Pub Date : 2024-03-22DOI: 10.1177/14779714241237976
M. Grüttner
Host country education can be crucial for the social integration as well as labour market outcomes of refugees and asylum seekers. To meet the same admission criteria for studying at German higher education institutions (HEI) as other international student applicants, refugees and asylum seekers can attend pre-study programmes at preparatory colleges or language centres of HEI. According to the self-determination theory, the satisfaction of basic psychological needs is relevant to learning motivation and success in educational contexts. This paper examines the differences in the satisfaction of basic needs (autonomy, competence, and relatedness) and learning motivation between refugees and other international student applicants, and the extent to which these differences explain inequalities in the probability of success in pre-study programmes. Data from participants in pre-study programmes at 18 HEI show no significant differences in basic need satisfaction and learning motivation between the respective groups of learners. While basic need satisfaction and motivation make only a small contribution to the explanation of success in pre-study programmes, the biographical and social situation manifested in previous study experiences, age, and social resources seem to be of significance. Implications for further research and practice are discussed.
{"title":"Adult refugees and asylum seekers’ basic need satisfaction and educational success in pre-study programmes in Germany","authors":"M. Grüttner","doi":"10.1177/14779714241237976","DOIUrl":"https://doi.org/10.1177/14779714241237976","url":null,"abstract":"Host country education can be crucial for the social integration as well as labour market outcomes of refugees and asylum seekers. To meet the same admission criteria for studying at German higher education institutions (HEI) as other international student applicants, refugees and asylum seekers can attend pre-study programmes at preparatory colleges or language centres of HEI. According to the self-determination theory, the satisfaction of basic psychological needs is relevant to learning motivation and success in educational contexts. This paper examines the differences in the satisfaction of basic needs (autonomy, competence, and relatedness) and learning motivation between refugees and other international student applicants, and the extent to which these differences explain inequalities in the probability of success in pre-study programmes. Data from participants in pre-study programmes at 18 HEI show no significant differences in basic need satisfaction and learning motivation between the respective groups of learners. While basic need satisfaction and motivation make only a small contribution to the explanation of success in pre-study programmes, the biographical and social situation manifested in previous study experiences, age, and social resources seem to be of significance. Implications for further research and practice are discussed.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140216474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.1177/14779714241237450
Quan Thuan Kieu
This study aimed to investigate the demand for digital skills in the workplaces of agricultural graduates to shed light on the specific requirements of digital skills in their jobs. The study employed a qualitative approach and conducted a total of eight semi-structured interviews with graduates from two departments of an agricultural university in Vietnam. The obtained data, processed through thematic coding techniques, successfully revealed insights into digital skills’ demand in the jobs of selected participants. Firstly, digital skills were found to be compulsory requirements for jobs for agricultural graduates, although the specific requirements for digital skills varied from job to job. Secondly, the findings revealed that different jobs require different types and levels of digital skills. Thirdly, the performance of digital skills depends on the availability and management of workplaces’ digital technology. The study also found that graduates may have the opportunity to obtain jobs that are not directly related to their learning programmes but require digital skills associated with their speciality. The study recommends applying the findings to multiple stakeholders, including government policymakers, higher education policymakers, employers, and higher education students, to bridge the gap between the higher education supply and the market demand for digital skills.
{"title":"Insight into the demand for digital skills at the workplaces of agricultural engineering graduates in Vietnam","authors":"Quan Thuan Kieu","doi":"10.1177/14779714241237450","DOIUrl":"https://doi.org/10.1177/14779714241237450","url":null,"abstract":"This study aimed to investigate the demand for digital skills in the workplaces of agricultural graduates to shed light on the specific requirements of digital skills in their jobs. The study employed a qualitative approach and conducted a total of eight semi-structured interviews with graduates from two departments of an agricultural university in Vietnam. The obtained data, processed through thematic coding techniques, successfully revealed insights into digital skills’ demand in the jobs of selected participants. Firstly, digital skills were found to be compulsory requirements for jobs for agricultural graduates, although the specific requirements for digital skills varied from job to job. Secondly, the findings revealed that different jobs require different types and levels of digital skills. Thirdly, the performance of digital skills depends on the availability and management of workplaces’ digital technology. The study also found that graduates may have the opportunity to obtain jobs that are not directly related to their learning programmes but require digital skills associated with their speciality. The study recommends applying the findings to multiple stakeholders, including government policymakers, higher education policymakers, employers, and higher education students, to bridge the gap between the higher education supply and the market demand for digital skills.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140047756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1177/14779714241236283
Michelle Pavloff, Mary Ellen Labrecque, Jill Bally, Shelley Kirychuk, Gerri Lasiuk
Purpose: Rural home care nurses require access to continuing nursing education to address the increasing complexity of client care needs. There is currently limited literature on continuing nursing education for rural home care nurses. The purpose of this study was to explore the continuing nursing education experiences of rural home care nurses. Sample: Purposive and snowball sampling were used to recruit registered nurses who worked in publicly funded rural home care in one western Canadian province, in communities with a population of less than 10,000 people. Twenty rural home care nurses participated in semi-structured telephone interviews. Methods: This study used interpretive description as its method of inquiry and analysis. Data was collected between December 2020 and May 2021 and the analysis was supported using NVivo 12 software. Findings: Key findings from this study contribute to the description of western Canadian rural home care nursing roles and the degree of autonomy required to provide expert care in the home environment. Rural home care nurses’ experiences with continuing education are impacted by external factors including (1) Chameleonic Practice (One-Person Show, Professional Intersection, Becoming their Person), (2) Foundational Instability (Roadblocks to Learning, Stretched Thin, Rural Repatriation) and (3) Learning Leadership (Filling the Learning Bucket, Finding a Way, Learning Reciprocity). Conclusions: The findings of this study suggest that the continuing nursing education experiences of rural home care nurses is dependent on many factors. Significant policy changes and updated standards of practice are required to support safe client care through the delivery of evidence-informed continuing nursing education.
{"title":"Rural home care nurses’ experiences with continuing nursing education","authors":"Michelle Pavloff, Mary Ellen Labrecque, Jill Bally, Shelley Kirychuk, Gerri Lasiuk","doi":"10.1177/14779714241236283","DOIUrl":"https://doi.org/10.1177/14779714241236283","url":null,"abstract":"Purpose: Rural home care nurses require access to continuing nursing education to address the increasing complexity of client care needs. There is currently limited literature on continuing nursing education for rural home care nurses. The purpose of this study was to explore the continuing nursing education experiences of rural home care nurses. Sample: Purposive and snowball sampling were used to recruit registered nurses who worked in publicly funded rural home care in one western Canadian province, in communities with a population of less than 10,000 people. Twenty rural home care nurses participated in semi-structured telephone interviews. Methods: This study used interpretive description as its method of inquiry and analysis. Data was collected between December 2020 and May 2021 and the analysis was supported using NVivo 12 software. Findings: Key findings from this study contribute to the description of western Canadian rural home care nursing roles and the degree of autonomy required to provide expert care in the home environment. Rural home care nurses’ experiences with continuing education are impacted by external factors including (1) Chameleonic Practice (One-Person Show, Professional Intersection, Becoming their Person), (2) Foundational Instability (Roadblocks to Learning, Stretched Thin, Rural Repatriation) and (3) Learning Leadership (Filling the Learning Bucket, Finding a Way, Learning Reciprocity). Conclusions: The findings of this study suggest that the continuing nursing education experiences of rural home care nurses is dependent on many factors. Significant policy changes and updated standards of practice are required to support safe client care through the delivery of evidence-informed continuing nursing education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140046118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-27DOI: 10.1177/14779714241236282
Sara Abou Said, Wael Abdallah
This study examines lifelong learning as it pertains specifically to professional growth for university educators in Kuwait. Moreover, it looks at how self-directed and lifelong learning are interrelated. The findings of this study indicate a significant direct relationship between lifelong learning factors, including motives, attitudes, and conditions, and the professional development of educators, except for the attitude with the reflection activities. The current study employs a deductive and quantitative research approach through a questionnaire survey. Partial least square-structural equation modelling (PLS-SEM) was used to analyze the data. The findings underscore the effectiveness of self-directed lifelong learning in meeting educators’ professional development needs and improving their practice. Educational institutions should prioritize and support lifelong learning initiatives to foster educators' growth and enhance teaching and learning in post-compulsory education settings.
{"title":"Enhancing lifelong learning and professional growth: Exploring the role of self-directed learning for university educators","authors":"Sara Abou Said, Wael Abdallah","doi":"10.1177/14779714241236282","DOIUrl":"https://doi.org/10.1177/14779714241236282","url":null,"abstract":"This study examines lifelong learning as it pertains specifically to professional growth for university educators in Kuwait. Moreover, it looks at how self-directed and lifelong learning are interrelated. The findings of this study indicate a significant direct relationship between lifelong learning factors, including motives, attitudes, and conditions, and the professional development of educators, except for the attitude with the reflection activities. The current study employs a deductive and quantitative research approach through a questionnaire survey. Partial least square-structural equation modelling (PLS-SEM) was used to analyze the data. The findings underscore the effectiveness of self-directed lifelong learning in meeting educators’ professional development needs and improving their practice. Educational institutions should prioritize and support lifelong learning initiatives to foster educators' growth and enhance teaching and learning in post-compulsory education settings.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1177/14779714241234532
Shalini Singh
The EU policies about what to achieve and how to achieve through the education and training of adults have developed like norms for the EU member states which they find difficult to flout. With the declaration to achieve the European Education Area (EEA) by 2025 and its targets by 2025 and 2030, the EU has laid down a framework for developing the future education systems in the member states. The paper argues that in its present form, the unintended consequences of the EU EEA policy are not only enhancing the Matthew Effect but will also make the disadvantaged learners invisible in the long run. Therefore, by encouraging the member states to adopt a narrow approach of target achievement irrespective of the needs of the marginalised adult learners, and not including the concerns of these adult learners in its own policy, the EU appears to do the opposite of what it claims to promote through the EEA.
{"title":"Towards an invisible marginalisation of disadvantaged adult learners? Analysing the resource mobilisation strategies of the EU member states for achieving the European Education Area, 2025","authors":"Shalini Singh","doi":"10.1177/14779714241234532","DOIUrl":"https://doi.org/10.1177/14779714241234532","url":null,"abstract":"The EU policies about what to achieve and how to achieve through the education and training of adults have developed like norms for the EU member states which they find difficult to flout. With the declaration to achieve the European Education Area (EEA) by 2025 and its targets by 2025 and 2030, the EU has laid down a framework for developing the future education systems in the member states. The paper argues that in its present form, the unintended consequences of the EU EEA policy are not only enhancing the Matthew Effect but will also make the disadvantaged learners invisible in the long run. Therefore, by encouraging the member states to adopt a narrow approach of target achievement irrespective of the needs of the marginalised adult learners, and not including the concerns of these adult learners in its own policy, the EU appears to do the opposite of what it claims to promote through the EEA.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1177/14779714241235599
Susan Watson, Kara Fulton, Seth Ketron
Student enrolment in higher education is increasing, as are enrolments in non-traditional pathways, such as degree completion programs, particularly those that are offered online. These changes have shifted the nature of student learning needs and perceptions. Therefore, stakeholders in higher education need a greater understanding of the drivers and obstacles to degree completion from the student point of view, especially in online degree completion programs. Beyond overall and subgroup insights into online degree seeking motivations and other factors, our findings revealed that (1) there is a mismatch between student goals and perceived employer needs, (2) many students expected modest financial gains upon completion, and (3) the primary barrier of continuing higher education was balancing education and life responsibilities. The findings are useful for administrators, faculty, and other stakeholders involved in the recruitment of online degree completion program students and the design of online courses and curricula for this audience.
{"title":"Understanding student perceptions and motivations in non-traditional online degree completion programs: An exploratory case study","authors":"Susan Watson, Kara Fulton, Seth Ketron","doi":"10.1177/14779714241235599","DOIUrl":"https://doi.org/10.1177/14779714241235599","url":null,"abstract":"Student enrolment in higher education is increasing, as are enrolments in non-traditional pathways, such as degree completion programs, particularly those that are offered online. These changes have shifted the nature of student learning needs and perceptions. Therefore, stakeholders in higher education need a greater understanding of the drivers and obstacles to degree completion from the student point of view, especially in online degree completion programs. Beyond overall and subgroup insights into online degree seeking motivations and other factors, our findings revealed that (1) there is a mismatch between student goals and perceived employer needs, (2) many students expected modest financial gains upon completion, and (3) the primary barrier of continuing higher education was balancing education and life responsibilities. The findings are useful for administrators, faculty, and other stakeholders involved in the recruitment of online degree completion program students and the design of online courses and curricula for this audience.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139981181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-22DOI: 10.1177/14779714241235049
Sidra Noreen, Zafar Iqbal
In Pakistan, adult literacy programs are offered to enable learners to function effectively to attain individual, family, and social sustainability, but these programs are continuously reporting low participation. This study aimed to explore the reasons behind low participation, employing a descriptive phenomenological design to examine the challenges experienced by adult learners, literacy teachers, and administrators. Forty-five participants (30 learners, 10 teachers, and 5 administrators) were selected by using a purposive sampling technique. Data were gathered through focus group discussions and semi-structured interviews, and a thematic analysis was conducted. Numerous challenges were found, including less attractive, non-relevant literacy content, inappropriate presentation methods, lack of proper mechanisms for teachers' training, and learners' evaluation. Based on the evidence, practical implications were proposed, with a particular emphasis on adult learners and literacy teachers.
{"title":"Challenges of participation in adult basic literacy: Practical implications for practitioners","authors":"Sidra Noreen, Zafar Iqbal","doi":"10.1177/14779714241235049","DOIUrl":"https://doi.org/10.1177/14779714241235049","url":null,"abstract":"In Pakistan, adult literacy programs are offered to enable learners to function effectively to attain individual, family, and social sustainability, but these programs are continuously reporting low participation. This study aimed to explore the reasons behind low participation, employing a descriptive phenomenological design to examine the challenges experienced by adult learners, literacy teachers, and administrators. Forty-five participants (30 learners, 10 teachers, and 5 administrators) were selected by using a purposive sampling technique. Data were gathered through focus group discussions and semi-structured interviews, and a thematic analysis was conducted. Numerous challenges were found, including less attractive, non-relevant literacy content, inappropriate presentation methods, lack of proper mechanisms for teachers' training, and learners' evaluation. Based on the evidence, practical implications were proposed, with a particular emphasis on adult learners and literacy teachers.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139951700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.1177/14779714241232595
Moses Njenga
Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.
{"title":"Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies","authors":"Moses Njenga","doi":"10.1177/14779714241232595","DOIUrl":"https://doi.org/10.1177/14779714241232595","url":null,"abstract":"Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139851721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.1177/14779714241232595
Moses Njenga
Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.
{"title":"Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies","authors":"Moses Njenga","doi":"10.1177/14779714241232595","DOIUrl":"https://doi.org/10.1177/14779714241232595","url":null,"abstract":"Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139791855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.1177/14779714241231241
G. M. Geletu
The study evaluated the relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia Regional State. The researcher used a mixed method with concurrent triangulation design. The researcher selected a total of 618 samples of the study using different sampling techniques such as purposive, convenience, stratified, and simple random sampling techniques. The data were collected from primary sources of data such as teachers, mentors, principals, supervisors, coordinating committees, and parents using questionnaires, interview, focus group discussion, document examination, and observation. The researcher analyzed the data using mean, standard deviation, one-way ANOVA and post-hoc test, and thematic narration. The findings of study showed that teachers’ professional development practices were powerless to update professional competencies and improve professional and innovative pedagogical practices in classrooms. Primary school teachers were not learning proficiently from continuous professional development practices to ensure basic and specific professional competencies required in classrooms. The implementations of reflective activities such as action researches, classroom observation, differentiated learning, collaborative learning, microteaching, and lesson studies couldn’t contribute to practical changes. The study forecasts the requirement of context specific policy framework and practical toolkit for newly deployed and experienced teachers rather than focusing on the generic policy document.
{"title":"Relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia regional state, Ethiopia","authors":"G. M. Geletu","doi":"10.1177/14779714241231241","DOIUrl":"https://doi.org/10.1177/14779714241231241","url":null,"abstract":"The study evaluated the relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia Regional State. The researcher used a mixed method with concurrent triangulation design. The researcher selected a total of 618 samples of the study using different sampling techniques such as purposive, convenience, stratified, and simple random sampling techniques. The data were collected from primary sources of data such as teachers, mentors, principals, supervisors, coordinating committees, and parents using questionnaires, interview, focus group discussion, document examination, and observation. The researcher analyzed the data using mean, standard deviation, one-way ANOVA and post-hoc test, and thematic narration. The findings of study showed that teachers’ professional development practices were powerless to update professional competencies and improve professional and innovative pedagogical practices in classrooms. Primary school teachers were not learning proficiently from continuous professional development practices to ensure basic and specific professional competencies required in classrooms. The implementations of reflective activities such as action researches, classroom observation, differentiated learning, collaborative learning, microteaching, and lesson studies couldn’t contribute to practical changes. The study forecasts the requirement of context specific policy framework and practical toolkit for newly deployed and experienced teachers rather than focusing on the generic policy document.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139687957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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