Thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of DOCTOR OF EDUCATION in the Department of Philosophy of Education at the University of Zululand, 1995. / The researcher sought to investigate whether Black people in South Africa view adult education as having any significant role. The researcher established a view that adult education is a tool for transformation. He further demonstrated through his constructive discussions that adult education is a tool for self-liberation and self-development. In this study the researcher has tried to form a harmonious relationship between a sociological approach and philosophical point of view. This study attempts to emphasize the importance of adult education for Blacks in particular. The researcher decided to state his problem in the form of questions: "Does adult education have any significant role in helping Blacks respond to changes and challenges they face in South Africa?" "Do Blacks perceive adult education to be of any particular significance in helping them respond meaningfully to some economic, social and political responsibilities they face?" These and other similar questions helped the researcher in making worthwhile recommendations at the end of his study. The study showed that in every society people need education to fulfil meaningful roles. The researcher has, in many instances, pointed out that adult education will help Blacks respond meaningfully to some challenges they face, especially in the new South Africa. The study revealed that policy makers, planners, trainers, teachers and learners have different views and ideas about what literacy means, what its benefits and consequences are, how it should be achieved, on what scale and why. The researcher found that there was a need for an adult literacy programme that would help Black people become fully involved as citizens of their country. South Africa. The study showed that without this programme it would be almost impossible for Blacks to fulfil any significant role in boosting the economy of the country. In this study adult literacy programmes were seen as components of adult education. Modern society needs people who could meaningfully create a stable environment for the upbringing of future citizens, contribute to society through work, participation in education and training processes. Adult education could help Blacks perform these tasks- The researcher supports the National Education Policy Investigation (1992) on literacy because it empowers individuals, promotes rural, urban or national self-development and self-reliance, accelerates economic development, hastens modernisation, makes individuals more confident and assertive. In Chapter One the problem was stated, aims of the study outlined and major concepts were elucidated. In Chapter Two the rationale for theory and practice in adult education was discussed. It was revealed that adult education responds to individual and social needs. Chapter Three surveys the historical development of adult education in certain countries and also examines some trends of similar developments in South Africa. The researcher found that there has been some commitment in various countries including South Africa to adult education. Chapter Four looked into the magnitude of illiteracy in South Africa and how some organisations have tried to combat it. Whereas Chapter Five describes the research methodology, Chapter Six presents the analysis of data, interpretation and evaluation of the findings. In the analysis of data it was noted that 68% of the respondents indicated that adult education was very important. With regard to the question of the importance of literacy, 43% of the respondents felt that learning to write, learning to count and learning to read were of cardinal importance especially for most Blacks in South Africa. Only 4% of the sample showed uncertainty. Ninety five percent (95%) of the subjects felt that adult education could help elevate the standard of the economy of the country. Only 1% of the respondents felt that this would not be the case. Literature review, interviews and empirical surveys conducted revealed that provision for adult education is necessary for all racial groups in general and for Blacks in particular. Among some recommended actions that the researcher made, the following can be cited: * Adult education programmes are needed at the local, regional and national levels of the governance of education in South Africa. These need to be spelt out clearly in the policy for education and training. * There is a need for research that will assess the needs of people at any given place so that there is no waste of resources on the provision of adult education. * There is a dire need for all stakeholders in education and in particular non-formal education to work collaboratively for the enhancement of adult education schemes. These include the government, members of the community and non-government organisations (NGOs). The researcher felt that the private sector could support adult education projects by way of sponsorships and loans. Though the researcher recommended the involvement of industry and commerce in the education of Blacks he, however, emphasized that what was urgently needed amonc Blacks was education for self-reliance ant self-development- The study revealed that there is a dire need to empowe: Blacks with skills for life and that education should h viewed as a life-long process. The researcher also recommended the setting up of mor adult education centres, consultancy units and researc units for the promotion of adult education. The researcher recommended that a needs assessment shoul be conducted to set up adult education programmes on short-, medium- and long-term basis. Adult education should become a serious and urgent subjec of curriculum planners. However, the research* recommended that there was a dire need for educatit planners in adult education to consult the people, exper' in this field, the private sector and all other interest parties before curricular options are designed. * Black people themselves should form clubs, societies, associations and organisations that will develop programmes for adult education. * Ordinary day schools should be used at night and on weekends for adult education. * There is an urgent need to train adult educators who should be awarded diplomas and certificates after completing their studies. * Colleges of education, technikons and universities should have departments of adult education. In addition to this, all universities need to establish adult education centres. Another important dimension of the study emerged when the researcher made use of the philosophical method to evaluate the trend of emphasis in the theory and practice of adult education. The researcher mentioned that there is also a philosophy that guides the activity of adult education. Links were also forged between a philosophical method and an empirical-analytical method. Substantive reasons for the employment of the philosophical and the empirical method were given. A noteworthy revelation was that the perceptions of Blacks with regard to the significant role of adult education embody some elements of the radical philosophy. Most of these people felt that adult education could help solve some of the social, economic, political and cultural problems. These are some of the immediate problems of these people. This urgent reformist and revolutionary reference to the task of adult education is typical of the radical approach. The radical approach only ignores and undermines the fact that there is always a need for planning and foresight that should precede any implementation of a programme. It is, however, important to mention that a diagnosis of the perceptions of Blacks as observed in the empirical research showed that adult education among these people will have to adopt more of a progressive dimension which is associated with progress and development of the people. It has to do with continuing education which enables the lives of the people to change continously.

The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome of novel reading, literature on adult learning theories and research have taken little notice of novel reading as an opportunity to learn. Yet reading novels is an activity in which millions engage. The nature of reading as a highly personal,self-directed activity, suggested a literature review of theory pertaining to self-directed learning, informal learning and how adults make meaning.The purpose of the research was to explore the experience of learning novels; how reading contributes to knowledge,understanding of environment, and social and self-understanding in the context of adult learning theory.The research problem asked what evidence novel readers provide for making meaning as a result of their reading and what they do with that learning outcome. Research was conducted with individual interviews of five regular novel readers which served as case studies. Analysis was done by coding each interview paying particular attention to relationships to personal history, types of learning suggested and their effects. Case studies were then cross coded to discover trends and patterns.Findings showed that respondents used novels to be entertained and escape from their daily responsibilities,but along the way they also experienced a variety of types of learning. They collected new information they found personally interesting or added to an existing knowledge base, challenged their perspectives to think abut themselves and others in new ways. There was also a variety of uses for what they had learned. Respondents reported believing they have a broader knowledge base, could more effective interact with others, arrive at greater self-awareness, and in a few instances change behavior.The experience of learning from novels is a remarkable combination of self-motivation and self-direction undertaken for pleasure, yet incidentally can result in a range of learning outcomes including building a more complex knowledge base, constructivist organization and interpretation of information, critical reflection about self and others, and transformation of understanding to result in change. / Ed. D.

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This philosophical-descriptive dissertation makes a detailed analysis of the background and problems of the adult literacy program in Riyadh, Saudi Arabia, and proposes recommendations for improvement of this program. The purpose of the study is to describe and critically analyze the Islamic religious tradition, Saudi Arabian social structure, the roles of Saudi Arabian men and women, the role of nomads in Saudi society, usage of Classical and modern Arabian dialects, current instructional materials and media used in adult literacy education and current educational resources, finance and personnel.

<p> <b>Purpose.</b> The purpose of this study was to examine the relationship between university advertising and marketing procedures and techniques and the personal characteristics and motivations of nontraditional students who decide to enroll in bachelor&rsquo;s degree programs. The overarching goal was to explore the experiences and decision-making processes of these students in an effort to address the lack of data guiding college and university marketing behavior toward this unique population. This project examined the decision making of college-bound individuals through the lens of electronic marketing, traditional marketing, and word-of-mouth marketing methods.</p><p> <b>Methodology.</b> An exploratory quantitative research design was used. A survey was designed using a combination of previously validated instruments and questions developed by the researcher to measure the influence of marketing on nontraditional undergraduate students&rsquo; enrollment decisions. The sample consisted of nontraditional students who had recently enrolled in a degree/accelerated degree program in one of four colleges/universities in Southern California and had not yet completed a full semester/quarter of coursework.</p><p> <b>Findings.</b> A significant difference was found in the amount of marking exposure among nontraditional students by medium. The analysis indicated a significant difference in the influence of marketing across racial and gender groups that also varied by medium. Females were significantly more influenced by the universities&rsquo; websites, for example. Males were significantly more influenced by word-of-mouth marketing from family members, and females were more likely to seek out friends than family for information. Also, those belonging to the &ldquo;other&rdquo; ethnic subgroup were significantly more influenced by online ads than their African American, Hispanic, or Caucasian counterparts.</p><p> <b>Conclusions.</b> Several significant factors were identified that influence the decision-making process of nontraditional students who are preparing to enroll in an institution of higher education. Exposure to relevant marketing materials varies across a number of variables, and the influence of word-of-mouth marketing may be more important to this population when compared to traditional undergraduates.</p><p> <b>Recommendations.</b> Further research is needed to inform the marketing methodologies in which institutions of higher education engage when reaching out to nontraditional students. This population&rsquo;s motivations for enrolling are unique and, when combined with personal sociodemographic variables, represent an important challenge for university marketing professionals. </p>

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