actions required by faculty and staff to guide students through their plan of study. The VSM process provided information that led to conversations that furthered the CQI efforts and led to changes in the adult education program that would benefit all students. Improvement processes that lead to better quality and more positive experiences for users are valuable. This case study demonstrates the processes, challenges, lessons, and future directions in the use of VSM to better understand online graduate programs designed for adult learners.

A Nigerian Perspective of Continuing Education and Knowledge Economy

Adult education programmes in both developed and developing nations usually include continuing education. The relationship between the two notions is that someone requires additional information, either inside or outside of school systems, in order to remain relevant wherever one is at any given time. The information, communication, and technology era brought in a knowledge economy that should normally support continuing education, nevertheless there are still obstructions that prevent people from learning. Although these hurdles are both personal and structural, there seems be no justification for anyone to remain without information for the purpose of individual and group survival. Continuing education and knowledge economy are two concepts that have become popular in educational theory and practice but they are not combined as related concepts in literature. This is an attempt to clarify the concepts for both professional and practicing adult educators generally in African countries and particularly in Nigeria where policy documents for the practice of adult education sometimes deviate from the extant principles and theories. This paper used a conceptual analysis of terms and a systematic review of the available literature. It concludes that continuing education and the knowledge economy necessitate more access to learning that takes into account individual needs and requirements from organisations. This is as a result of the increased availability and application of knowledge in positively changing human conditions.

Reliability and Validity of Diabetes Nutrition Self-Efficacy and Behavior Measures for the “What Can I Eat” Diabetes Nutrition Education Program for American Indian and Alaska Native Adults With Type 2 Diabetes

BackgroundAmerican Indian and Alaska Native (AI/AN) people have high rates of diabetes and limited access to nutrition education. The “What Can I Eat? Healthy Choices for People With Type 2 Diabetes” (WCIE) diabetes nutrition education program was culturally adapted for AI/AN adults. ObjectiveThis analysis was designed to evaluate the reliability and validity of items developed to measure diabetes nutrition self-efficacy (ie, confidence one can engage in specific behaviors) and diabetes nutrition behavior among participants in the WCIE program for AI/AN adults. DesignThis study was a secondary analysis of data from a randomized controlled trial designed to evaluate the WCIE program for AI/AN adults. Baseline data were used to assess the reliability and validity of the self-efficacy and behavior items, which were collected via survey. Due to COVID-19 safety protocols, the intervention was conducted via Zoom (Zoom Video Communications), and both survey and clinical data were collected at home by participants. Participants/settingThe study was conducted from January to December 2021 with 5 AI/AN-serving health care programs in Oklahoma, Illinois, North Carolina, California, and New York. AI/AN adults with type 2 diabetes who spoke English and had internet access were eligible. Sixty people participated. Main outcome measuresAnalyses examined validity and reliability of diabetes nutrition self-efficacy and behavior items. Statistical analysis performedTo test reliability, internal consistency and factor structures of the scales were examined. To evaluate convergent validity, Pearson correlations were computed to examine the association of the self-efficacy and behavior measures with each other and with clinical indicators (ie, body mass index, blood pressure, and hemoglobin A1c). ResultsTwo self-efficacy factors were identified. Each showed strong internal consistency (Cronbach α ≥ 0.85; McDonald ω ≥ 0.88) and was directly associated with diabetes nutrition behavior (P < .001). The factor assessing Confidence in Using the Diabetes Plate was inversely associated with hemoglobin A1c (Pearson correlation = –0.32, P = .0243). The behavior measure capturing Healthy Nutrition Behavior showed strong internal consistency (α = 0.89; ω = 0.92) and was inversely associated with hemoglobin A1c (Pearson correlation = –0.38, P = .0057). ConclusionsDiabetes nutrition self-efficacy and behavior items developed for the WCIE program for AI/AN adults are valid and reliable. These items can facilitate rigorous and consistent evaluation of the AI/AN WCIE program.

Assessment of Funding Approach to Adult Learning and Education in Rural Communities

The challenges of Nigeria as a nation require holistic approach and appropriate education to tackle for socio-economic development and peaceful co-existence of Nigerians. Adult learning and education (ALE) being a discipline with huge potentials for adults, is capable of tackling the problems. However, it needed to be scaled up through new initiatives and approaches. This study therefore, assessed the funding approach to ALE programmes in Ekiti State, Nigeria; with a view to understand how ALE programmes have been funded and implemented in Nigeria in recent times. Review of concepts and terms were carried out. Qualitative research method was used to obtain data. It was discovered that Ekiti state Government adopted specific need and service-oriented approach to funding and implementation of adult learning and education programmes in the State. The approach yielded positive results with 67 adult literacy centres established and 5,029 adult learners enrolled between 2019 and 2022. A total of 45 individuals and 12 faith based organisations sponsored ALE programmes. It is therefore recommended that government at all levels should adopt need and service-oriented approach to funding and implementation of ALE programmes with a view to make ALE relevant in providing solution to the Nigeria’s socio-economic, political, environmental and security challenges.

Developing an online improv comedy course: an action research study

ABSTRACT I explored the development of a 4-week online introduction to improv course, to verify the fit of the games and exercises used in this short course. I employed practitioner action research to develop an understanding of autistic learning needs. A socio-constructivist framework was used in the teaching, and focus groups were conducted after each class to obtain data. I recruited a total of 17 autistic participants for the Zoom-based improv classes, with groups of three to five autistic adults per course. Five courses were completed, and focus groups were run after each class to discuss the trialled improv training. The data collected identified improvements that participants felt would better support their learning. I found that autistic adults were comfortable learning with other autistic learners, and the gradual, informative teaching approach addressed their needs. An autistic teaching assistant was also found to be necessary. However, there were both desired and unwanted content, as well as contradictions about using online versus offline mode of study, and the necessary group size. The findings suggest that these considerations should be taken into account for adult education programmes aimed at autistic learners.

Developing digital proficiencies of English learners in adult education

All around the globe, the development of digital skills is considered a priority because individuals are increasingly asked to interact with digital information. Digital literacy is required to communicate effectively and accomplish social and work-related tasks. Although there is a significant body of literature on the development of digital proficiencies in educational settings from elementary school to university, there is limited research with adults who are continuing their education later in life, usually outside of formal educational systems. The purpose of this paper is to report results from a study conducted with English learners in an adult education program in the U.S. The study evaluated the digital component of a new curriculum named CILIA-T (Content-Integrated Language Instruction for Adults with Technology Support), CILIA-T is a 16-module curriculum supporting adult learners to build their English skills, US History and Civics knowledge and digital proficiencies. In this study, researchers partnered with teachers to introduce part of the digital literacy content of the curriculum. There was a test given before and after the teaching. To determine the effectiveness of the digital literacy curriculum, the scores on the pre and post-tests and the duration to complete the pre and post-tests were analyzed. There were also learner and teacher surveys to evaluate the usability and utility of the curriculum. Main findings indicated that explicit instruction in digital literacy skills led to significant improvement across all participants. Teachers and learners found the digital literacy curriculum to be helpful and relevant.

Widowhood and multidimensional poverty: Evidence from Nigeria

AbstractPoverty among widows has received little empirical attention in Africa despite women's severe vulnerability to death shock. We provided empirical evidence on widow households' transition in and out of poverty and factors influencing their probability of being in poverty. The Markov transition probabilities show moderate but increasing positive transitions for severely poor widows. Non‐poor widows are stayers who primarily sustain their non‐poor class. The ordered logit estimation shows that higher dependency ratio increases the chances of a widow being severely poor. Being an older widow and having literacy skills reduced the probability that a widow household will be severely poor. Household size and dependency ratio are noted to play important roles in the probability of transitions across poverty classes as shown by the estimated multinomial logit model. These findings are robust to alternative poverty measure, estimation method and different set of weights. Generally, the results echo the need for social safety nets to cushion widows' financial strains. Life insurance policy for spouses, increased sensitization of widows of their rights and adult education programmes targeted at widows could mitigate the negative impact of widowhood on women.

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication

This paper presents the results of a research project on the intercultural climate in schools and the academic success of immigrant students in Quebec. The intercultural climate in eight secondary public schools is documented from the standpoint of various school and community stakeholders, students, and parents. More specifically, the paper focuses on the commitment to promoting cultural equity, which is identified through interviews with the targeted stakeholders on exclusionary practices and processes and the practices implemented to counter them. The results identify five areas of vulnerability among certain minoritized groups of students: the transition from welcoming to regular classes for those students learning French, evaluation and support for those experiencing learning or behavioral difficulties, the referral of these students to adult education programs or work-oriented training programs, their participation in extracurricular activities, and their access to special school projects. Nonetheless, some schools do report the introduction of many equity practices in response to the exclusionary ones. However, these initiatives are mostly occasional and voluntary and pertain to interactions between individuals. These findings call for a discussion on the importance of systemic and concerted initiatives towards achieving equity.

Abstract P256: Rationale, Development, and Implementation of a Multidisciplinary Digital Lifestyle Health Education Program for Older Adults With Cardiovascular Disease and Osteoarthritis

Introduction: Cardiovascular disease (CVD) is the leading cause of death worldwide. Globally, osteoarthritis (OA) affects 654 million. In 2018, of the 1.2 million Australians who had CVD, half also had arthritis, with the most common form in Australia being OA. Ongoing pain and physical limitations from OA can affect lifestyle choices, contributing to the shared risk factor profile of CVD and OA (physical inactivity, overweight/obesity, poor diet, high medication use). This contributes further to the burden of both diseases including reduced 6-minute walk (6MW) performance, which is directly related to increased CVD mortality. This project outlines the rationale for and development of a multidisciplinary digital lifestyle health education program for the treatment and secondary prevention of CVD and its common comorbidity of OA. Methods: This study is a cross-sectional analysis of older adults in Sydney. Class was classified based on the Australian socioeconomic index for areas. Conditions were defined according to Australian national guidelines. Medical history, body mass index (BMI), waist measurement, muscle strength, and 6MW measurements were assessed. Differences between those with and without OA were determined via one-way analysis of variance. Simple linear regressions assessed potential relationships. Results: In a cohort of 532 adults; n=341 (64.1%) had diagnosed CVD; 48.4% of which had OA (mean age 66±12 years; 73.3% female). Socioeconomic index was deemed high. In the OA cohort mean BMI and waist were above healthy heart recommendations according to the World Health Organisation. There were no significant differences between those with OA and those without for cardiovascular risk factors of body weight, BMI, waist measurement, blood pressure, 6MW, or muscle strength. However, in those with CVD and OA, the relationship between age and 6MW was stronger and age accounted for more of the variance in performance (r=-0.44; r 2 =0.19; p&lt;0.001) than those without OA (r=-0.37; r 2 =0.17; p&lt;0.001), indicating a greater reduction in walking ability in those with OA as they get older. Conclusion: With 6MW performance being related to CVD mortality, interventions are needed to improve health and fitness in this cohort. International guidelines for CVD and OA recommend treatment should prioritise lifestyle changes, including a healthy diet, regular physical activity, and interventions that address all risk factors. Lifestyle LIFEMAP will assess the efficacy of a widely translatable multidisciplinary digital evidence-based 10-module lifestyle, food, exercise, medication, and park prescription education program for adults with the comorbidity of CVD and OA. We expect this program to improve knowledge, and healthy lifestyle choices, thereby improving physical activity and health outcomes in this highly vulnerable population.

Solidarity, agency, and learning in everyday participation: A look at an adult education program in the context of COVID‐19

AbstractThe outbreak of the COVID‐19 pandemic on the world stage has impacted multiple aspects of our lives, affecting how we interact, organize public affairs, and carry out daily activities. This paper explores how students in an ongoing adult education program in Villa María, Argentina, continued their studies during the 2020–2022 pandemic in the context of the restrictive public health policies that led to suspending in‐person classes and collaborative sessions and moving to digitally mediated formats. It centers on the experience of adult learners confronted by the COVID‐19 emergency and their response through solidarity relationships and agency. We found that the students actively reorganized and redesigned their academic practices by articulating their emergency needs resulting from the pandemic with their continued participation in their program through acts of solidarity. Finally, we share thoughts and future directions about solidarity in adult learning contexts.

98 Using youth hippology contest results as a needs assessment as a framework for a train the trainer program

Abstract Land-Grant Institutions and Cooperative Extension Services seek to disseminate science-based information to the general public and strive to develop the next generation of agriculturists. Extension agents across Tennessee implement youth and adult educational programs to build the knowledge and skill sets of producers and youth. However, Extension agents differ in areas of expertise, leaving some counties with minimal ability to provide 4-H horse project members with sufficient content knowledge while agents in other counties are more well versed in equine-specific areas. Youth (n = 224) competed in the 2021 regional 4-H Hippology contest across the Eastern (n = 59), Central (n = 93), and Western (n = 72) regions. Youth competed within their age divisions, where junior (grades 4 and 5, k=60 where k represents number of participants within each age division), junior high (grades 6 to 8, k = 100), and senior (grades 9 to 12, k = 100) divisions competed in written exam and slide identification phases. Contest scores from the Tennessee regional and Eastern National 4-H Hippology contests were used to determine areas of knowledge deficiency. Nutrition, tack, selection, health, and breeds were categories identified as areas in which 4th – 12th grade youth lacked adequate knowledge and a training program and new curriculum was developed and delivered to county extension agents. Statistical analysis was conducted using SAS v9.4 (Cary, NC). Differences were found when comparing across question category (P &amp;lt; 0.0001), age group (P &amp;lt; 0.0001), and year (P &amp;lt; 0.0001). Nutrition questions were most often missed by senior and junior high youth (k = 7.8, 51.94%; k = 7.5, 44.22%) whereas junior youth missed training questions most frequently (k = 4.9, 54.14%). Of the 5 deficient topic areas, selection questions were the lowest percentage missed by senior and junior high youth (k =5.9, 36.81%; k = 7.1, 39.53%) whereas junior youth missed health questions least frequently (k = 4, 39.87%). It was found that training status had no significant on scores from year to year (P &amp;gt;0.05). Despite the lack of training effect, these findings still prove valuable when assessing performance upholding the extension mission of delivering science-based information to the next generation of industry professionals.

Opinions, attitudes and perceptions of local people towards the conservation of Nigeria‐Cameroon chimpanzees in Mpem‐Djim National Park, central Cameroon

Abstract Local ecological knowledge (LEK), tied to specific cultures, is crucial for sustainability in conservation initiatives. Therefore, including holders of this knowledge in management decisions is essential. Collecting protected area‐specific data on local people's attitudes, opinions and perceptions towards wildlife, especially for highly threatened species like great apes, is therefore crucial for effective conservation. This study emphasizes the importance of LEK as an interdisciplinary approach, highlighting its essential role in informing conservation decisions and understanding human–environment interactions. To fill the information gap on the LEK on the Nigeria‐Cameroon chimpanzee in central Cameroon, we used questionnaires to assess the LEK of respondents specifically their perceptions, opinions and attitudes towards the population trend of chimpanzees, as well as their opinion about the current management systems of Mpem and Djim National Park. We collect data from 240 respondents in 15 villages in the neighbourhood of the park. Using generalized linear mixed models, we were also able to assess socioeconomic and demographic factors that correlate with the opinions, attitudes and perceptions of the respondents towards chimpanzee conservation. About 87% of the respondents exhibited good knowledge about chimpanzees and 59% reported taboos related to chimpanzees. About 94% were aware of laws that prohibit the hunting of chimpanzees, while 87% agreed that it is a good initiative to conserve chimpanzees, and 42% reported that their population increased. Almost half (52%) of the respondents said they were satisfied with the current park management system. Age, gender, education level, number of children in the household and time spent in the community were predictors that influenced the attitude, opinion and perception of the respondents while occupation and the geographic distance between the village and the park did not. Our findings suggest that raising awareness of human–chimpanzee coexistence through adult education programmes should target specific demographic groups, such as those with larger families, limited education, older age, individuals with lower LEK or native. These findings brought insights to guide future studies and should be taken into account when discussing regional management. Read the free Plain Language Summary for this article on the Journal blog.

Assessment of Ethiopian Integrated Functional Adult Education (IFAE) planning practice: what lessons can be learned for future Adult Education programmes?

ABSTRACT The study’s main purpose is to evaluate the planning practices of the Ethiopian Integrated Functional Adult Education (IFAE) programme and to draw lessons that can be learned for future adult education programmes. The study used an explanatory sequential mixed methods research design and involved 224 participants. Data were collected using questionnaires and interviews and analysed by descriptive statistics and thematic analysis. The study found that IFAE’s planning practices are characterised by four shortcomings: insufficient consideration of learner needs assessment; insufficient consideration in defining the roles and responsibilities of each stakeholder throughout the programme; inability to determine what actions should be carried out when and how; and inadequate allocation of resources required for the programme. In addition to these limitations, the study identified factors that hinder IFAE planning, including inadequate stakeholder participation, lack of qualified personnel, social and cultural sensitivities, adaptability and scalability problems, and budget constraints. Therefore, addressing these deterrents through the active participation of stakeholders such as educators, adult learners, and government representatives is critical to designing effective adult education programmes. By incorporating these insights, future initiatives can reach more learners and create a better future for all. Finally, a detailed discussion and conclusions are provided.

Analysis of the Effectiveness of an Affective-Sexual Education Program for Adults with Intellectual Disabilities.

In recent years, the number of programs to improve sex education for people with intellectual disabilities has increased. However, in most cases, these programs do not provide any evidence of their impact. In the present study we analyzed the effectiveness of the SALUDIVERSEX affective-sexual education program for people with intellectual disabilities using a controlled trial design. 246 individuals from eastern Spain completed a battery of questionnaires before and after the intervention. Multilevel statistical analyses showed that the risk of experiencing sexual abuse had significantly decreased and knowledge about sexuality significantly increased among those who received the intervention compared to those who did not. The evaluation of the professionals who worked daily with the participants agreed on how knowledge about sexuality and intimacy increased and concerns about sexuality decreased among those in the intervention group. The SALUDIVERSEX program is a powerful educational strategy to promote better sexual health and quality of life for people with intellectual disabilities.

The Influence of ICT on Teaching and Learning in Adult Education Programs in Nairobi County Kenya.

The purpose of this paper was to examine the influence of Information Communications Technology (ICT) on teaching and learning in adult education programs in Nairobi County Kenya. The study sought to establish how the current trends in the usage of ICT in the 21st century is influencing the methods and the content that is being taught in the adult education centres. The study employed Everett Rogers diffusion of innovation theory. A descriptive survey method was utilized in this research. The target population comprised of one adult education officer90 adult educational centres consisting of 1250 adult learners and 360 tutors in Nairobi County. Therefore, out of the 90 principals a sample equivalent to 30% or 27 principals were selected randomly. Out of a target population of 360 teachers, 108teachers which forms 30% of the population was randomly selected and Questionnaires were administered to the teachers and adult learners while interviews were conducted on the county director adult education and principals The findings established that there was a significant correlation between what the adult learners learn in the adult education centres and the implementation of what they have learnt in their day to day ICT usage. The level of ICT training by the adult education teachers influences positively on the methods through which the teaching of the adult learners is carried out in the education centres. The teaching and learning in adult education centres should also be tailored towards the current digital needs required to navigate the ICT market to enable the adult learners to successfully access and use e-services. The study recommends that the Ministry of Education should integrate the teaching of ICT in the teaching and learning in the adult education centres. There is a great need to monitor and support teacher training programs in integration of ICT in adult and community learning centres in Kenya. The study concluded that the teaching of adult learners should be market driven, this will enable the adult learners fit well into the fast digital growing environment.