Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 193-196).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 153-158).

In North American urban society, people of lower socio-economic status have a poor record of participation in adult programs. Vancouver, Canada's third largest metropolitan area, was selected for study into the needs for adult education by married women in this sub-culture. An unstructured sample of residents in three widely divergent areas of lower socio-economic index was studied to discover (l) why these women do not participate in adult education, and (2) what their needs in adult education are. An analysis of the data revealed that the majority of the respondents in all three areas were between the ages of 15 and 44, married, and had families of one to four children. While most of the women in the study had gone beyond Grade 8, less than one out of three had completed high school. Most of those who had participated or are presently on continuing education programs are high school graduates. Non-participation in adult education programs by these women of lower socio-economic status was attributed to a variety of interrelated reasons. In order of importance these reasons were: lack of facilities for care of small children; expenses involved in tuition fees, transportation and related costs; and feelings of inadequacy in meeting the standards of course requirements. Some of the women also expressed fear of institutionalized programs. This was mainly among new Canadians of ethnic origin, other than British, who tend to cling to their own language and culture, and were hesitant to leave their immediate neighborhood. A conflict of priorities appeared to exist between the concepts of needs as perceived by resource personnel and those perceived by the respondents. The resource personnel had a more global approach related directly to the objectives of the institutions that provide services within the community. Most of the women placed highest priority on education for future employment. Although the order of priority differed, both groups expressed need for education in the following categories: (1) cultural orientation, (2) family relationships, (3) nutrition and home management, (4) citizenship, and (5) employment. Nevertheless, success of adult education programs is dependent on two conditions: (l) that these married women should share in the planning process, and (2) that the choice of the areas of study should be consistent with the priorities as set by the women. In order to assist married women of this sub-culture, efforts must be made to remove barriers to opportunity imposed by tuition costs and lack of child care services. More attention must be given to counselling, to flexibility of program design and to part-time study. / Education, Faculty of / Graduate

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.

Definitions and concepts of learning in the workplace have evolved considerably in the last two decades in response to significant changes impacting most workplace environments throughout the industrialized world. Comprehensive definitions of learning at work go beyond an emphasis on improving performance to consider the workplace as a social environment which can be structured to enhance or thwart adult learning and development. A wider and more socially relevant range of approaches to workplace learning are emerging. / By focusing on learning as a process rather than a product, this study attempts to gain a deeper understanding of the daily informal learning experiences among a group of clerical and secretarial workers. Through interviews and a qualitative research approach it examines the meanings these women attribute to their workplace learning experiences. It explores some of the ways in which women's unique learning capabilities interface with a particular environment.

Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 69-72).

Older women are a rapidly growing sector of the Canadian population and will number about 4 million by the year 2031. They are also a group which must be recognized as being at risk in later life for reasons often beyond their control or comprehension. Elderly women experience higher levels of poverty, institutionalization and criminal victimization than older men. While many of the vicissitudes of old age are unavoidable, aging is much more problematic for women due to socially constructed inequities rooted historically in cultural patterns of age and gender relations. Consequently, women's economic, social and personal resources are more vulnerable in old age because of gender limitations experienced across their entire life course. Educational opportunities have not kept pace with the challenges encountered by women as they age nor has there been adequate educational programming to help older women negotiate the many changes in society that directly affect the quality of their personal lives. Yet education is considered to be a major strategy for developing and strengthening resources in later life and to be an effective means for promoting individual and collective empowerment among older women for improving their economic and social prospects as they age. By grounding educational objectives in a resource development paradigm, efforts can be made to enhance individual resources and to promote changes in the social relations of power, privileges and opportunities upon which current access and allocation of resources are based. Educational programming aimed at resource development falls into three categories: fostering political and social identity, facilitating economic equity, and aiding in later life transitions. Based on this approach to educational needs analysis, several program and policy recommendations are developed. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

No description available.

In a country, which has recently acquired its democracy, education for all citizens is of primary concern. During this time when South Africa finds its self in a period of transition and of prioritising items on its agenda, education in general and in particular education of those who had a little or no education at all, is high on the priority list. Women in the past have been discriminated against and thus deprived of equal access to educational experiences and the accumulation of skills and qualifications – aspects that affected their daily lives. Therefore, many women have not had opportunities for personal development, choice of work and the capacity to influence political decisions. The aim of this study was to explore the experiences that women learners encountered within an ABET programme. Due to the limited research done on women's learning within ABET programmes in South Africa, women learners have been isolated and marginalised in all levels of education. Despite this, women, who head up a third of the world’s households, are not often identified as vital role players for the sustainability of communities especially in relation to issues concerning health, social welfare and economic activities. In order to obtain a greater understanding of the experiences of women learners within ABET programmes, this study was designed to elicit the views of women in an ABET programme. Qualitative methods of data collection and analysis were utilised in this process and I used the constant comparative method of data analysis to search for recurring themes and patterns The most prominent findings emerging from the study was that women felt advantaged as members of a community of learners. It was also evident that numerous factors restricted effective learning for women. In addition, academic progress and self-confidence that would serve as a foundation for future learning also emerged as an important finding. This study has shown that although ABET programmes such as the one in which this research took place, are vital and fulfil a very real need especially for women, there are a number of factors in the programmes themselves and within society in general which hampers optimal learning by women in the programme. / Mrs. N. F. Petersen