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JACE: Abstracts
Volume 13, Number 2, Autumn 2007
Non-formal training among adults in rural Malaysia
Abdul Razaq Ahmad, Norhasni Zainal Abiddin, Norzaini Azman, Ramlee
Mustapha, Rahim Md Sail, Zakaria Kasa and Ismi Ariff Ismaill
This article discusses the goals and challenges of adult education in Malaysia. In addition, it reports on the evaluation of two programmes. Computer Literacy and Civic Development – offered by a government agency called the Community Development Department (KEMAS) to rural communities. In both programmes, the respondents scored high in cognitive and behaviouristic aspects but average in the affective domain. In terms of the teaching and facilities, the participants were less impressed by the teaching methods, resources and infrastructure of the Computer Literacy Programme. Thus, it is suggested that a comprehensive assessment should be conducted by KEMAS in order to keep up with current demands. Fin - ally, it is recommended that government agencies, the private sector, NGOs and the wider community should work together to support adult learning, especially in rural areas
Unwitting agents: the role of adult learners' attributions of success
in shaping language-learning behaviour
Yelena Golovatch and Robert Vanderplank, Minsk State Linguistic
University
This article reports on an investigation into the attributions of success and perceived areas of strength and weakness of adult learners of English as a foreign language in the Department of Continuing Education at Minsk State Linguistic University, Belarus. The students attributed their limited progress in learning the foreign language mainly to the teacher’s competence, the frequency and length of classes, the number of activities for listening and speaking, and consultations with the teacher. Little awareness was shown of the role played by their own learning skills. Comparisons with teachers’ ratings of their performance and teachers’ own attributions of student progress revealed significant divergences in attributions. The implications of these findings are discussed in terms of the development of learner responsibility, motivation and effective language teaching.
Older employee behaviour and interest in continuing education
Bernhard Schmidt, Ludwig-Maximilians-University Munich
The increasing older population actually sets the conditions for adult education and its potential for innovation in reception and support for older employees. Therefore it is important to keep in mind the needs older learners have, along with their educational interests and behaviour. This article presents the results of a national representative survey in Germany concerning the educational interests and behaviour of older learners, especially older employees. This survey shows the influence of income status, level of schooling and gender on educational behaviour and so explains the differences within the group of older adults concerning continuing education participation, expectations and barriers. Further modes of delivery of continuing education programs which are a central issue for older employees appear to be more important than the vocational usefulness of continuing education for this target group, and there is noticeable resignation concerning whether improved vocational opportunities can emerge from continuing participation in education.
Pursuing theory and practice when 'everything is moving'
Tuula Heiskanen, Work Research Centre, University of Tampere, Finland
This article describes the basic elements of an intensive action research process. The process started from an educational programme offered to professional groups interested in the problems in developing the public sector as a forum that would transcend the boundaries separating different work organisations. The introduction of the programme coincided with a radical socioeconomic change that affected very basically the role of public services in Fin land. The researcher/practitioner co-operation continued in different forms for several years. The article interprets the setting and processes of the programme through the concept of space, paying special attention to the dynamics between different aspects (physical, mental and social) of space.
Adult learners, tutors and the challenge of assessment at a distance
Simon Stephens, David O’Donnell and Paul McCusker, Letterkenny Institute of
Technology
This article explores the experiences of adult learners and tutors on a particular externally assessed distance-learning degree programme. On this programme, assignments are set, reviewed and graded independently of the on-site tutor by the external awarding body. An analysis of eight interviews with four tutors and four graduates from one such course suggests that the absence of a link between the on-site tutor and external assessment has a significant negative effect on the teaching and learning environment for both adult learners and tutors. Guided by Basil Bernstein’s work on the classification and framing of educational rules and roles, it is argued that benefits will ensue if the on-site tutors are included in, or at a minimum be allowed to become more familiar with, the assessment process. Inclusive framing is the process of including all parties in the education process. Insights from the interviews support the view that distance learning is suitable for adult learners but that external assessment procedures which separate the on-site tutor from the external assessor actually increase anxiety levels among adult learners.
A comparative study of distance education in Greece and Bulgaria
Irina Bokova, Evangelia V. Soulioti and Jenny Pange, University of Ioannina
Distance education, unlike traditional education, makes it possible for students to receive instruction independent of place and time. Course materials can be sent via post or e-mail, and students can be located anywhere and rarely, if ever, need to meet their instructors and/or fellow students face to face. This article is an attempt to explore and compare some aspects of distance education in Greece and Bulgaria.
The Bologna process and lifelong learning: complexity and flexibility
as watchwords for change
Shirley Bennett and Peter Ryley, University of Hull
Current developments arising from the Bologna Process and impacting through - out European higher education trace their origins to the lifelong learning and widening participation agendas. They aim to facilitate new patterns and pathways of study and provide transparency and guidance for students. However, practical implementation of the changes in ways which retain sensitivity to the particular needs of lifelong learners is far from simple. As those at the chalkface of programme design and delivery grapple with the more complex questions arising from the transformations in policy and practice, our work suggests that a key watchword for change-implementation may be ‘complexity for flexibility’. We outline the general principles explored and practical steps undertaken with regard to one established adult learning programme. We demonstrate that through an approach which embraces complexity and flexibility, it has been possible to develop strategies for serious engagement with the drivers behind the current change, the range and variety of learning skills in a typical adult learning group, and the rational resistance to change which may be experienced by those at the forefront of implementation.
The significance of interpersonal skills and tutor behaviour in
determining quality of teaching and learning in adult education
Liz Armstrong, London Borough of Islington
Over the last six years, the UK government has focused on inspection as a means to drive improvement in the adult education sector. This article examines how far the quality assumptions behind the Common Inspection Framework are adequate and whether it requires further development. The purpose of this study is twofold: first to give a voice to adult education learners; and secondly, to examine whether the inter personal skills and behaviour of the adult education tutor are a significant factor in determining the quality of teaching and learning, and therefore whether the effectiveness of the Common Inspection Framework as a quality improvement tool is limited by the omission of this factor. This is a qualitative research study using a case study from a local authority adult education service. The study concludes that a tutor’s interpersonal skills and behaviour are significant to learners in determining quality and that the voice of learners can make a meaningful contribution towards quality improvement. It further concludes that, if quality is to improve significantly, the inter - personal skills and behaviour required need to be included in teacher-training programmes, classroom observations and the Common Inspection Framework.
