Institutions of formal education have a survival interest in the question of why most adults do not participate in more formal adult education. This study, using a descriptive approach, gathered evidence from 16 adults (8 males and 8 females) who had not participated in formal education in the past 10 years. The evidence gathered was used to answer the question, How do adults, who have not participated in formal education as adults, describe their reasons for not participating? The evidence was gathered from multiple individual interviews and two focus groups.Much of the previous research in discovering why adults did not participate in formal education has been done from the perspective of the participating adult. An examination of this previous research identified job related reasons as the prominent reasons adults gave for participation in formal education. Barriers/deterrents to participation were most often identified as lack of time and money; however, the study presented here found neither money nor time reported as important reasons for nonparticipation in formal education for adults.The informants in this study answered the question clearly. They did not participate in formal education for adults because they found no need for, or value in, additional formal education. Furthermore, they had no interest in exploring potential benefits.Some research on participation in formal adult education shows some adults who participated, did so for social reasons. The informants in the study presented here may have avoided formal education for social reasons, that is, a fear of failure in that context. All informants were satisfied with the way they learned needed skills and/or knowledge. Previous formal education, schooling, was not recognized as an important contributor to the informants' current or future adult lifestyles. Schooling, as described by the informants, was not credited with providing them with understanding, knowledge, and/or skills required to find employment or to support or enhance their adult lifestyles.Hands-on, and less often reading, were the methods employed by the informants and their peers. There seemed to be a threat to their self esteem if they were involved in formal adult education to gain skill and/or knowledge. / Department of Educational Leadership

The purpose of this research was to shed light on the factors that explain the differential achievement in science education between learner groups from different socio-economic backgrounds, through a cross-analysis of two case study schools in the Mafikeng area. It was hoped that a broader understanding of the distinctive factors that account for the achievement gap in science between learner groups from affluent communities and their impoverished counterparts would help in informing the relevant policy makers on the best systems to put in place to address this vexing phenomenon of achievement gap. A multi-faceted instrument technique, comprising a questionnaire, semi-structured interviews, class observations, profile of science department and document reviews, was employed to gather data. The research paradigm that was used to underpin this study was the "emancipatory'' type since the issue under investigation was a social one and involved under-privileged individuals as well. The analysis of data was guided by the principles of social constructivist theory which incorporated both statistical, empiricist quantitative and the .qualitative analysis. The cross- analysis of the two case study narratives compared to and contrasted factors that underly leaner achievement in the natural sciences. The findings revealed that a wide variety of factors, all of which are direct manifestations of one's socio-economic standings. have a direct bearing on one 's scholastic achievement. This manifested itself in the form of, among others, the resources available at the school one attends, the quality of education (foundation stages) one received, the attitudes of educator one has, and of course, attitudes of the learner towards his/her school work. Furthermore, learner achievement was found to be consistent with the level of parental involvement in their children's education. Since the cross-analysis of the study revealed that disparity in the allocation of resources was one of the prime culprits in the creation and maintenance of the achievement gap, between learner groups from the two distinct socio-economic societies, it was recommended that some kind of parity be brought to prevail in that regard. Also recommended was the fact that educators and learners alike, especially from disadvantaged schools, recommit themselves to their school work. In addition, parents of learners from poor backgrounds should get involved, more than ever before, in their children 's school matters, in order to register some improvement in the quality of their education. Recommended for further study is the need to establish the factors that explain a differential achievement between schools in the same socio-economic band and the correlation between heredity and achievement. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2004

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Janice Neuleib (chair), Gerald Savage, Christopher Breu. Includes bibliographical references (leaves 223-238) and abstract. Also available in print.

Thesis (Dr. of Education)--University of Cincinnati, 2007. / Advisor: Holly Johnson Includes abstract. Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs Includes bibliographical references.

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2447. Includes bibliographical references (leaves 295-318).

Thesis (M. Sociology)--Murdoch University, 2006. / Thesis submitted to the Division of Arts. Bibliography: leaves 169-183.

Thesis (D. Min.)--Western Theological Seminary, 1992. / Includes abstract and vita. Includes bibliographical references (leaves 207-209).

Thesis (M.Ed.)--University of Waikato, 2008. / Title from PDF cover (viewed March 31, 2009) Includes bibliographical references (p. 109-114)

Thesis (M.A.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (doctoral)--Universität, Trier, 2007. / Includes bibliographical references and register.