For a distinct portion of Canadian youth, completing a high school diploma with their same-age peers is not a reality. Fortunately, opportunities exist for these individuals to later return to educational institutions to continue their formal education, thereby increasing their job prospects, wages, and quality of life. Barriers faced by these so-called “non-traditional” learners are examined through the data gathered from an anonymous survey and from focus group interviews with students who currently attend a college in western Canada. The purpose of this thesis is to illuminate the experiences and beliefs of “non-traditional” students, including how they were able to enrol in post-secondary education without a high school diploma, what barriers they actually did, or continue to, face, and what strategies and supports have been, or would be, most helpful to them as they navigate the many challenges and transitions to find their path on their educational journey. / Graduate

Lifelong learning for adults has almost become compulsory for the maintenance of employability. In the South African context, The National Plan for Higher Education advocated an increase of adult learners entering higher education to facilitate lifelong learning. This study will focus on adult learners returning to institutions of higher education on a full-time basis. The study will determine factors that motivate adults to enter the learning environment, and it will identify inhibitors and contributors during their studies. A qualitative research design has been employed. Analysis of data collected by open-ended questionnaires and in-depth interviews indicated that the motivation to return to higher education was mainly personal and career driven. Students reported on situational, dispositional, and institutional inhibitors they experienced and had to overcome. Contributors identified included various support systems. Recommendations are made in view of the results of the empirical study to assist institutions of higher education in South Africa to meet the unique needs of the adult learner. / Educational Studies / M. Ed. (Adult Education)

Lifelong learning for adults has almost become compulsory for the maintenance of employability. In the South African context, The National Plan for Higher Education advocated an increase of adult learners entering higher education to facilitate lifelong learning. This study will focus on adult learners returning to institutions of higher education on a full-time basis. The study will determine factors that motivate adults to enter the learning environment, and it will identify inhibitors and contributors during their studies. A qualitative research design has been employed. Analysis of data collected by open-ended questionnaires and in-depth interviews indicated that the motivation to return to higher education was mainly personal and career driven. Students reported on situational, dispositional, and institutional inhibitors they experienced and had to overcome. Contributors identified included various support systems. Recommendations are made in view of the results of the empirical study to assist institutions of higher education in South Africa to meet the unique needs of the adult learner. / Educational Studies / M. Ed. (Adult Education)