Adult Education Programs Research Articles

Evaluating the mechanisms and long-term effects of a web-based comprehensive sexual health and media literacy education program for young adults attending community college: study protocol for a three-arm randomized controlled trial

BackgroundMany community college students experience poor sexual and relationship health outcomes. Young adults consume a plethora of media content, much of which depicts unhealthy sexual and romantic relationships, and research has shown that media exposure can negatively impact health outcomes. Asynchronous, web-based media literacy education (MLE) programs have been shown to improve short-term sexual and relationship health outcomes. However, there is a dearth of research on the mechanisms by which MLE programs impact health outcomes and the long-term effects of MLE programs on sexual and relationship health outcomes among community college students.MethodsThis study will (1) evaluate the unique effects of MLE on primary and secondary sexual and relationship health outcomes; (2) compare the mechanisms underlying the effects of an asynchronous, web-based MLE sexual health program (Media Aware) to the mechanisms underlying the effects of an active control program on health outcomes; and (3) evaluate the long-term efficacy of Media Aware on media literacy skills and sexual and relationship health outcomes compared to active control and delayed intervention control groups. To address these aims, a three-arm randomized controlled trial with young adults attending community college will be conducted. It is expected that around 30 campuses will participate and approximately 67 students from each campus will be enrolled in the study (estimated n = 2010). Campuses will be randomized to either the (1) intervention group (Media Aware); (2) active control group (sexual health education from Media Aware without MLE content or methods); or (3) delayed intervention control group. Students will complete online questionnaires at pretest, posttest, 6-month, and 12-month follow-ups.DiscussionThis project has the potential to advance theory about the potential mechanisms through which MLE has an impact on sexual and relationship health outcomes by directly testing the impact of interventions using a randomized design. Additionally, this study is expected to establish strong evidence for the effectiveness of Media Aware for use with young adults and to help identify strategies to optimize the longer-term impact of the program on health. Students’ satisfaction with programming will be discussed to inform future implementation efforts.

Rationalising pedagogy: what counts as skill across musical communities of practice in contemporary Istanbul

Over the last two decades, the skilled practice of learning the ney (Sufi reed flute) has gone through a massive revival in Turkey, as part of a broader interest in the revitalised ‘Sufi music’ genre and in Islamic arts learning. One key step in this process has been the ruling Justice and Development Party (AKP) government’s incorporation of ney teaching into mass public education through its council-run adult education programme (İSMEK). While this development has been pivotal in broadening access to skill attainment in the metropolitan area of Istanbul in significant ways, it has also led to a rationalisation of pedagogical practices, bringing with it transformed understandings of musical skill. To show what this process of rationalisation involves, this article examines skill training encouraged at government-sponsored lesson sites in tandem with a second mode of learning the ney grounded in apprenticeship pedagogy. The divergences emerging from this comparison reveal two very different paths to becoming an expert ney player, demonstrating, in turn, how pedagogical particularities foster different communities of practice.

Community-based culturally tailored education programmes for black adults with cardiovascular disease, diabetes, hypertension and stroke: a systematic review protocol of primary empirical studies

IntroductionChronic conditions and stroke disproportionately affect black adults in communities all around the world partly due to patterns of systemic racism, disparities in care, and lack of resources. Culturally tailored...

Practices of Integrated Functional Adult Education Program in Sewena Pastoral Community District, Bale Zone Oromia

The purpose of this study was to investigate the practices of integrated functional adult education program in Sewena pastoral community district, Bale Zone Oromia. Pragmatism was adapted as a philosophical assumption of this study. A mixed-methods research design with concurrent triangulation was used. Both probability and non-probability sampling techniques were used to select participants from various groups. Samples of 115 participants consisting of 56 facilitators, eight IFAE experts, 10 CRC supervisors,14 school principals,24 adult learners, and three district adult education board members were selected. Thus, questionnaire was used for facilitators, IFAE experts, CRC supervisors, and school principals respectively. In depth interviews was conducted with district adult education board members and focus group discussion held with samples of 24 adult learners. Document analysis and classroom observation was employed. Validity and reliability were used to test the quality of instruments. Both quantitative and qualitative data analysis techniques were employed. More specifically, descriptive statistics like frequency distribution, percentage, mean and standard deviation; inferential statistics one way ANOVA were used. Ethical issues would be confident from the beginning to the end. The result of data analyses revealed that the degree of the provision of the contents for learners was vary and provided in terms of theory than practices, adults were not much benefitted from the program as intended, facilitators used lecture method frequently, and did not used variety method, there were poor access of facilities and instructional material. Based on the findings, it is recommended that provision of contents of IFAL through integrating theory with practices of daily life of adult learner, trainings facilitators on andragogy skill and mobilization of resources and equipping centers with the necessary educational materials and facilities were suggested Keywords: practices, integrated functional literacy, pastoral community . DOI: 10.7176/RHSS/12-12-02 Publication date: June 30 th 2022

Exploring women’s agency through adult education program in Ethiopia

Exploring women’s agency through adult education program in Ethiopia

Perception and attitude of the local people toward carnivore population and conservation in the Faragosa‐Fura landscape of the Southern Rift Valley, Ethiopia

AbstractLocal people's perceptions and attitudes toward wildlife have been advocating for the success of biodiversity conservation. However, area‐specific data on local people's perceptions and attitudes toward carnivore populations and conservation in human‐dominated landscapes are scarce. The purpose of this study was to investigate local people's perceptions of carnivore population abundance and trend, as well as their attitudes toward carnivore conservation in the Southern Rift Valley of Ethiopia. We collected data from 352 households' interviews using a semi‐structured questionnaire and photographic sampling of 13 carnivore species in 2020. About 57% of respondents perceived the population abundance trend of carnivores had decreased between 2015 and 2019. The reported decline was higher for lions, caracals, and leopards, while the increase was higher for common genets and mongooses. The reported population abundance of carnivore species varied significantly. Only marginally more people (52%) opposed carnivore conservation, citing livestock predation as the primary reason. Two thirds of respondents opposed the conservation of spotted hyenas, black‐backed jackals, common genets, and mongoose species while supporting the conservation of lions, caracals, African civets, and leopards. Respondents' livestock number was the most important factor significantly affecting all three models (population abundance, population trend, and support for conservation). Age and education status were displayed to have an effect on population abundance and trend models, while gender, land size, and damage to livestock were shown to have an effect on one of the two models. Thus, we recommend that awareness raising of human–carnivore coexistence through adult education programs be targeted at people who oppose conservation, own more livestock, experience more livestock damage, and have not received formal education. Also, effective livestock husbandry practices should be implemented to promote peaceful human–carnivore coexistence.

Transition-oriented patient education program for adolescents and young adults with ADHD

Transition-oriented patient education program for adolescents and young adults with ADHD Abstract. Background: The transition from child- to adult-centered treatment includes numerous challenges in the treatment of chronic disorders. This process can be further complicated by disease-specific characteristics of attention-deficit/hyperactivity disorders (ADHD). This secondary analysis evaluated a transition workshop in individuals with ADHD. Methods: In total, 56 adolescents and young adults with ADHD (age M = 17.3 years, SD = 1.1; 17.9 % female) and their parents were quasi-randomly assigned to a control group (CG, n = 28) or an intervention group (IG, n = 28). The CG received regular medical care, whereas the IG additionally participated in a one-and-a-half-day transition workshop (ModuS-T). Before and 4 weeks after the intervention, transition competence was assessed with the Transition Competence Scale (TKS), patient activation with the Patient Activation Measure 13 for Adolescents (PAM® 13), and satisfaction with care with the Patient Satisfaction Questionnaire (ZUF-8). Results: The IG showed significantly improved transition competence (p ≤ .001) compared to the CG. There was no significant intervention effect in terms of patient activation (p = .194). Overall, the IG was highly satisfied with the workshop. Discussion: To date, transition workshops have been evaluated predominantly in individuals with chronic somatic disorders. This secondary analysis indicates that a generic workshop is also associated with improved transition competence and high satisfaction in individuals with chronic mental disorders. The integration of such approaches into routine care needs to be discussed.

Implementation of the Diabetes Community Exercise and Education Programme (DCEP) for the management of type 2 diabetes: qualitative process evaluation

ObjectivesTo examine context-specific delivery factors, facilitators and barriers to implementation of the Diabetes Community Exercise and Education Programme (DCEP) for adults with type 2 diabetes (T2D) using the Reach, Effectiveness,...

Where to next? Experiences of adults with intellectual disability after they complete a university program.

Adults with intellectual disability who attended higher education programs have reported increasing self-determination, developing social skills and forming relationships. However, there is limited evidence about what adults with intellectual disability do after they complete such programs. This study investigated the experiences of adults with intellectual disability after they completed an inclusive higher education university program in Australia. This qualitative study used a phenomenological approach. Semi-structured interviews were conducted with adults with intellectual disability who had completed the program (N=6). Data were thematically analysed and interpreted using Bronfenbrenner's ecological systems theory. Participants developed lasting connections with mentors and staff but not with peers. Some participants accessed more opportunities, returned to study, increased topic-specific knowledge, and developed life skills; however, others faced challenges with transition from the program. Findings highlight a need to explore ways to enhance the transition from the program to the wider university environment and/or employment. Suggestions for practice are provided to help inform future development of inclusive higher education programs for adults with intellectual disability. With appropriate support adults with intellectual disability can experience positive post-university outcomes and opportunities; however, limited social interaction with informal supports such as peers, challenges the inclusive model.

Adult Education Programmes For Awareness Creation And The Prevention Of HIV/Aids Among Youths In Portharcourt City Local Government Area Of Rivers State

Adult Education Programmes For Awareness Creation And The Prevention Of HIV/Aids Among Youths In Portharcourt City Local Government Area Of Rivers State

The Availability of Physical and Human Resources on the Implementation of Adult Education Programmes in Cross River State, Nigeria

This study investigated the availability of physical and human resources on the implementation of adult education programmes in Cross River State, Nigeria. Two research questions were formulated. Descriptive survey research design was adopted for the study. A sample of 600 respondents were selected from eighteen local government areas using stratified and simple random sampling techniques. The instrument used for data collection was 20 items, modified rating scale questionnaire titled “Availability of Physical and Human Resources and Implementation of Adult Education programmes Rating Scale (APHRIAEPRS)” was used for data collection. The instrument was dully validated by experts and its reliability estimate was established at .84 using Chronbach Alpha reliability method. Data collected were analysed using simple percentages. The findings from the results revealed that availability of physical resources on the implementation of adult education programmes was inadequate while availability of human resources for the implementation of adult education programmes was 50% average in the study area. Based on the findings, it was recommended among others that there should be adequate provision of physical resources to boost the implementation of adult education programmes

Nutrition Education Programs for Adults with Neurological Diseases Are Lacking: A Scoping Review.

The nutrition recommendation for most common neurological diseases is to follow national dietary guidelines. This is to mitigate malnutrition, reduce the risk of diet-related diseases, and to help manage some common symptoms, including constipation. Nutrition education programs can support people in adhering to guidelines; hence the aim of this scoping review was to explore what programs have been implemented for adults with neurological diseases. We conducted this review according to a published a priori protocol. From 2555 articles screened, 13 were included (dementia n = 6; multiple sclerosis n = 4; stroke survivors n = 2; Parkinson’s n = 1). There were no programs for epilepsy, Huntington’s, and motor neurone disease. Program duration and number of sessions varied widely; however, weekly delivery was most common. Just over half were delivered by dietitians. Most did not report using a behavior change theory. Commonly used behavior change techniques were instruction on how to perform a behavior, credible source, and behavioral practice/rehearsal. Evidence of nutrition education programs for adults with neurological diseases is lacking. Of those that are published, many do not meet best practice principles for nutrition education regarding delivery, educator characteristics, and evaluation. More programs aligning with best practice principles are needed to assess characteristics that lead to behavior change.

How do learners view adult education? Women learners’ perception on the Ethiopia's adult education programme

The perception of adult learners and societies towards educational programmes including adult education affects their effectiveness. This study aims to explore the perception of Ethiopian women adult learners towards the Integrated Functional Adult Education programme using qualitative case study as methodology and social constructive ideology as paradigm to figure out the women learners’ perception towards adult education program. Data was collected using interviews and focus group discussions with women learners employing purposive sampling techniques. The study found that initially women learners were suspicious to attend the programme but became enthusiastic to attend. Women’s fear of the programmes relevance is replaced by gratitude as attendance continues. The study also showed the programme answers the women’s longing for formal education.

IDF21-0099 Development of self-management program with carbohydrate counting for Type 1 Diabetes delivered during Covid-19 pandemic

Background: There 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). Aim: This formative research was conducted to explore existing practices on the said subject and gather information for planning an enhanced usual care (EUC) intervention program. The suggestions were incorporated for the intervention to be delivered especially during Covid-19. Method: We conducted in-depth semi-structured interviews with endocrinologists, dieticians, diabetes educators and adults with T1DM for this qualitative formative research. The participants were selected from a mix of public and private health facilities. Thematic analysis using inductive and deductive approach was undertaken. Results: In 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 in usual practice. A detailed nutritional counselling was provided at all sites by a qualified dietitian, however, carbohydrate counting was not routinely practiced. The content of this formative research revolved around two broad domains hence explored: (a) evaluation of the existing usual care and gaps in implementation of a structured DSMES program, and (b) development of approaches that will help in formulation of an intervention package and its effective delivery to the participants. Principles of FUSED and COM-B models were also reported to be significant components for the success and refinement of such interventions. During the pandemic, the challenges reported in diabetes management were in maintaining monitoring chart of blood glucose levels due to lack of monitoring strips, procurement of insulin, procurement of diabetes supplies and management of disease condition during acute complications with lack of hospital facilities. Blood sampling was reported to be halted due to complete lockdown and restricted red zones. For effective delivery of such EUC interventions, it was suggested to conduct the sessions via video conferencing apps. Similarly, the follow-ups and reinforcement during this period were suggested to continue via telephonic calls, audio clips, video calls, video clips and SMS modes. As a part, it was suggested to relax blood glucose monitoring, the insulin of same type but different brands were suggested to be prescribed among choices available in local area and other mentioned challenges were suggested to be continuously looked after and provide timely advice for the same emphasizing sick day rules. Further, it was suggested to get the blood tests performed from reliable (accredited) labs at the recommended intervals. Discussion: This research study comprehensively investigated the existing practices among diabetes-health care professionals caring for persons living with T1DM, deficiencies in carbohydrate counting meal-planning technique and rendered insights towards development of a scientific DSMES program.

A case study of adult education and literacy programs and the transition to remote services during the COVID‐19 pandemic

The COVID‐19 pandemic drastically impacted the Texas Division of Adult Education. As a result, Texas's grant‐funded adult education and literacy (AEL) programs transitioned to remote instruction. There was a need to understand how this unfolded. Thus, the purpose of this case study was to explore how the Texas Division of Adult Education guided AEL programs in the transition to remote services. Several published records were collected and analyzed using document and content analysis. The research findings revealed effective crisis management strategies and professional development interventions implemented by state leadership. This study also highlights the challenges and potential advantages of remote learning. These outcomes are helpful because they could guide other state agencies in incorporating remote learning courses. Ultimately, professional development training evaluations indicated the need for further program support to foster training transfer. This article concludes with implications for AEL programs and suggestions for future research.

Stakeholders’ participation in adult education programme development in Ethiopia

ABSTRACT The implementation of integrated functional adult education (IFAE) programme needs collaborative efforts of different sectors. Studies indicate that the collaboration among different sectors is low, but the sectors’ view in relation to the contribution of the programme and their participation in the implementation of the programme is not well studied. Therefore, the purpose of this study was to understand stakeholders’ views about the programme and their participation in its implementation. The necessary data were collected from Adult Education Board members, Adult Education Technical Committee members and facilitators through questionnaire, in-depth interview, and document review. The result indicated that stakeholders have positive views about the collaboration and the contribution of the programme to the development of different sectors and the nation in general. It also revealed that, there is minimal involvement of stakeholders in the implementation of the programme including programme management, awareness creation, community mobilisation, budget allocation, education and training, and monitoring and evaluation. Stakeholders’ positive view about the programme and its contribution is a necessary but not sufficient condition for the effective implementation of the programme. Thus, there is a dire need for stakeholders’ and government’s commitment and strong programme monitoring and evaluation supported by clear accountability structure.

A comparative study of library services and job performance of librarians and paraprofessional librarians in public libraries in South-South Nigeria

PurposeThis study is aimed at comparing library services and job performances of personnel in public libraries in South-South Nigeria.Design/methodology/approachThe study adopted a descriptive survey design using 107 personnel in public libraries in South-South Nigeria. The total enumeration sampling technique was used for this study. All 107 personnel in public libraries in South-South Nigeria were considered appropriate for this study. The instrument used to elicit data from the respondents was a self-designed questionnaire and oral interview, 103 respondents answered to the questionnaire.FindingsLibrary services such as recreational services, community information services, career information services, information alert services, services to prisoners, mobile library services and adult literacy education programs are not carried out. The result also revealed that factors such as poor funding by government, insufficient staff strength, lack of interpersonal skills and untrained staff hinder adequate job performance of personnel. In the final analysis, the result from the study amongst others shows that there is no significant difference between the six states on the types of job performed in the different state public libraries in South-South Nigeria. Meanwhile, there is a significant difference between the extent of job performance of librarians and paraprofessional librarians in public libraries in South-South Nigeria.Originality/valueTo the best of the researchers' knowledge, this research is the first to ascertain library services and job performance of personnel in all public libraries in South-South Nigeria.

Outcome evaluation of an educational programme for preventing recidivism by adult firesetters

PurposeIn intervening to prevent recidivism by adult firesetters, there is a dearth of standardised interventions and relatedly of controlled outcome evaluations. Although education is a common firesetter intervention, it is unclear if this changes behaviour of adults; a research situation the current study aimed to address.Design/methodology/approachThe rate of actual fire recidivism of participants of a standardised educational programme was compared using Cooke’s (1989) equation to expected rates based on the firesetting history of 93 referrals.FindingsResults indicated a significant large effect for the difference between the frequencies of expected and actual firesetting re-offences.Research limitations/implicationsLimitations of the one-group pretest–posttest design are discussed with respect to potential confounds.Practical implicationsThis paper adds to the literature on adult firesetter interventions and lends support to the use of fire education to prevent fire recidivism. It provides the first empirically validated example of a structured education programme for adult firesetters. Of interest to services piloting new intervention programmes, it reports an operationally efficient methodology for preliminary evaluation.Originality/valueTo the best of the authors’ knowledge, this is the first reported outcome study of a fire safety education programme for adults. The methodology adopted represents a means of preliminary evaluation in safety-critical areas where traditional evaluation designs are infeasible.

The Implementation of Andragogy in the Adult Education Program in Ethiopia

Although there are multiple studies about the application of andragogy in multiple disciplines, studies on the implementation of andragogy in basic adult education/literacy programs are too limited in the Ethiopian context. The overarching purpose of this study was to scrutinize the implementation of andragogy in the Integrated Functional Adult Education [IFAE] program in Ethiopia. A qualitative case study design was employed to guide this research. Through in-depth interviews and observations, the data were collected from purposively selected five facilitators and five learners. The findings of this research revealed that andragogy was not implemented satisfactorily as expected. The facilitators did not communicate the objectives of the session before each session and their effort in making adults self-directed learners is limited. The adult learners’ experience is not considered as a resource in the facilitation process. The learning content is determined by curriculum developers, and the facilitators teach the learners as it appears in the textbook without contextualizing it with the adult learners’ lives. The extrinsic motivational strategies are mostly employed to sustain adult learners in the IFAE program. The results of this study also revealed that the needs assessment of adult learners has never been done so far. The adult learners did not participate in the facilitation process. In general, the facilitation process seems dominated by prescriptions and pedagogy dependent, which is incongruent with andragogy.

A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States

The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens (Gross, 2020). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors; (2) coping with pandemic uncertainty; and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research.