Adult Education Programs Research Articles

Programas Integrais de Educação Financeira para Pessoas com Incapacidade: uma Revisão de Literatura

ABSTRACT: Financial literacy has been recognised worldwide as a way to confront social inequalities in work access, own financial control and education, particularly among vulnerable groups. People with disabilities, especially those with intellectual and developmental disabilities, experience additional challenges accessing opportunities to learn financial-related competencies. There is an extensive bibliography on this subject that stretches for decades, but this does not translate into an extensive availability of science-based programmes. To our knowledge, no comprehensive search to find the gaps in this evidence has been conducted. We conducted a scoping review that sought to identify the core goals, contents, approaches, gaps and limitations of full financial education programmes for youths and adults with disabilities. Seven publications met the inclusion criteria, which included implementation of programmes that embrace a multidimensional set of skills. Selection and categorisation of the programmes’ contents were conducted independently by three researchers. Findings suggest that money and transactions is the content most consistently addressed in the programmes designed for persons with disabilities. A stronger focus on self-determination skills is needed to support financial-related decision-making and self-advocacy. The results indicate that the use of approaches based on Universal Design for Learning, problem-based learning and the combined use of simulated and community-based instruction are critical strategies to support access to financial competencies. Gaps and future orientations include the need to broaden the number of studies that implement and evaluate programmes considering the multidimensional nature of the financial competencies and its critical role for social inclusion of people with disabilities.

Factors associated with access to condoms and HIV services among women in high migration communities in six Southern African countries.

Despite the documented importance of sexual and reproductive health in women's life, access to sexual and reproductive health (SRH) services by migrant women remains low leading to negative sexual and reproductive health outcomes. This study investigated the factors associated with access to condoms and Human immunodeficiency virus (HIV) testing services among 2070 women aged 15-49 years residing in high migration communities. Logistic regression models were fitted and migration status was found to be an important factor in women's access to HIV testing services. In addition to migration status, age, educational level, marital status, religion, comprehensive knowledge about SRH, comprehensive knowledge about HIV, partner's age, and partner's educational level were significantly associated with access to condoms and HIV testing services. Programmes aimed at increasing access to condoms and HIV services should collaborate with adult basic education programmes in order to increase women's education and involve all women regardless of migration status, age and marital status. In addition, the involvement of male partners and religious leaders in disseminating and imparting accurate information and knowledge regarding SRH and HIV services to ensure women's access to both condoms and HIV testing services is required.

Adults' Attitudes and Opinions Towards Elements of Promotional Mix and Promotion of Adult Education Programs

Following modern global trends in the commercialization of education and adopting the lifelong learning concept, as well as rapid development of adult education in Bosnia and Herzegovina, this research connects the adult education field with one of the vital management models in each organization/company's practice – marketing management. The number of adult education providers is increasing, but practical tools and research of their scope of work are in deficit. With the intention to contribute to the improvement of the theory and practice of adult education and marketing management and to help adult education providers adjust their promotional messages to their target groups, for the purpose of this research, the population of adults is divided into four generations: Baby Boom, X, Y and Z. This research aims to understand opinions and attitudes of the four generation's representatives on the elements of the promotional mix of educational institutions and determine whether changes between them exist or not. A qualitative research approach has been used in collecting primary data with focus groups as the main research method. The final result of this research is a projection of twenty recommendations to adult education providers (public and private schools, organizations and adult education centers), which are not only applicable in these education institutions. Other companies and organizations creating offers for age-segmented markets could also benefit greatly from these recommendations.

Akademska profesionalizacija i hibridni profesionalizam u obrazovanju odraslih

Discourse on professionalisation and professionalism is a longstanding focus in adult education practice and research. Drawing on the theoretical framework of Freidson (2001) and Noordegraaf (2007, 2015), this qualitative research combined an explorative method and an in-depth analysis (Nutt Williams & Hill, 2012; Williams & Morrow, 2009). It focussed on the comparison of adult education programmes at the Master's level in three countries (document analysis), and the critical reflection on logics of action three adult educators of the referred countries themselves use to describe their work (semi-structured interviews). Thematic content analysis was used to examine data concerning academic professionalisation and professionalism in adult education. Findings showed that the extent of promoting professionalisation appeared differently in each country, depending on the social and historical contexts and the interplay among several factors within which higher education institutions offering programs on adult education are settled. In addition, the practice of adult educators expressed by themselves involved several logics of action. This study highlights the presence of hybrid professionalism in adult education.

An Assessment on the Information Needs and Seeking Behaviours of Rural Farmers in Jos North Local Government Area of Plateau State, Nigeria

This study investigated assessment on the information needs and seeking behaviours of farmers in Jos North Local Government Area of Plateau State. There were four primary goals for the study and four related research topics that helped direct the investigation. Descriptive survey methodology was utilized in this research, with a questionnaire serving as the primary data collector. There were 2,000 farmers in the population, and 190 of them were randomly selected to be in the sample. The information was gathered with the use of a well-structured questionnaire. Farmers in Jos North Local Government Area face challenges like a language barrier, insufficient extension services/workers, and an inaccessible agricultural information infrastructure, among others, according to the study’s findings. Farmers previously relied on word of mouth, cooperative societies, family, and friends for agricultural advice. It was determined that the agricultural information resources available to farmers in the Jos North LGA of Plateau State are uninspiring. There is a lack of language support, extension worker services, financial support, public awareness, and current information that prevents farmers in the Jos North LGA from making informed decisions. Many suggestions were made, including that politicians at all three levels of government keep their word, that rural areas establish adult education programs, that agricultural agents, such as extension workers, be made available in all rural areas, and that the government hire and send extension workers to the countryside to help them produce higher-quality crops.

Principles of Post-Colonial Adult Education: The Case of Adult Education Programmes in Tanzania

Using content analysis techniques, this case study analysed three adult education programmes in the light of post-colonial education theorisation, in order to determine how best adult education programmes can be designed and implemented. The study assessed how adult education programmes are designed in terms of the five principles of glocalisation, empowerment, participation, holisticness and flexibility. The findings reveal that there are about 19 key elements to consider when designing adult education programmes in the context of post-colonial education. The findings further reveal that the analysed programmes have most the elements of post-colonial education, although there is still room for improvement especially with considerations for more inclusion of indigenous knowledge and technologies; more oral and practical elements within curricula; and use of local traditional experts; but at the same time integrate global issues in the curricula. The study recommends on benchmarking programme designs with principles of adult education; on the need to review adult education programmes from time to time, in order to align the programmes with principles; and on the need to use the principles analysed in the study to trigger more thinking on post-colonial education, and on adult education.

Technological innovation in learning cities and adult education programmes: A comparative analysis between Mexico and Nigeria

In contemporary times, technological innovation has become the order of the day, and different sectors have been able to infuse technological innovations to promote their professions and professionalism; thus, technological innovations are considered in adult education programmes to promote learning cities. Technology and innovation direct facilitators and learners to the point of adult learning and the growing technological innovation. Hence, this study seeks to examine technological innovations in learning cities: a comparative between Lagos, Nigeria and Huejotzingo, Mexico. Four research questions were raised to guide this study. The study as well looked at comparative analysis haven established the justification for comparative in this study as the form of technological innovation used to promote adult education programmes, and for the fact that Nigeria and Mexico share similarities in historical background of how technological innovation have been used over time. Convenient sampling technique was used to select 150 respondents in Somolu local government area of Lagos state, Nigeria. Both primary and secondary data were used. The study shows that insufficient or lack of funds which limit institution to have advanced technology tools could be the major factor that hinders the use of advanced technology in the provision of adult education programme. The paper recommends proper funding of life-long learning by the government; technological education should be included in all adult education programmes and made accessible to all within the state to achieve education for all and sustainability in cities and communities.

The ‘inside’ of ageing: Autoethnography in critical geragogy

ABSTRACT This article underlines the potential of autoethnography as interdisciplinary qualitative methodology to improve research and pedagogy in critical geragogy. It argues that autoethnography, broadly expanding and yet still only fairly legitimized approach, can serve as an ageism intervention, an act of activism, and sociocultural critique to raise awareness about gender- and age-based discrimination in an adult educational context. First-person representations framed within autoethnography allow for expression of the ways in which ageism can be experienced in academic and educational environments as well as in more mundane and private settings. Autoethnographical writing also has the power to question prevailing frames of thinking, subverts dominant discourses and ‘subjugated knowledges,’ and allows for plausible solutions to current and future challenges in adult education and later life. Exposing and defying stereotypical notions of aging can positively alter the social milieu, community well-being, and quality of life of older individuals. Autoethnography also helps reveal many unvoiced aspects about lifelong learning, gender dynamics, and the intricacies of aging, and move beyond traditional empirical and disciplinary boundaries. Critical insider views of scholars, students, and professionals involved in adult education, social work, and gerontology programmes can help foster new interdisciplinary knowledge and ameliorate their research, learning processes, and teaching practices.

The Impact of an Adult Education Program for Mothers: Evidence from India

We use a randomized controlled trial to evaluate the impacts of an adult education program, targeting mothers in rural India, on investments in health and education of one’s children and family 1 year later. The program increased involvement in their children’s education (but did not affect schooling outcomes) and impacted investment in family health and hygiene practices. We note that the program made the mothers more knowledgeable about health matters and document positive changes in some measures of bargaining power. The program increased the mothers’ confidence in dealing with people outside their family and increased their mobility.

Plumbing the University of Toronto: William James Dunlop and the History of Adult Education in Canada

Working as the director of University Extension and Publicity for the University of Toronto from 1920 to 1951, William Dunlop built a large and diverse set of adult education programs, developed an influential discourse of extension, and sustained support for the adult education movement from three university presidents. This article explains the rise of institutional commitment to extension work due to political, financial, and competitive factors and demonstrates that the enduring outcomes of Dunlop’s work included programmatic forms through which university extension was delivered and discourses through which extension work was positioned at Canadian universities. Rather than accept the rhetoric of university leaders—that the extension movement was about the democratization of higher education—scholars should recognize that the engagement of universities in extension work was rooted in those institutions’ struggles for resources and was implicated in the role of universities as agents in developing new forms of social class relations.

Are adult driver education programs effective? A Systematic Review of evaluations of accident prevention training courses

Road safety training programs are commonly used to raise awareness of risky attitudes and behaviors. The evaluation of road safety education courses aimed at children is carried out with some assiduity. However, this does not usually occur in courses aimed at young people and adults. The present systematic review aims to identify studies that evaluate the effectiveness of road safety training programs in this population group. This systematic review followed the PRISMA methodology, by which the relevant articles based on the research term were identified. A total number of 1,336 indexed articles were filtered, and a final selection of 22 articles directly addressing the issue was obtained. Search strategies were developed and conducted in WOS, Scopus, NCBI, Google Scholar and APA databases. The selected articles indicate that the effects of road safety training programs in adults are mild to moderate. Their effectiveness is substantially increased when they are aimed at improving risk perception and decision making rather than training in driving skills. In any case, more evaluations of these courses are needed to identify which tools are effective and which should be replaced by new behavior modification methods in the design of future driver education programs.

“Madame est au niveau 2, et moi…?” Gendered Dynamics of Qur’an Reading Courses in Dakarois Francophone Educated Middle-Class Milieus

This article focuses on the gendered dynamics of an adult religious education programme offered in Dakar since 2015. The programme is increasingly successful, especially among women, who constitute the majority of participants. It specifically targets a social group identified as “intellectuals,” and located within francophone educated middle-class milieus. Responding to the needs of this target group, the Qur’an reading courses not only reinforce the social status of the participants but also fulfil their desire for autonomy in the religious domain. Moreover, the secular environment of the courses allows for gendered interactions adhering to egalitarian norms that correspond to the habitus of the target group.

Evaluation of a dementia prevention program to improve health and social care and promote human rights among older adults

PurposeThis study aims to evaluate a human rights-informed dementia prevention program promoting better health and social care among older adults. In this study, the authors examined whether a dual-task training would improve cognition in healthy older adults.Design/methodology/approachIndividuals attending the systematic health education program for older adults based in Japan were recruited for study inclusion, and divided into a dual-task training group (TG) and a control group (CG). The TG underwent 90 min of a weekly dual-task training for 12 weeks. Severity of dementia was measured using the Mini-Mental State Examination (MMSE) test. Brain function was assessed using a go/no-go task paradigm, during which cerebral blood flow was additionally measured using functional near-infrared spectroscopy to quantify oxyhemoglobin (oxy-Hb).FindingsMMSE total score, number of errors in the go/no-go tasks and oxy-Hb values showed significant improvements in the TG.Research limitations/implicationsOwing to the small number of participants allocated to the CG, the results must be interpreted with caution. Replication and further validation based on large-scale, randomized-controlled trials is warranted.Practical implicationsThis study highlights potential benefits of incorporating an early prevention training for dementia into a human rights-friendly health education program.Social implicationsThis study suggests a potential means to reduce costs of social security and health care by introducing a human rights-informed dementia prevention program.Originality/valueThe results suggest that dual-task training may improve cognitive function in healthy older adults, thereby contributing to better health and improvement of social health care, based on a human rights-informed health education program for the prevention of dementia.

노년기 교육요구 분석을 위한 이론적 틀로서 McClusky 노년교육요구의 적용 타당성 탐구

As the elderly population grows and its dynamics change, there is an increasing demand for expanding the diversity of and improving the quality of old adult education programs. Therefore, as a theoretical framework for systematically analyzing the educational needs of the older adults, the applicability of McClusky's Educational Needs of the Ageing was examined. McClusky identified five educational needs: coping needs, expressive needs, contributive needs, influence needs, the need for transcendence. McClusky’s Educational Needs of the Ageing is an educational perspective based on life-span development, and it is a meaningful reference frame to evaluate the efficacy and comprehensiveness of an elderly education program.
 Through the evaluation of McClusky’s Educational Needs in terms of ageing discourse and changes in social approaches to old age, it was confirmed that while coping and expressive needs are the main focus of current old adult education programs, contributive, influence, and transcendence needs are equally important.
 Therefore, we argue that a balanced approach to the five Educational Needs is necessary. In addition, we re-evaluated the contributive, influence, and transcendence needs by reflecting on the evolution of societal perceptions on old age and role of the older adults.

Development and feasibility of an inter-agency physical activity and education programme for adults with multimorbidity in primary care: Activ8.

While physical activity is widely recommended for many long-term conditions, it may be difficult to achieve for patients managing multiple conditions. We aimed to determine the feasibility of an inter-agency exercise and education programme for patients with multimorbidity in primary care. We conducted an uncontrolled pilot study with adults with multimorbidity, recruited in two community healthcare organisations in an urban area in Ireland. The six-week pilot intervention combined an individually tailored gym-based exercise programme and education to support self-management. Feasibility of the Activ8 programme was assessed using a mixed methods process evaluation. Outcome measures at baseline and at 6 weeks included recruitment and retention, gait speed, grip strength, quality of life and self-efficacy. Focus groups and interviews explored participants and facilitators' perceptions of the programme. 19 participants with ≥2 chronic conditions were recruited over three-weeks with similar attrition at both sites (≤40%). Overall, the results indicate that Activ8 was feasible and acceptable to patients and practitioners. Quantitative outcome measures suggested improvements in most outcomes. Qualitative data analysis indicated that Activ8 addressed an overarching concept of patient-centeredness among participants. Three key themes included perceived personal programme impact, the personalised composition of the programme and the evolving nature of primary care practice. While further definitive evidence is needed and attrition from the programme needs to be considered, the Activ8 Programme was acceptable to both patients and professionals in two different primary care areas with the potential for positive impacts for adults living with multimorbidity.

Mixed-methods implementation study of a virtual culturally tailored diabetes self-management programme for African and Caribbean communities (HEAL-D) in south London and its scaling up across NHS regions in England: study protocol

IntroductionThe National Health Service Insight Prioritisation Programme was established to accelerate the implementation and evaluation of innovation that supports post-pandemic working. Supporting this, the Academic Health Science Network and National...

Promoting migrant health literacy in adult education, from research to practice

Abstract Background As migration affects health, migrants need context-appropriate health literacy (HL) to maintain and promote health. Possible venues to improve HL are adult education programs, i.e., language courses (LC). However, empirical evidence on these courses and their contribution to HL is scarce. Moreover, general HL recommendations and conceptually developed HL programs often proved unsuitable in practice as they insufficiently incorporate the multiple influences. This paper’s purpose is to show, using key findings, how ethnographic research can contribute to developing appropriate programs and how the transfer from research to practice can succeed. Methods The SCURA project conducted extensive ethnographic research on HL in second LC, i.e., 100 h participant observation in 2 classes, 40 teacher interviews, analysis of 24 textbooks, and teacher training. On this basis, we designed programs and drew lessons from comparison with other programs. Results The study revealed that health and HL as a situational social practice play a key role in LC e.g., as prerequisites for attendance and learning, part of the syllabus, and an occasion for informal conversations. Multiple concepts of health and HL coexist and influence HL promotion. Besides the setting and course conditions, teachers strongly shape HL activities and students show varying degrees of HL practice. We exposed the complexity and diversity of HL situations, meaning-making processes, strategies to acquire and promote HL, and actual space of action. Then, we developed participatory practicable approaches to promote HL in the educational offer. Compared to other programs, the ethnographic study allowed us to address the major factors, tap into the actual space of action, and increase acceptance, uptake, and sustainability. Conclusions Improving HL in existing offers requires a profound understanding of the logic of the field. Ethnographic studies facilitate describing these peculiarities and tailoring interventions. Key messages • Ethnographic studies allow understanding the relevant factors, actors, situations, contexts, processes, strategies, the logic within and the scope for action. • The empirical evidence gained in ethnographic studies enable researchers to develop promising, accepted, and sustainable interventions.

Counselling Adult Leaner for Community Participation in Development of Literacy Centers in Akampa Local Government Area of Cross River State, Nigeria

This paper focus on how adult literacy education and community development are explored to determine how adult literacy education might be used to further the goals of community development in Akampa Local Government Area of Cross River State. While there are parallels between these two disciplines, there are also barriers to overcome if an integrated approach to dealing with community issues is realized. This paper reflected an interest in advancing a comprehensive approach to community development in communities with limited economic resources, low-level literacy and limited access. It seeks to address the issue of whether adult literacy education programs have a meaningful role to play in community development. The strengths of participatory approaches such as community-based literacy, and community development principles such as collective action, shared values, participation, social justice, political awareness and action, comprehensiveness, empowerment, and learning and reflection, facilitate an interdisciplinary approach. putting these three perspectives sought to stimulate and provoke the adult learner to critically analyse issues around him/her and be able to suggest practical solutions that will lead to his/her personal development and that of the rural community, all within the cultural setting. promotes confidence as an individual in a modern society, and as a member of a national and world community

The provision of adult education in Ethiopia: ‘policy initiatives and practice’ in focus from qualitative findings – A meta synthesis study

This study was conducted to build evidence-based research about the provision of Ethiopian adult education. Therefore, the main purpose of this meta-synthesis study was to upsurge understanding from empirical facts and give evidence-based research regarding the provision of adult education in Ethiopia from the standpoint of policy and practice a wide-ranging spotlight. In doing so, sample qualitative studies were searched and selected from databases using search terms. To find all the relevant primary studies on adult education to this investigation, both electronic and manual search strategies were utilised using the PRISMA (2009) guideline. According to this meta-synthesis result, Ethiopia has had three distinct political systems of government since the 1941, when adult education has been habituated into modern education with erratic emphasis. Each was defined by its approach to education policy. Sometimes adult education in all eras of government is used to spread political ideologies, rather than to directly benefit adult learners, who are the primary audience and effect good change. Although many policies and directives have been implemented to support the provission of adult education programs in the country, the actual effort and outcome are still merely symbolic. To conclude, the adult education policies should be revisited and formulated to reflect the creation of holistic development in all adult learners to be competent citizens and critical thinkers, stand for social justice, peace, and unity in diversity.

성인의 사이버공간 이용시간이 사이버폭력 가해경험에 미치는 영향

Cyber Violence in adults is considered a serious social problem, and this study was conducted with the aim of suggesting effective measures to reduce adult cyber violence. In this study, the mediating effect of the harmful content contact experience controlled by the problematic attitude toward cyber violence was verified in the relationship between cyber space usage time and online violence experience for adults. To this end, secondary data analysis was conducted using the ‘2020 Cyber Violence Survey’ conducted by the Korea Intelligence Information Society Promotion Agency. As a result of the study, first, adult cyber space usage time had a significant positive (+) influence on cyber violence experience. Second, the experience of contacting harmful content positively mediated the relationship. Third, the problematic attitude of adults toward cyber violence adjusted the relationship between the experience of contacting harmful content and the experience of cyber violence. Fourth, the problematic attitude toward cyber violence significantly adjusted the influence of adults' use of cyberspace on cyber violence experience by mediating the contact experience of harmful content. Specifically, in the adult group with a high problematic attitude toward cyber violence, the cyber violence decreased as the time to use cyber space increased. The results of this study emphasize the importance of problematic attitudes toward cyber violence and contacting harmful content in understanding cyber violence in adults. Therefore, it is necessary to provide a real-name system for using harmful content and a warning notice to reduce contact with harmful content by adults. In addition, it is necessary to reduce the supply of harmful contents by blocking and reporting unauthorized harmful contents using big data or AI. Finally, cyber violence education programs for adults should be in place so that adults can have a problematic attitude toward cyber violence It is expected that this will be an effective countermeasure to the growing problem of adult cyber violence.