The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results indicated that some adults found their experiences interesting and enriching and have positive attitudes towards the teaching and learning at Public Adult Learning Centres, while others were frustrated with the lack of teaching and learning resources, and the poor management at the centres. Adult learners seem to regard education as important and they received satisfactory support from their families, communities, teachers, employers, and fellow adult learners, as well as financial support from the Department of Education. Findings revealed that adult learners find it difficult to understand the content of subjects and to cope with the pace of teaching. Participants had different views about the language of instruction. Some preferred English for employment and social purposes while others preferred the vernacular so as to have a better understanding of the content and to pass the subjects. These learners preferred that the content should prepare them for employment and for coping with day-to-day activities in rural areas. Responsibilities at home, becoming a learner at an elderly age, being involved in seasonal jobs and catching up work after absence were some of the challenges that adult learners experienced. From the results and findings of the study, recommendations were made to improve the effectiveness of teaching and learning and functionality of Public Adult Learning Centres. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Early Childhood Education / unrestricted

Title from title page of PDF (University of Missouri--St. Louis, viewed March 8, 2010). Includes bibliographical references (p. 436-484).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.Ed.)--Acadia University, 1999. / Includes bibliographical references (leaves 135-140). Also available on the Internet via the World Wide Web.

Thesis (M.Ed.)--Acadia University, 1999. / Includes bibliographical references (leaves 135-140). Also available on the Internet via the World Wide Web.

Doctor of Philosophy / Department of Educational Leadership / W. Franklin Spikes / Millions of Americans profess belief in God and follow a Protestant Christian belief system. However, very little research or literature explores their participation in religious adult education. Several areas within adult education are exhaustively researched such as health care, leisure, and career related courses, but studies within religion go largely unexamined. This study sought to develop an understanding concerning deterrents to participation in religious adult education. Additionally, this study sought to compare deterrents in the Protestant Christian church to deterrents experienced by the general adult population in their pursuit of education. This study used a modified Deterrents to Participation Scale-General (DPS-G) Likert scale survey to gather both demographic and barrier to participation information. Data collected from the survey was analyzed using a variety of descriptive and nonparametric statistical tests. Comparative analyses were conducted to liken deterrents to participation in religious adult education to the general adult population. The study revealed that all six deterrents to participation categories found on the DPS-G survey instrument had a bearing on a Protestant Christian’s religious adult education participation. The barrier to participation found to deter the most demographic groups was personal problems. This deterrent was followed in order of magnitude by: lack of confidence, time, lack of relevance, low personal priority, and cost. This study also found that barriers deterring adult Protestant Christian participation vary from those deterring the general adult population’s participation in secular educational programs. This study was exploratory and, as such, can be used for future researchers to examine why certain deterrents impact certain demographic groups. However, in the interim this research can be used for religious adult education program planners to better understand deterrents to participation and develop courses of action to help overcome these barriers.

No description available.

The problem on which this research was based was that little data were available for describing the Adult Basic Education (ABE) teachers--how they teach and how certain variables contribute to their teaching. Accordingly, the purpose of the study was to describe ABE teachers in Kuwait--who they were, how they taught, and how they were viewed by adult Kuwaiti students. This description was organized around four questions:1. How does the culture of the ABE teacher—educational background and training, language, habits and customs-contribute to what happens in the classroom?2. How does the planned curriculum--goals, objectives, materials, instructional approach, evaluation--contribute what happens in the classroom?3. How does the ABE teachers' role in Kuwaiti society contribute to what happens in the classroom?4. How does Quality of Personal Life contribute to what happens in the classroom?A variety of methods were used to gather data-teacher and student surveys and interview guides, a classroom observation instrument and a diary. Forty-one teachers and 155 students were surveyed. Ten teachers and thirty-six students were interviewed. Sixteen teachers were observed on one occasion. Three teachers were observed on three different occasions--at the beginning, the middle and the end of the study--over an eight-week period. A diary was kept on a daily basis.Mean scores on each item and a composite score for all items were tabulated for the surveys. Raw scores and percentages were tabulated in all other cases. From the analysis of data, major findings included:1. The cultural background of ABE teachers--language, customs, habits--does not interfere with their teaching because most of the teachers have been in Kuwait long enough to have adopted the Kuwaiti culture or to have adjusted to the culture.2. The ABE classroom involves a limited amount of planning, narrowly defined as use of textbook, chalkboard and lecture.3. ABE teachers see themselves as having an important role to play in Kuwaiti society, related to the development of the country. Whereas students view the teachers as respected, however, the teachers do not believe they are.4. In terms of Quality of Life--defined as the ABE teachers' perceived level of satisfaction--the ABE teachers felt underpaid and expressed resentment about differential treatment as compared to Kuwaiti ABE teachers.

The purpose of this study was to determine: what factors are important in influencing adult students to participate in distance learning programs; 2) whether students prefer interactive television or instructional television. A review of the literature identified items that were considered Important to students participating in distance learning programs. The items identified in the literature were reviewed by a jury of experts. From the list of items a questionnaire was developed for this study. Students from two Oregon community colleges completed the questionnaire. A total of 127 questionnaires were analyzed. The data were analyzed with the use of descriptive statistics, factor analysis, analysis of variance, Chi Square and t-test. Twenty-two of the thirty-four items in the questionnaire were considered very important or important to students. Factor analysis clustered the items under the factors socializing, convenience, instructor, and supplmental activities. Students consider instructor and convenience the most important factors of distance learning programs followed by supplemental activities and finally socializing. Caparisons of students participating using instructional television and interactive television to deliver distance learning programs were also made. Analysis of the data indicates the four factors (socializing, convenience, instructor, and supplemental activities) have the same relative importance to students participating in academic and vocational distance learning programs. In addition, participation in instructional television programs was more convenient for students than interactive television programs. Delivery of distance learning programs should: provide opportunities for students to socialize; be convenient for the student to participate in; utilize instructors committed to using instructional television; and make available supplemental activities for students. / Graduation date: 1992

Thesis (M.S.W.)--University of Hong Kong, 1977.