Adult Education Research Articles

TOWARDS THE EFFECTIVE PROFESSIONAL UPSKILLING OF LOW-SKILLED EMPLOYEES: KEY INFLUENCING FACTORS

The increasing demand for skilled employees in contemporary economies underscores the importance of effective upskilling of the low-skilled. This study addresses the significant challenge of enhancing the professional development of low-skilled workers, focusing on the factors that either facilitate or hinder their engagement in learning activities. The primary aim was to identify the key characteristics that contribute to the effective professional development of low-skilled employees and the practical application of the skills they acquire. A systematic review was conducted, examining empirical studies published between 2004 and 2024. The search encompassed six databases, resulting in 352 identified articles. After rigorous screening and quality assessment, 22 high and good-quality studies (published in 2011-2023) were included in the final selection. The studies spanned various countries and methodologies, including qualitative, quantitative, and mixed-method designs. Key findings highlight that both personal and contextual factors influence the effectiveness of professional upskilling for low-skilled employees. Personal factors include motivation, self-direction, and reflexivity, while contextual factors encompass the quality of the work environment, learning opportunities, and institutional support. The review emphasises the importance of tailored training programmes, practical and interactive learning methods, continuous support and mentorship, and robust evaluation mechanisms. Effective transfer of training is facilitated by the relevance and applicability of training content, learner engagement and organisational support. The results highlight the need for holistic approaches that address both personal and contextual factors to enhance the professional development and skill utilisation of low-skilled workers; ultimately contributing to their career trajectories and job satisfaction. Keywords: adult education, low-skilled employees, upskilling, systematic review, training transfer

(Im)mobility, literacies and second language education for adults and adolescents with limited previous education

This special issue draws attention to literacy and basic literacy education for adult and adolescent migrants with limited or no previous school background, who are learning a second language. This introduction addresses issues closely related to literacy education for this group of migrants, namely human mobility and immobility, including both horizontal (geographical and spatial) and vertical (social) mobility, as well as the interrelation between the two. Whereas some people’s mobility is considered a threat that must be regulated and restricted, other people’s mobility is encouraged. While mobility and diversity have always been intrinsic aspects of human societies, it can be concluded that social, economic and technological changes have intensified migration, the movement of artifacts and communication between people over vast distances. As mobility and diversity have increased, theoretical perspectives and research in applied linguistics and education have emerged. In this special issue, we bring together seven studies of second language and literacy education for adolescent and adult second language learners in different contexts, illustrating both similarities and differences between educational domains. The studies were conducted in Canada, Norway and Sweden. We are happy to say that the authors’ efforts have resulted in a body of work that contributes to research on literacies and literacy education for adults and adolescents with limited previous education. It is also our hope that the articles will inspire additional research in the area in the coming years.

Classroom work with literature in basic literacy and second language education for adults

This article examines classroom work with literature in the Swedish for Immigrants (SFI) programme in which adult migrants study Swedish at a basic level. The participants were a teacher and a group of students with limited previous education. The study explores practices that the participants applied during classroom work with an easy-to-read novel. The theoretical and analytical framework includes the four resources model, transactional theory and the concepts of translanguaging and embodied literacy practices. Data for the study were collected in a large action research and linguistic ethnography project by means of classroom observations and focus group conversations with teachers. Findings show that decoding and meaning-making practices were most prominent, while text-using and text-analysing practices were scarcer. Aesthetic reading and efferent reading were in different ways integrated with the different families of practice. Aesthetic reading was connected to multimodal aspects and embodied literacy practices. Efferent reading was found at many levels in the reading and was interconnected with all families of practice. Translanguaging practices often intersected with meaning-making practices.

Towards the adoption of a balanced approach to literacy instruction in LESLLA classrooms in Québec, Canada

The current study reports on an action research project taking place in two Quebec adult education centres and aiming to create learning opportunities for LESLLA learners of French to pursue their literacy development journey beyond the advancement of their technical skills. More specifically, our research objective was to highlight the challenges and affordances faced by the participating teachers during the study in order to show how instructional change in favour of a more balanced approach to literacy instruction can occur during an action research project involving close mentoring for teachers. To do so, we first described the participating teachers’ meaning-focused literacy teaching practices during non-participant observation sessions in four teachers’ classrooms over the course of 6 weeks, totalizing 25 hours of observed teaching practices. Although the vast majority of all practices observed were code-focused, some instances of meaning-focused teaching practices were identified. During two training sessions, these practices acted as a starting point for exploring new meaning-focused practices that were then piloted with their students. We observed that, in the course of an action research project consisting of iterative cycles of reflection, action, and evaluation, implementing activities aligned with a more balanced approach to literacy instruction seems possible among teachers who typically rely on code-focused activities.

The use of games as playful pedagogical materials to problematize decolonial practices in educational environments

This article analyzes the relevance of working on decolonial issues through playfulness in mathematics. Methodologically, this is a bibliographical research, with a qualitative approach and reports of practices carried out with Youth and Adult Education classes and in Elementary School I. According to Educational Legislation, it is crucial to think about new methods that contribute to a movement of resistance and rupture in favor of the decolonization of schooling. In addition to contributing to the consolidation of mathematical concepts and countering patterns of Eurocentric colonial power, games provide reflections on conscious consumption, thus breaking with the capitalist system, which, according to Krenak, has the power of co-optation. Among the results and conclusions, playfulness in mathematics helps to promote inclusive education that values diversity.

PERTENCIMENTO E RECONHECIMENTO NO CONTEXTO DA EDUCAÇÃO DE JOVENS E ADULTOS: REFLEXÕES SOBRE MEMÓRIA E IDENTIDADE

This article discusses the importance of belonging and recognition in the context of Youth and Adult Education (EJA), with an emphasis on its implications for memory and education studies. Based on a theoretical review based on the works of authors such as Baumeister, Leary, Maslow, Hegel and Honneth, we seek to explore how these concepts influence the construction of identity, the retention of information and the social interaction of educational subjects. The feeling of belonging and recognition in the educational environment are essential for the academic and emotional development of students, directly impacting engagement and motivation for learning. The main objective of this research is to investigate the role of belonging and recognition in EJA, analyzing the contributions to the formation of identity and the academic development of students.

Coverage of community-wide mass drug administration platforms for soil-transmitted helminths in Benin, India, and Malawi: findings from the DeWorm3 project

BackgroundSoil-transmitted helminths (STH) affect approximately 1.5 billion people globally. The current STH control strategy is annual or twice-annual preventive chemotherapy, typically school-based deworming targeting children and women of reproductive age. Mathematical modeling suggests that it may be possible to interrupt STH transmission through high-coverage community-wide mass drug administration (cMDA). DeWorm3 is a cluster randomized trial testing cMDA for prevalence reduction and transmission interruption. The purpose of this study is to describe coverage of cMDA in study clusters over time and correlates of coverage at individual and cluster levels.MethodsFrom 2018–2020, DeWorm3 delivered six rounds of cMDA with 400 mg albendazole at sites in Benin, India, and Malawi. We report coverage, treatment uptake, and directly observed therapy across all rounds. Factors associated with coverage at the cluster level were identified using binomial generalized estimating equations, while factors associated with non-treatment at the individual level were identified using binomial mixed-effects models.ResultsCoverage was high across all clusters and rounds, exceeding the WHO target of 75% in all sites and across all rounds (78% to 95%); cluster-level coverage tended to increase over time. Younger, unmarried, and migratory adults were more likely to be untreated at all sites; adult males were more likely to be untreated in Benin and Malawi. Among children, girls were more likely to be untreated, as were non-school-attending and migratory children. Higher adult education was associated with greater odds of non-treatment among adults, but lower odds among children in the household. Belonging to a less wealthy or minority language-speaking household was associated with non-treatment among both adults and children.ConclusionsIt is possible to deliver community-wide MDA with high coverage. Unique individual and community-level factors influence treatment across settings, and these may be addressed through targeted programming.Trial Registration: Field Studies on the Feasibility of Interrupting the Transmission of Soil-transmitted Helminths (STH), NCT03014167.

Challenges of Adult Education in China: A Review

This literature review examined the situation of adult education in China, using Knowles' Andragogy Theory and an assessment of legislation, policies, and challenges to adult learning. Knowles' approach emphasizes the value of self-directed, experiential learning, which is critical for adult learners. In China, the government has implemented laws such as the "Lifelong Education Law" to encourage continual learning, although considerable problems remain. These include insufficient finance, out-of-date curricula, restricted access to educational resources, and social attitudes that devalue adult education. Therefore, this review emphasized the need for policy refinement, creative teaching methods, and more investment in infrastructure and educator training. Addressing these difficulties is essential in developing a strong adult education system in China that encourages lifelong learning.

A Comprehensive Review of the Integrated Program for Out-of-School Adolescents (IPOSA) in Tanzania

The purpose of this study was to analyze how the Integrated Program for Out-of-School Adolescents (IPOSA) addresses the educational challenges of out-of-school adolescents in Tanzania through its flexible, competency-based approach. The study also sought to provide insights for improving the program’s effectiveness and scalability. A descriptive and analytical design were employed, using existing data from official reports, program documentation and previous studies. The study draws on qualitative and quantitative data to assess the program’s development, structure and outcomes. Key documents analyzed include the 2015/2016 profiling study on out-of-school children, IPOSA administrative and real-time implementation reports, comprehensive reports from UNICEF and Tanzania’s national education strategies. Key study revealed that IPOSA is distinct from previous educational models due to its emphasis on flexibility, inclusivity and competence-based learning. It effectively addresses the diverse needs of out-of-school adolescents, equipping them with practical, real-world skills that align with workforce demands. The program’s design, which integrates literacy, life skills, vocational training and entrepreneurship, has demonstrated a significant impact on marginalized groups. The study recommends that the Ministry of Education, Science, and Technology, along with the Institute of Adult Education, allocate additional resources to expand IPOSA’s reach, particularly in marginalized communities. Additionally, regular curriculum updates, enhanced collaboration between stakeholders and improved monitoring and evaluation systems are recommended to ensure the program’s continued success and scalability.

Transformation of Adults as Transformational Learners

Thesis. The aim of this study is to investigate at the ground level how transformational learning within the framework of adult education (andragogy) occurs in the lives of adults who experience this process. The research was designed as a qualitative study based on phenomenological approach and carried out with eight adult participants from Izmir-Turkey, Bratislava-Slovakia, Cersak-Slovenia and Lecce-Italy. Concept. Transformational learning is a process that enables individuals to question their feelings, thoughts and frames of reference and to gain a new perspective as a result of these questions. The research examined the stages and conceptual framework of this process based on Mezirow's transformational learning theory. Semi-structured interviews with participants were aimed at understanding how this learning process was triggered and how it was experienced. Results and Conclusion. According to findings adults went through a transformation process in line with the theoretical information obtained in the literature, experienced a dilemma before the transformation, gained a new perspective by criticizing the sources of feelings, thoughts and references they had in their previous lives, benefited from the experiences of people who went through this process, developed critical thinking skills, mostly made a plan, acquired new knowledge and skills, new roles according to their experiences, and it is understood that they have adopted a new worldview. The obtained data will contribute to the development of adult learning programs, the contribution of adult learning institutions to educational activities, researchers who will conduct research on adult learning and the literature in more detailed examination of transformational learning in adult learning.

Sociodemographic, mental health, education, employment and income characteristics of adults with obsessive–compulsive disorder who accessed secondary health services in Aotearoa | New Zealand

ABSTRACT Little is known about New Zealanders who experience obsessive–compulsive disorder (OCD). Using population-level data for people aged 18–64 years, we identified a cohort of 5559 people who accessed secondary health services and had a diagnosis of OCD. We explored their characteristics in comparison to people without OCD. The rate of OCD per 10,000 people differed by ethnicity (European, 24.7; Māori, 13.4; Pacific Peoples, 5.6; Asian, 5.9). We observed variation in OCD rates by the geographic divisions of the public healthcare provider Health NZ which persisted following standardisation for age, sex, ethnicity and urban vs rural residence (Northern, 14.5; 95% confidence interval (CI) 13.7–15.2; Te Manawa Taki, 10.9; CI 10.0–11.8; Central, 19.7, CI 18.5–20.8; Te Waipounamu, 27.4, CI 26.2–28.7). These disparities suggest inequity of access to healthcare. Individuals in this cohort typically had at least one co-occurring mental health or related condition (78.8%) and were less likely to have at least level 4 educational qualifications (equivalent to first year of an undergraduate degree) (adjusted rate ratio (ARR) 0.94; CI 0.90–0.97), to be employed (ARR 0.69; CI 0.66–0.72) and to belong to a higher income bracket ($40,000 or higher, ARR 0.57; CI 0.53–0.62). These findings suggest wider support needs. What we already know Obsessive–compulsive disorder (OCD) is a mental health condition that is characterised by repetitive intrusive thoughts and compulsive behaviours and has a twelve-month prevalence of around 1–2% in adults. In clinic-based studies, most individuals with OCD have other mental health and related conditions and, to a lesser degree, this is also observed in community surveys. OCD is typically first experienced as a child, adolescent or young adult and can severely impact an individual’s ability to engage in education and employment. What this article adds Using the Integrated Data Infrastructure (IDI), a national collection of linked health and non-health data, we explored the characteristics of working-age adults with OCD who had accessed public secondary health services in Aotearoa | New Zealand (NZ). There were marked differences in the rates of OCD for geographic areas corresponding to the regional divisions of Health NZ | Te Whatu Ora, and, as previously described, by ethnicity. These findings suggest inequity of access to healthcare and merit further investigation. In comparison to other working-age adults, people in the study cohort were moderately less likely to have achieved higher level educational qualifications, and they were markedly less likely to be employed and to belong to a higher income bracket. Accessing public secondary health services is likely to be a proxy for more severe and/or complex psychological disability and many people in this cohort had other mental health and related conditions. Therefore, the characteristics of this cohort cannot be generalised to the entire group of people who experience OCD in NZ.

Adult learning and education for expanding access to higher education: the case of opsimaths in Ghana

ABSTRACT Opsimaths are a unique group of late learners among adult learners who qualify as Knowles’ ‘neglected species’. Opsimaths usually face more daunting challenges in their academic journey than other adult learners. In this study, we employ the [exploratory] phenomenological design to present the experiences of 15 opsimaths in Ghana who entered the university through literacy classes. The 15 opsimaths went through a university-approved access course and passed an entrance examination before gaining admission to higher education programmes. All 15 learners were pursuing postgraduate programmes at the time of this study. The findings show there are varied reasons for opsimaths to embrace formal higher education in their later years. The findings further identified the challenges opsimaths faced, their resiliency strategies, and identity reconstruction as they pursued higher education. Beyond the opsimaths, the study’s findings have implications for higher education practitioners The findings provide a basis for a re-think and for higher education administrators to develop bespoke policies for such a cohort of learners.

The effects of a flipped classroom approach on older adult students’ performance in digital photography

ABSTRACT The trend of population aging is accelerating globally, which is resulting in increased attention on the educational needs of older adults. Given the cognitive changes associated with aging, there is a pressing need for innovative teaching strategies that cater to their unique requirements. Although the flipped classroom model has shown positive effects on student engagement and learning outcomes across diverse educational contexts, its efficacy in the context of older adult education remains to be empirically validated. This study aimed to determine the effectiveness of the flipped classroom approach in digital photography courses designed for older adult students (OAS). The research involved 25 OAS at a third-age university located in western China. This study used a quasi-experimental research design. The experimental group (N = 12) received instruction using a flipped classroom approach, while the control group (N = 13) received traditional lecture-based instruction. Data were collected and analyzed to compare student engagement, in-class observations, out-of-class communications, digital photography assignments, and after-class interviews between the two study groups. The findings indicated that the level of behavioral engagement differed significantly between the experimental and control groups. The observations revealed differences in note-taking methods and out-of-class communications between the two groups. The results further suggest that the flipped classroom approach enhances the learning achievements of advanced photography skills and knowledge. The challenges faced by students in the experimental group are also discussed. The findings of this research will facilitate the application of the flipped classroom model in third-age education.

Adult Education Program Implementers’ Understanding and Usage of Strategy Policy Documents in Addis Abab City Administration, Ethiopia

This study was targeted to assess adult education program implementers’ understanding towards adult education policy documents and usage of the documents in Addis Ababa City Administration. In order to guide the study qualitative method was applied. Accordingly, qualitative data was gathered using interview and document analysis. Qualitative data like views of respondents and result gained from document analysis were discussed by narrating the evidences/responses in words. As the findings of this study reveals, majority of adult education program implementers lack understanding about the policy documents of adult education sector; there is no established and sustainable awareness creation system and capacity building program for newly employed and other personnel; non-existence an established structure to lead adult education program according to the designed strategy documents are some of the results of the research. In order to overcome the challenges mentioned above adult education implementing organizations have to launch continuous professional development (CPD) program for implementers of adult education program. Consequently, implementers of the program can get first-hand information on the policy documents on one hand and they can also upgrade their profession on the other hand.

Participation in formal adult education and family life—a gendered story

Abstract Previous literature on adult education (AE) has focused on various aspects of social inequalities, and although many acknowledge the critical role of gender, the mechanisms influencing gender differences in participation are rarely to the fore. Specifically, women report family responsibilities as the main reason for not enrolling in AE. This article examines whether family responsibilities, measured as the age and number of children, act as motivators or barriers to formal AE participation differently among men and women with varying time and monetary resources, that is, partnership status and relative income, in two societies with high formal AE enrolment rates; Finland and Great Britain. The results from Finnish registers and Understanding Society for 1998–2019 demonstrate clearly that family responsibilities related to having young children in the household restrict women from participating in formal AE to a greater extent than men in both countries. Further, while Finnish society enables individuals who traditionally have fewer resources to attend formal AE, that is, single parents and larger families, in Britain, formal AE is mainly taken up by individuals without children or those in stable family situations. The results highlight the importance of institutions in providing equal access to further educational qualifications.

Nurses' Provision of Sexual and Reproductive Health to Community-Dwelling Older Adults: An Integrative Review.

To explore barriers and facilitators to nurses' provision of sexual and reproductive health (SRH) care to community-dwelling older adults. An integrative literature review was performed using Whittemore and Knafl's method. Three databases were searched for research conducted between 2012 and 2023, and the Mixed Methods Appraisal Tool was used to determine the quality of included studies. Nine studies were ultimately included for analysis, and themes were Barriers to SRH Care and Facilitators of SRH Care. Barriers to SRH Care included: nurses' lack of knowledge about older adults' sexual health, discomfort discussing sexual topics, age-related stereotypes regarding older adults' sexuality, and older adults' lack of knowledge of and reluctance to discuss sexuality and sexual health issues. Facilitators of SRH Care included: gender of health care provider, nursing education on effective communication strategies, encouraging open dialogue to challenge ageist perceptions, and sexual education for older adults. Findings underscore the impact of stigma and negative ageist assumptions on whether discussions about SRH occur between nurses and older adults. There is a need for comprehensive education for nurses and older adults about SRH to recognize sexual health needs and promote open and constructive conversations. Moreover, research about how to best facilitate older adults' SRH is needed. [Journal of Gerontological Nursing, 50(10), 17-23.].

Digital Literacy Education for Older Adults: A Scoping Review

ABSTRACTIn the context of global aging, digital technologies are increasingly recognized as a means to address the challenges associated with aging. Although many studies have explored the relationship between older adults and digital literacy, there is a gap identifying their necessary skills, challenges, and learning motivations. This review identified 30 articles from 2014 to 2024 and delineated five areas of digital literacy skills that older adults acquire, the hurdles they face in this process, and what drives their learning efforts. The difficulties faced by older adults in learning digital literacy include unfamiliarity with technology, cognitive decline, emotional barriers, limited access to digital resources, and physical and health issues. These challenges may lead to frustration in their use of devices and apps, which may affect their willingness to learn. This study, despite a small sampling size, paves the way for future research, including evaluating online fake information and addressing safety risks.

ADULT EDUCATION PROGRAM IMPLEMENTATION FACTORS AND ADULT LITERACY LEARNING OUTCOMES IN RWANDAA CASE OF GICUMBI DISTRICT

The research assessed adult education program implementation factorsand adult literacy learning outcomes in GicumbiDistrict, Rwanda. Specifically, the research identified teaching methods that affect adult literacy learning outcomes in GicumbiDistrict, Rwanda, established the extent of adult literacy learning outcomes in GicumbiDistrict, Rwanda and assessed the relationship between adult education program implementation factors and adult literacy learning outcomes in GicumbiDistrict, Rwanda. The population in this study consisted of 4625 respondents, while their sample size was 368. Sample size determination was done by using Yamane formula.Descriptive survey design was adopted by the researcher as the study wanted to obtain insight for basic information provision in the study area. This study used questionnaire, interview, and observation to gather data. The questionnaire was administered to instructors and learners while the interview was given to District Director of Education, District Education Officer and Sector Education Officers. It usedpurposive, simple random sampling and stratified methods. The data of the study were analyzed in tables and charts by relying on descriptive statistics. The researcher used statistical tools like means, percentages, standarddeviations, correlation coefficients and coefficients as regression models.IBM SPSS Version 21 was used to organize and summarize data with accuracy and finding evidences assurance. Both quantitative and qualitative methodologies were used, including content analysis. Regarding the first objective, results indicate that 74.9% strongly agreed that their instructor puts them in a small group to complete tasks, 64.2% strongly agreed that they take an active role in their learning by setting their own goals, 75.6% strongly agreed that their instructor uses games to increase their motivation, and 88.1% strongly agreed that they act out specific roles to learn different concepts.The implication of this is that the instructors use learner-centered teaching methods in order to improve adult literacy learning outcomes. For the second objective, 86.6% strongly agreed that improved learners living standards indicate adult literacy learning outcomes 74.9% strongly agreed that an increased number of small businesses indicates adult literacy learning outcomes 75.6% strongly agreed that increased digital communication indicates adult literacy learning outcomes and 63.2% strongly agreed that improved health practices indicate adult literacy learning outcomes. Results on the effects of teaching methods on adult literacy learning outcomes in public adult literacy centres in Gicumbi District. The study revealed a strong positive relationship between group learning, self-directed learning, and role-playing, as well as between game-based learning and improved learners living standards, small business growth, and digital communication. The positive correlation was less than 0.05, indicating that adjustments in group learning and self-directed learning positively impacted these factors. The study also found a significant positive correlation between game-based learning and improved learners living standards, small business growth, and high attractiveness rate. This implied that there is a positive correlation among adult education factors and adult literacy learning outcomes. The Pearsons p value was than 0.05. The researcher recommended that the Ministry of Education should provide robust government, support, clear guidelines, and infrastructure for adult education programs. Rwanda Basic Education Board should involve NGOs and local communities and authorities in monitoring and evaluating the functioning of adult education at grass root level. Gicumbi District should use quality materials, well-trained teachers for improved effectiveness.

Lifelong Learning Center Trainers: What Are Their Perceived Curriculum Literacy and Digital Technology Usage Levels?

Education and training are crucial components of society's ever-changing nature, and having a strong understanding of curriculum literacy is necessary for trainers in adult education to successfully execute curriculum. Similarly, effective use and integration of digital technologies into educational settings is a necessary skill for trainers. These competencies are critical for K-12 and higher education educators, as well as for adult education trainers who guide the learning process in line with their assigned program. In this study, we have investigated the relationship between trainers' perceived competence in curricular literacy (CL) and their use of digital technologies in education (DTUE). This study employed a descriptive survey methodology to gather data from a total of 628 individuals. The average age of the participants was 41.7 years, and they were all employed at a lifelong learning institution in Türkiye. MANOVA and correlation analysis were executed. We examined whether there were any differences in the trainers' perceived CL and DTUE levels based on the specified variables. The results revealed a positive and weak correlation between trainers' perceived curriculum literacy levels and their use of digital technology. Also, the trainers without prior formal pedagogical training had significantly lower scores in CL and DTUE compared to the trainers who had either graduated from the Faculty of Education or earned a pedagogical formation certificate.

SPATIAL ANALYSIS BETWEEN YOUTH AND ADULT EDUCATION AND LABOR MARKET REMUNERATION

This study analyzes the spatial distribution of migration from traditional high school to Youth and Adult Education (YAE) and its relationship with formal work remuneration. For this, the Exploratory Spatial Data Analysis (ESDA) technique was used through global and local analyses. The results of the global analysis indicate a negative spatial autocorrelation between migration from regular secondary education to YAE and formal work remuneration. The local analysis indicated that the Northeast had the highest proportion of municipalities in the cluster with high migration of individuals in the YAE and higher remuneration in the formal market, while the South region had the highest concentration of municipalities with a low proportion of municipalities in the cluster with low migration of individuals in the YAE and high remuneration in the formal job market. Therefore, it is concluded that the low quality of YAE teaching leads individuals to enter the formal job market with a lower pay.