Pub Date : 2024-09-14DOI: 10.1177/07417136241279159
Douai Mohammed Amine, Saidi Ayoub, Qafas Ahlam
This article presents a quasi-experimental study evaluating Morocco's Agency for Adult Education “Literacy for Empowerment” program, using propensity score matching to compare data from participants and nonparticipants. Framed within a theory supporting an all-inclusive concept of literacy, the study was guided by two main questions, and data was collected through literacy-relevant test instruments and a questionnaire. The results suggest that individuals who participated in the program had better skills than those who did not (counterfactual). These skills include: (1) literacy skills, (2) personal life, (3) family sphere, (4) inclusive decision-making skills, (5) social skills, (6) community engagement, and (7) economic empowerment. The article concludes that only a comprehensive approach to literacy education would enhance both the quality and benefits derivable from adult literacy programs, advocating for its expansion throughout both rural and urban areas to ensure universal access to basic education and promote active citizen participation in development initiatives.
{"title":"Enhancing Adult Literacy in Morocco: A Quasi-Experimental Analysis of Program Effectiveness and Skill Development","authors":"Douai Mohammed Amine, Saidi Ayoub, Qafas Ahlam","doi":"10.1177/07417136241279159","DOIUrl":"https://doi.org/10.1177/07417136241279159","url":null,"abstract":"This article presents a quasi-experimental study evaluating Morocco's Agency for Adult Education “Literacy for Empowerment” program, using propensity score matching to compare data from participants and nonparticipants. Framed within a theory supporting an all-inclusive concept of literacy, the study was guided by two main questions, and data was collected through literacy-relevant test instruments and a questionnaire. The results suggest that individuals who participated in the program had better skills than those who did not (counterfactual). These skills include: (1) literacy skills, (2) personal life, (3) family sphere, (4) inclusive decision-making skills, (5) social skills, (6) community engagement, and (7) economic empowerment. The article concludes that only a comprehensive approach to literacy education would enhance both the quality and benefits derivable from adult literacy programs, advocating for its expansion throughout both rural and urban areas to ensure universal access to basic education and promote active citizen participation in development initiatives.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"119 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142265084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/07417136241271353
Teane Florah Moleko
This study examined the effectiveness of professional development (PD) strategies employed by the University of South Africa (UNISA) to empower teachers (as adult learners) to enhance learner performance in the life sciences (LS). The context of this study is the partnership between the Department of Education and institutions of higher learning. Based on the idea that well-planned PD fosters teacher participation, this study explored the factors that encourage (or discourage) teacher compliance with new initiatives. A qualitative research design with 10 purposefully selected samples was used. Data were collected through 10 individual interviews and a single focus group discussion. Data were analyzed using Creswell's method of coding. The findings indicate that the UNISA project emphasizes “care” and “learner-centeredness” and has a “bottom-up” approach, which strategically led to a conducive environment for teachers’ PD. It is recommended to normalize the retraining of teachers through partnerships using this strategy.
{"title":"A School–University Partnership That Facilitates Adult-Specific Training: Perceptions of Life Sciences Teachers","authors":"Teane Florah Moleko","doi":"10.1177/07417136241271353","DOIUrl":"https://doi.org/10.1177/07417136241271353","url":null,"abstract":"This study examined the effectiveness of professional development (PD) strategies employed by the University of South Africa (UNISA) to empower teachers (as adult learners) to enhance learner performance in the life sciences (LS). The context of this study is the partnership between the Department of Education and institutions of higher learning. Based on the idea that well-planned PD fosters teacher participation, this study explored the factors that encourage (or discourage) teacher compliance with new initiatives. A qualitative research design with 10 purposefully selected samples was used. Data were collected through 10 individual interviews and a single focus group discussion. Data were analyzed using Creswell's method of coding. The findings indicate that the UNISA project emphasizes “care” and “learner-centeredness” and has a “bottom-up” approach, which strategically led to a conducive environment for teachers’ PD. It is recommended to normalize the retraining of teachers through partnerships using this strategy.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"9 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142178034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/07417136241273439
Leona M. English
{"title":"Book Review: Bridging Knowledge Cultures: Rebalancing Power in the Co-Construction of Knowledge by Lepore, W., L. B. Hall, & R. Tandon","authors":"Leona M. English","doi":"10.1177/07417136241273439","DOIUrl":"https://doi.org/10.1177/07417136241273439","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"152 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142178035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-06DOI: 10.1177/07417136241266215
Miira Häkkinen, Mirjamaija Mikkilä-Erdmann
This study investigated adult learners’ experiences with the language of their new living environment. Migrants and refugees’ personal goals for language learning in their specific life situations were captured in in-depth interviews conducted as part of ethnographically oriented field studies in Finland and Germany. Interpretative phenomenological analysis (IPA) was chosen as a structured approach to scrutinizing complex lived experiences. The process reveals common experiences among participants: language contributes to a sensation of getting closer or being pushed away and to balancing active participation in society, and it is a necessity for building personal futures. The findings indicate that language is essentially involved in subjective well-being but also, more fundamentally, in every aspect of existence itself. Therefore, the findings extend the potential implications beyond the two European research contexts.
{"title":"Experiences of Language in Migration: Communicating Well-Being in Finland and Germany","authors":"Miira Häkkinen, Mirjamaija Mikkilä-Erdmann","doi":"10.1177/07417136241266215","DOIUrl":"https://doi.org/10.1177/07417136241266215","url":null,"abstract":"This study investigated adult learners’ experiences with the language of their new living environment. Migrants and refugees’ personal goals for language learning in their specific life situations were captured in in-depth interviews conducted as part of ethnographically oriented field studies in Finland and Germany. Interpretative phenomenological analysis (IPA) was chosen as a structured approach to scrutinizing complex lived experiences. The process reveals common experiences among participants: language contributes to a sensation of getting closer or being pushed away and to balancing active participation in society, and it is a necessity for building personal futures. The findings indicate that language is essentially involved in subjective well-being but also, more fundamentally, in every aspect of existence itself. Therefore, the findings extend the potential implications beyond the two European research contexts.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"35 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/07417136231217441
Mari Holm Ingelsrud, Elin Moen Dahl
Western governments propose adult education and training (AET) as a prerequisite for all employees to solve current challenges related to globalization, climate change, automation and the ageing workforce. This study examines the trend in Norwegian employees’ intention to participate in AET from 2010 to 2022. Building on the comprehensive lifelong learning participation model (CLLPM), we conduct logistic regression analyses of 10 waves of a nationally representative cross-sectional survey ( N = 26,588). We find a declining trend in the intention to participate in AET. The results show that the trend cannot be explained by socio-demographic workforce changes, as it is present in all age categories and levels of education. Motivational factors such as job insecurity, employability, wage satisfaction and desire for more challenges only explain some of the decline. We discuss the findings considering the CLLPM and contribute to the current academic debate on lifelong learning in the employability regime.
{"title":"Changing Intention to Participate in Adult Education and Training in Norway: Compositional and Motivational Factors","authors":"Mari Holm Ingelsrud, Elin Moen Dahl","doi":"10.1177/07417136231217441","DOIUrl":"https://doi.org/10.1177/07417136231217441","url":null,"abstract":"Western governments propose adult education and training (AET) as a prerequisite for all employees to solve current challenges related to globalization, climate change, automation and the ageing workforce. This study examines the trend in Norwegian employees’ intention to participate in AET from 2010 to 2022. Building on the comprehensive lifelong learning participation model (CLLPM), we conduct logistic regression analyses of 10 waves of a nationally representative cross-sectional survey ( N = 26,588). We find a declining trend in the intention to participate in AET. The results show that the trend cannot be explained by socio-demographic workforce changes, as it is present in all age categories and levels of education. Motivational factors such as job insecurity, employability, wage satisfaction and desire for more challenges only explain some of the decline. We discuss the findings considering the CLLPM and contribute to the current academic debate on lifelong learning in the employability regime.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-27DOI: 10.1177/07417136241255677
Dennis Klinkhammer, Julia Rüther, Michael Schemmann
Building on previous work on the civic returns of adult learning, this article examines the association between adult education, personality traits, and demands for civic participation or volunteering. Based on National Education Panel Study data, the study finds openness to be a crucial personality trait for participating in further training, as well as for civic participation, as it relates to competence and self-confidence in dealing with new demands. Extraversion is required for social interaction and communication with other participants. The study also shows that participants in further private training engage more at the management level of volunteering, where demands such as leadership and organizational talent are emphasized. The findings consider sociological factors such as the role of peers.
{"title":"Exploring the Association Between Adult Education, Personality Traits, and Civic Participation: An Analysis of National Education Panel Study Data","authors":"Dennis Klinkhammer, Julia Rüther, Michael Schemmann","doi":"10.1177/07417136241255677","DOIUrl":"https://doi.org/10.1177/07417136241255677","url":null,"abstract":"Building on previous work on the civic returns of adult learning, this article examines the association between adult education, personality traits, and demands for civic participation or volunteering. Based on National Education Panel Study data, the study finds openness to be a crucial personality trait for participating in further training, as well as for civic participation, as it relates to competence and self-confidence in dealing with new demands. Extraversion is required for social interaction and communication with other participants. The study also shows that participants in further private training engage more at the management level of volunteering, where demands such as leadership and organizational talent are emphasized. The findings consider sociological factors such as the role of peers.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"37 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.1177/07417136241239328
Mousa Alfaifi
Motivation plays a crucial role in adult learners’ decisions to enroll in educational programs. This study aimed to evaluate the motivations for adult learners who enrolled at adult high schools in Riyadh as well as the potential gender and age differences for their motivations. The Education Participation Scale (EPS) A-Form was administered to adult learners, and 221 valid responses were analyzed using Wilcoxon signed-rank, Mann–Whitney U, and Kruskal–Wallis H tests. The results indicated that professional advancement, cognitive interest, and educational preparation were the primary motivations, while social contact was the least influential motivator. Furthermore, female respondents reported higher levels of motivation for educational preparation than male respondents, but no significant differences were observed for motivational orientations across age groups. To enhance participation in adult high-school programs, the General Department of Continuing Education should tailor its enrollment strategies that they appeal to the three main motivations for various groups.
{"title":"Enrollment at Adult High Schools in Riyadh, Saudi Arabia: An Exploration of Motivation, Age, and Gender Using Boshier's EPS A-Form","authors":"Mousa Alfaifi","doi":"10.1177/07417136241239328","DOIUrl":"https://doi.org/10.1177/07417136241239328","url":null,"abstract":"Motivation plays a crucial role in adult learners’ decisions to enroll in educational programs. This study aimed to evaluate the motivations for adult learners who enrolled at adult high schools in Riyadh as well as the potential gender and age differences for their motivations. The Education Participation Scale (EPS) A-Form was administered to adult learners, and 221 valid responses were analyzed using Wilcoxon signed-rank, Mann–Whitney U, and Kruskal–Wallis H tests. The results indicated that professional advancement, cognitive interest, and educational preparation were the primary motivations, while social contact was the least influential motivator. Furthermore, female respondents reported higher levels of motivation for educational preparation than male respondents, but no significant differences were observed for motivational orientations across age groups. To enhance participation in adult high-school programs, the General Department of Continuing Education should tailor its enrollment strategies that they appeal to the three main motivations for various groups.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"486 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140203025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.1177/07417136241236747
Erik Jacobson
{"title":"Book Review: Community as Rebellion by Peña, Lorgia García","authors":"Erik Jacobson","doi":"10.1177/07417136241236747","DOIUrl":"https://doi.org/10.1177/07417136241236747","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"31 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.1177/07417136241234325
Maureen Coady
Building resilience is a key concern for adult educators today as we face unprecedented global challenges such as the coronavirus disease-19 (COVID-19). Nowhere is this more apparent than in educational initiatives with health professionals who experience many stressors in their work, now amplified by the pandemic. This paper reports the results of focus groups with three interprofessional primary healthcare teams in rural Nova Scotia, Canada, in the fall of 2021. The aim was to learn about their lived experience during the first year of the pandemic, as a basis for considering how resilience could be nurtured and supported in rural team-based collaborative practices settings. Findings reveal that, while each collaborative team experienced recognized COVID-19 workplace stressors, they leveraged a store of collective resilience to navigate the pandemic. The trust, sense of purpose, and shared problem-solving skills they derived from working in collaborative structures over time enabled them to regain equilibrium and to adapt to new norms, and to transform thier practices. The study highlights the power of collaborative learning to strengthen overall ability for resilient performance, and the adaptive capacity that is required to deliver and sustain quality healthcare. The study highlights the need for continuing professional education that values naturally occurring practice-based learning. Adult educators are well positioned to support health professionals and health systems to nurture and support resilient action. They bring an understanding of effective collaborative tools and processes that foster dialogue and collective awareness that leads to a shared identity and understanding. As this study reveals, it is this shared identity and capacity arising within a group that enables them to draw on their collective sources of support to deal with adversity.
{"title":"Learning About Resilience from Rural Interprofessional Healthcare Teams: Insights from the “First Wave” of COVID-19","authors":"Maureen Coady","doi":"10.1177/07417136241234325","DOIUrl":"https://doi.org/10.1177/07417136241234325","url":null,"abstract":"Building resilience is a key concern for adult educators today as we face unprecedented global challenges such as the coronavirus disease-19 (COVID-19). Nowhere is this more apparent than in educational initiatives with health professionals who experience many stressors in their work, now amplified by the pandemic. This paper reports the results of focus groups with three interprofessional primary healthcare teams in rural Nova Scotia, Canada, in the fall of 2021. The aim was to learn about their lived experience during the first year of the pandemic, as a basis for considering how resilience could be nurtured and supported in rural team-based collaborative practices settings. Findings reveal that, while each collaborative team experienced recognized COVID-19 workplace stressors, they leveraged a store of collective resilience to navigate the pandemic. The trust, sense of purpose, and shared problem-solving skills they derived from working in collaborative structures over time enabled them to regain equilibrium and to adapt to new norms, and to transform thier practices. The study highlights the power of collaborative learning to strengthen overall ability for resilient performance, and the adaptive capacity that is required to deliver and sustain quality healthcare. The study highlights the need for continuing professional education that values naturally occurring practice-based learning. Adult educators are well positioned to support health professionals and health systems to nurture and support resilient action. They bring an understanding of effective collaborative tools and processes that foster dialogue and collective awareness that leads to a shared identity and understanding. As this study reveals, it is this shared identity and capacity arising within a group that enables them to draw on their collective sources of support to deal with adversity.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-20DOI: 10.1177/07417136241232950
Nisha Thapliyal
{"title":"Book Review: Civility, Free Speech, and Academic Freedom in Higher Education: Faculty on the Margins by R. Dutt-Ballerstadt & K. Bhattacharya","authors":"Nisha Thapliyal","doi":"10.1177/07417136241232950","DOIUrl":"https://doi.org/10.1177/07417136241232950","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"10 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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