Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the ‘word and the world’ as purported by Freire and Macedo (1987).
THE INVOLVEMENT OF YOUTH CORP MEMBERS IN TEACHING IN NIGERIA: MATTERS ARISING...paperpublications3
Abstract:The need to address the challenge of inadequate teachers in schools, in an attempt to improve the standard of education in the country, has made it imperative for Government to consider the option of involving many National Youth Corp members to teaching in Nigeria. This paper however examines the matters arising from their involvement in teaching, such as the use of untrained Corp members in teaching, low quality Corp members, arising from inappropriate training in tertiary institution, low commitment of Corp members to teaching, limited time being spent by Corp members in teaching, negative attitudes of Corp members in schools, lack of continuity in teaching, growing insecurity across the country. Recruitment of Corp members with teaching qualification, adequate supervision and monitoring of Corp members posted to schools, effecting discipline of Corp members that showed dereliction of duties, among others are recommended to improve the quality of teaching in schools and for effective service delivery by the Corp members involved in teaching in schools.
Keywords:Involvement, Youth, Corp members, teaching, matters arising, way forward, Nigeria
Critical barriers impeding the delivery of Physical Education in Zimbabwean p...IOSR Journals
Abstract: This article reviews and analyses the critical factors that have contributed to the trivialisation and
the consequent non teaching of Physical Education in Zimbabwean primary and secondary schools. The paper
analyses and reviews relevant Zimbabwean studies and literature in order to come up with a pattern that
explains the major reasons for the non teaching of this significant, but often neglected subject. The paper also
projects forward by presenting practical suggestions for improvement of the status quo.
Keywords: Physical education delivery, impeding factors, primary and secondary schools, Zimbabwe
Children’s Participation in Schooling and Education in Pastoralist Woredas of...QUESTJOURNAL
ABSTRACT: Pastoralists are among the marginalized groups of society who live in a marginalized environment and whose livelihood is exposed to the vagaries of climate and harsh environmental conditions. This study explores into impediments of pastoral children’s participation into schooling and education with particular emphasis on the primary school of selected Woreda, Afar Zone. To achieve this purpose, a qualitative research method was employed. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schooling. Seven members of parent teacher associations, 20 teachers, 4 school principals, 14 education experts and officials, a total of 45 respondents took part in the study. Data were collected through the use of different instruments: Strutted interview, focus group discussion, and document review and observation checklist. The data obtained through these data collection instruments were analysed thematically. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. The study identified several cultural and economic barriers such as early marriage, lack of interest for modern education, parental level of education, mobility, child labor, poverty and finance. The results also showed that existence of both supply and demand side constraints. Problem of funding, inability to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features.Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. Thus, based on the findings, recommendation is made to planners and policymakers so as to alleviate the observed shortcomings. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Afar pastoralist communities in Ethiopia.
THE INVOLVEMENT OF YOUTH CORP MEMBERS IN TEACHING IN NIGERIA: MATTERS ARISING...paperpublications3
Abstract:The need to address the challenge of inadequate teachers in schools, in an attempt to improve the standard of education in the country, has made it imperative for Government to consider the option of involving many National Youth Corp members to teaching in Nigeria. This paper however examines the matters arising from their involvement in teaching, such as the use of untrained Corp members in teaching, low quality Corp members, arising from inappropriate training in tertiary institution, low commitment of Corp members to teaching, limited time being spent by Corp members in teaching, negative attitudes of Corp members in schools, lack of continuity in teaching, growing insecurity across the country. Recruitment of Corp members with teaching qualification, adequate supervision and monitoring of Corp members posted to schools, effecting discipline of Corp members that showed dereliction of duties, among others are recommended to improve the quality of teaching in schools and for effective service delivery by the Corp members involved in teaching in schools.
Keywords:Involvement, Youth, Corp members, teaching, matters arising, way forward, Nigeria
Critical barriers impeding the delivery of Physical Education in Zimbabwean p...IOSR Journals
Abstract: This article reviews and analyses the critical factors that have contributed to the trivialisation and
the consequent non teaching of Physical Education in Zimbabwean primary and secondary schools. The paper
analyses and reviews relevant Zimbabwean studies and literature in order to come up with a pattern that
explains the major reasons for the non teaching of this significant, but often neglected subject. The paper also
projects forward by presenting practical suggestions for improvement of the status quo.
Keywords: Physical education delivery, impeding factors, primary and secondary schools, Zimbabwe
Children’s Participation in Schooling and Education in Pastoralist Woredas of...QUESTJOURNAL
ABSTRACT: Pastoralists are among the marginalized groups of society who live in a marginalized environment and whose livelihood is exposed to the vagaries of climate and harsh environmental conditions. This study explores into impediments of pastoral children’s participation into schooling and education with particular emphasis on the primary school of selected Woreda, Afar Zone. To achieve this purpose, a qualitative research method was employed. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schooling. Seven members of parent teacher associations, 20 teachers, 4 school principals, 14 education experts and officials, a total of 45 respondents took part in the study. Data were collected through the use of different instruments: Strutted interview, focus group discussion, and document review and observation checklist. The data obtained through these data collection instruments were analysed thematically. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. The study identified several cultural and economic barriers such as early marriage, lack of interest for modern education, parental level of education, mobility, child labor, poverty and finance. The results also showed that existence of both supply and demand side constraints. Problem of funding, inability to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features.Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. Thus, based on the findings, recommendation is made to planners and policymakers so as to alleviate the observed shortcomings. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Afar pastoralist communities in Ethiopia.
The study primarily sought to assess the contribution of the Gwanda Community Share Ownership Trust to educational development in Gwanda District in Matabeleland South Province. The Community Share Ownership Trusts (CSOTs)were introduced by the Government of Zimbabwe through the Indigenization and Economic Empowerment Act Chapter 14:33 and the Statutory Instrument 21 of 2010 that provided for the establishment of Community Share Ownership Trusts to empower the poor indigenous Zimbabweans living close to the mines but have been deprived of the right to directly and indirectly benefit from the mineral resources. The mandate of the CSOT was to secure shareholding participation by the local communities in foreign owned mines exploiting the local communities’ mineral resources and for the communities to use the proceeds from the shares to fund projects such as educational development in order to facilitate their social, economic and general improvement of their livelihood. The study preferred the qualitative method for collecting in-depth data through interviews, observations and document analysis. The study revealed a tremendous socio-economic development that directly and indirectly contributed to the educational development for the Gwanda rural indigenous communities within a very short period. These direct and indirect contributions to educational development included the provision of educational facilities such as additional classrooms, furniture and five ‘A’ Level Science laboratories, health care facilities, clean bore hole water and rehabilitation of irrigation schemes that have enhanced the educational development of the local communities. The study recommended that the Community Share Ownership Trust be adopted as a model for the provision of educational projects in those areas that are endowed with natural resources in Zimbabwe. The study also recommended that the GCSOT assist the Ministry of Education in sourcing science teachers by providing some incentives to lure adequately qualified science teachers to come and teach science in these laboratories. The study further recommended that the GCSOT establish fund raising strategies to sustain the GCSOT against the possibility of the seed money drying up.
E-learning for empowering the rural people in Bangladesh, Opportunities and C...Domelid
Inadequate educational resources,
insufficient and unqualified teachers and health care providers,
and lack of community involvement, are some of the causes
that contribute to the poor state of education and health in
rural Bangladesh. This is although, it is well known that,
access to quality education and scientific knowledge is
essential for creating economic growth and sustainable human
development, including poverty alleviation and improvement
of human health.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
The present study was undertaken with support from Save the Children/Sweden and EQUIP 1 to assess the degree to which the Cham ethnic minority in Cambodia is able to access educational services from the state school system. The study recounts the enormous progress that Cambodia’s educational system has made in recent years but also the difficulty for expectations to keep pace with what is actually happening in the country. This speaks to increasing pressures on the educational system, under resourcing, and the sensitivities that surround the issue of minority rights and bilingual education. The study also describes the situational context of the minority setting in Cambodia as well as specific problems in the formal education sector as they relate to the stated target group.
empowering researchers thru extension services towads inclusive development (...MaryRuthMenor
empowering the stakeholders and beneficiaries to extend development projects towards achieving inclusive development which can be started from the students who are inclined in extending services to the community who are really in need of development. this presentation can be a great help to the beginners to become knowledgeable on the process and principles of extension services.
This study investigated socioeconomic empowerment of senior secondary science students in Nigeria and STEM Teachers’ Preparedness. A descriptive survey design was used. The study was conducted in Akwa Ibom State, Nigeria. The population consisted of all 1,983 STEM teachers in the 234 public secondary schools in Akwa Ibom State. Stratified and simple random sampling techniques were used to select the sample, 318 (125 males and 193 females). Three research questions and two hypotheses guided the study. The instrument for data collection was a 26-item Questionnaire on Socioeconomic Empowerment of Students and STEM teachers’ preparedness developed by the researchers. The reliability of the instrument was established at .81 using Cronbach alpha coefficient. Research questions were answered using mean and standard deviation while hypotheses were analysed and tested at .05 alpha level of significance using t-test. Results showed that STEM teachers were not adequately prepared, lacked competencies and skills for socioeconomic empowerment of their students. Moreover, there is inadequate availability for practical and hands-on activities. Based on the findings, recommendations were made among which are the redesigning of the teacher education programme and training/retraining of STEM teachers to acquire necessary competencies and skills for socioeconomic empowerment of students.
The study primarily sought to assess the contribution of the Gwanda Community Share Ownership Trust to educational development in Gwanda District in Matabeleland South Province. The Community Share Ownership Trusts (CSOTs)were introduced by the Government of Zimbabwe through the Indigenization and Economic Empowerment Act Chapter 14:33 and the Statutory Instrument 21 of 2010 that provided for the establishment of Community Share Ownership Trusts to empower the poor indigenous Zimbabweans living close to the mines but have been deprived of the right to directly and indirectly benefit from the mineral resources. The mandate of the CSOT was to secure shareholding participation by the local communities in foreign owned mines exploiting the local communities’ mineral resources and for the communities to use the proceeds from the shares to fund projects such as educational development in order to facilitate their social, economic and general improvement of their livelihood. The study preferred the qualitative method for collecting in-depth data through interviews, observations and document analysis. The study revealed a tremendous socio-economic development that directly and indirectly contributed to the educational development for the Gwanda rural indigenous communities within a very short period. These direct and indirect contributions to educational development included the provision of educational facilities such as additional classrooms, furniture and five ‘A’ Level Science laboratories, health care facilities, clean bore hole water and rehabilitation of irrigation schemes that have enhanced the educational development of the local communities. The study recommended that the Community Share Ownership Trust be adopted as a model for the provision of educational projects in those areas that are endowed with natural resources in Zimbabwe. The study also recommended that the GCSOT assist the Ministry of Education in sourcing science teachers by providing some incentives to lure adequately qualified science teachers to come and teach science in these laboratories. The study further recommended that the GCSOT establish fund raising strategies to sustain the GCSOT against the possibility of the seed money drying up.
E-learning for empowering the rural people in Bangladesh, Opportunities and C...Domelid
Inadequate educational resources,
insufficient and unqualified teachers and health care providers,
and lack of community involvement, are some of the causes
that contribute to the poor state of education and health in
rural Bangladesh. This is although, it is well known that,
access to quality education and scientific knowledge is
essential for creating economic growth and sustainable human
development, including poverty alleviation and improvement
of human health.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
The present study was undertaken with support from Save the Children/Sweden and EQUIP 1 to assess the degree to which the Cham ethnic minority in Cambodia is able to access educational services from the state school system. The study recounts the enormous progress that Cambodia’s educational system has made in recent years but also the difficulty for expectations to keep pace with what is actually happening in the country. This speaks to increasing pressures on the educational system, under resourcing, and the sensitivities that surround the issue of minority rights and bilingual education. The study also describes the situational context of the minority setting in Cambodia as well as specific problems in the formal education sector as they relate to the stated target group.
empowering researchers thru extension services towads inclusive development (...MaryRuthMenor
empowering the stakeholders and beneficiaries to extend development projects towards achieving inclusive development which can be started from the students who are inclined in extending services to the community who are really in need of development. this presentation can be a great help to the beginners to become knowledgeable on the process and principles of extension services.
This study investigated socioeconomic empowerment of senior secondary science students in Nigeria and STEM Teachers’ Preparedness. A descriptive survey design was used. The study was conducted in Akwa Ibom State, Nigeria. The population consisted of all 1,983 STEM teachers in the 234 public secondary schools in Akwa Ibom State. Stratified and simple random sampling techniques were used to select the sample, 318 (125 males and 193 females). Three research questions and two hypotheses guided the study. The instrument for data collection was a 26-item Questionnaire on Socioeconomic Empowerment of Students and STEM teachers’ preparedness developed by the researchers. The reliability of the instrument was established at .81 using Cronbach alpha coefficient. Research questions were answered using mean and standard deviation while hypotheses were analysed and tested at .05 alpha level of significance using t-test. Results showed that STEM teachers were not adequately prepared, lacked competencies and skills for socioeconomic empowerment of their students. Moreover, there is inadequate availability for practical and hands-on activities. Based on the findings, recommendations were made among which are the redesigning of the teacher education programme and training/retraining of STEM teachers to acquire necessary competencies and skills for socioeconomic empowerment of students.
The purpose of this paper was to know the sustainable development goal 4 and find out the quality of education in Zambia. The quality of education was measured by the number of primary and secondary schools, enrolment of students, dropout rate, the equity indicators – gender parity index and student-teacher ratio and quality indicators like exam pass rate and infrastructure. The study concluded that the growth rate of schools under private/church/community was higher than the Government run schools during the study period. There prevails inequality between different provinces with regard to the availability of schools. The average annual growth rate in enrolment for grade 1-12 for female students was higher than the male students, whereas, in public universities the percentage of enrolment for male students was higher than female. The dropout rate was higher for female than male students, due to early pregnancy. The gender parity index increased due to the policy of the Government towards girls. To achieve the sustainable development goal for education, the study suggested that the teachers in rural areas should be provided better service conditions, education should be enhanced according to the needs of the economy and student loan scheme should be initiated by the banks and financial institutions.
Impact of Education on Socio-Economic Development of Rural People of BangladeshDr. Mokter Hossain
Rahman, S. M., & Hossain, M. M. (2006). Impact of Education on Socio-Economic Development of Rural People of Bangladesh. Bangladesh Education Journal, 5(1), 9-26. PDF File. Available online at: http://bafed.net/Files/2006_June.pdf#page=9
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
This paper studies the pattern of students’ movement within and around the various classes of degrees in Modibbo Adama University of Technology, Yola, Nigeria. In this paper, a transition matrix was developed for the five classes of degrees using movement patterns in ten consecutive semesters (2011 – 2016). The probabilities of moving across the five different classes was obtained. Furthermore, a fundamental matrix was obtained to determine the expected number of students who stay within each particular class (stayers).
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
This paper focused on analysis of emergence of criminal groups in Dar es Salaam city and Zanzibar town. Data collection was based on in-depth interviews and focus group discussions. Content analysis was used in analysis of data collected from the study. The study findings revealed that youths are vulnerable and susceptible to criminal activities due to corruption, fake promises from politicians, education systems, laxity of parental or guardians’ care and inspiration of children to live luxurious life. In addition, the study recommended to take proper moves that police operation and other government authorities undertake on use of force that cannot end such societal challenges. Instead, the government should provide education system, which is skilled oriented to enable young people to employ themselves. In addition, more efforts are needed to fight corruption from low level to high level of government system.
Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that take into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools is implemented aiming to assess current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; Recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifing the limitations in Human resource management of vocational schools. Based from all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province still limited. Human resources in sufficient quantity, but the structure is not reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluation of all the programs must be implemented.
The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. The cross-sectional survey design was adopted for the study. The target population was made up of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
Child and Youth Care (CYC) students have the right to be engaged in pedagogical practices that inspire and arouse their curiosity about their field of practice. Undergraduate course-based research in which students have an opportunity to conduct authentic research within a for-credit course is one such high-impact pedagogical practice with a growing body of evidence-based outcomes. This article presents an undergraduate course-based research project that examined child and youth care student’s beliefs about displaying love as a component of their practice. Located in the constructivist/interpretive research paradigm, this course-based research project collected data through the use of an expressive arts-based data method followed by a semi-structured questionnaire. Four overarching themes were identified during the thematic analysis: (a) authentic caring involves expressions of love, (b) expressions of love are an essential component of growth and development, (c) loving care as an ethic of relational practice, and (d) but…professionalism stands in the way. The results of this course-based study suggest that expressing love as a component of relational-centred CYC practice is not fully understood by CYC students and that much more research is needed to explore this issue.
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The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
The study investigates the impact of using blogs on the development of critical thinking skills among learners of the faculty of education who are enrolled in Arabic language course. The study has been applied to 90 male and female learners from the Faculty of Education at the Middle East University. The researcher has used a semi-experimental approach and the equivalent set method, since it fits the purposes of the study. Watson-Glaser™ Critical Thinking Appraisal has been used in developing a test to measure learners’ level of critical thinking skills. The study revealed statistically significant differences at the significance level of (0.01) in favor of the experimental group regarding Inference, Deduction, Recognition of Assumptions and Interpretation dimensions. The results also revealed statistically significant differences at the level of significance (0.05) in favor of the experimental groups regarding Recognition of Assumptions dimension. Moreover, the study unveiled statistically significant differences at the level of significance (0.01) between the experimental group and control group that can be attributed to critical thinking skills in favor of the experimental group. There are also statistically significant differences at the level (0.01) of significance, between the pre and post evaluation regarding argument evaluation, interpretation and inference skills in favor of the post evaluation. Differences were significant in identifying the hypotheses and deviations at the level of (0.05) in favor of the post-evaluation. Finally, it became clear that statistically significant differences at a level of significance less than (0.05) exist between the pre and post evaluations in favor of the post-evaluation of critical thinking skills.
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Digital Tools and AI for Teaching Learning and Research
Value and Impact of Adult Education: Voices of Zambian Communities
1. Research Journal of Education
ISSN(e): 2413-0540, ISSN(p): 2413-8886
Vol. 5, Issue. 7, pp: 114-118, 2019
URL: https://arpgweb.com/journal/journal/15
DOI: https://doi.org/10.32861/rje.57.114.118
Academic Research Publishing
Group
*Corresponding Author
114
Original Research Open Access
Value and Impact of Adult Education: Voices of Zambian Communities
Daniel L. Mpolomoka*
School of Education, Department of Adult Education Zambian Open University, Lusaka, Zambia
Musonda Luchembe
School of Education, Department of Adult Education and Extension Studies, University of Zambia, Lusaka, Zambia
Selina Banda
School of Education, Department of Adult Education Zambian Open University, Lusaka, Zambia
Peter Sampa
School of Education, Department of Adult Education and Extension Studies, University of Zambia, Lusaka, Zambia
Abstract
Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is
these insightful voices that this article unveils. Phenomenological research design was employed. Three research
sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data
was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of
data analysis were used. Findings reveal that the value of adult education is measured informally by the number of
the adult population able to access social amenities equitably and equally on one hand, and on the other, by their
ability to read the „word and the world‟ as purported by Freire and Macedo (1987).
Keywords: Value; Adult education; Community.
CC BY: Creative Commons Attribution License 4.0
1. Introduction
The development of adult education is very vital because every society which is committed to achieve
community and economic development and social transformation should have educated citizen who can participate
willingly, intelligently and efficiently in all developmental programmes of the country. This article presents an
analytical phenomenological reflection on the role and impact of adult education in two chiefdoms in two villages in
Zambian local communities.
2. Objective
The main objective of this article was to explore the value and impact of adult education in local communities in
two chiefdoms, particularly two villages in each one of the two chiefdoms.
The education of adults is a multifaceted complex process, which includes many subject and interest areas. It is
broad and varied as those it serves. It encompasses Adult Basic Education (teaching basic learning and survival skills
to the undereducated), continuing education efforts for personal and professional growth, and enrichment activities
for the highly educated. It is designed for personal skill development, for enhanced career opportunities, or for
enjoyment. It can involve a very short duration of time or several years of effort. Finally, it serves a diverse group of
participants and includes a varied population of adult teachers.
3. Methodology
Phenomenological research design was employed. According to Christensen et al. (2010) the primary objective
of a phenomenological study is to explicate the meaning, structure, and essence of the lived experiences of a person,
or a group of people, around a specific phenomenon. Three research sites were targeted comprising two chiefdoms
and covering four villages, two villages from each chiefdom. Data was collected using interviews and focus group
discussions. After coding the data, narrative and thematic methods of data analysis were used. This is in line with the
assertion by Simon (2011) that although the most common means of data collection in a phenomenological study is
through in-depth interviews to gather the participants‟ detailed descriptions of their experience, participants‟ written
or oral self-reports, or even their aesthetic expressions (e.g. art, narratives, or poetry) can also be evaluated.
4. Findings and Discussion
The findings are presented through the lens of the main objective of the article. Predominantly narratives and
themes formed the basis of analysis of the findings presented herein. These are covered in the subthemes categorised
below.
2. Research Journal of Education
115
4.1. Theme 1: Valuing Adult Education in Zambia
In Zambia, value of adult education is seen in its role in enabling participants to acquire required knowledge and
skill for their proper functioning in their lives. This is because adult education fosters people‟s realization of their
abilities to improve their lives. In his article, how adult education can save your life, Lopes (2018) contends that it is
time to place preventive healthcare education in the same category as literacy and numeracy, and re-evaluate the
importance of lifelong learning for our survival. Indeed, adult education is a type of education provision that caters
across life spun by offering knowledge and skills according to people‟s specific needs. Adult education offers some,
who were not privileged, a last chance to learn. Some feel a need for training in basic skills of learning so they can
enrol for learning, reading, writing and arithmetic.
The functional and organizational diversity of adult education is evident in various professions and occupations.
Beginning with people with little or no literacy skills up to those who already have but need to continue learning,
adult education fits in well. The value of adult education cannot be under estimated. Those working in the field
include the administrators, researchers and professors in university graduate programs that train adult educators and
maintain adult education as an academic discipline. Teachers and student-service personnel in university,
governmental, and proprietary organizations deliver graduate, undergraduate, and continuing education to adults.
Managers, trainers, and associated marketing and support personnel staff the employee, technical, and professional
training industry.
Adult education equips learners in a community and the nation as a whole with skills through formal and non-
formal education. In Zambia, many people have benefitted from its provision. There are many types of adult
education programmes offered in various parts of the country. Government and non-governmental organisations
provide adult education programmes. Notably, public trade institutes scattered around the country are known for
their contribution to offering craft skills in many study areas. Tailoring, mechanics, building, electrical, business,
computer studies and many others, are examples of courses offered at these public institutions. Non-governmental
organisations also provide adult education programmes, or instance, vocational training centres in Kabwata like
„Mulele Mwana‟, provides learners with skills which include; carpentry, bricklaying, tailoring, auto mechanic and
power electrical courses.
4.2. Theme 2: Measuring Impact of Adult Education in Selected Zambian Local
Communities
It is not always easy to measure the impact of an activity or programme in the humanitarian sector. We devised
a way of measuring the impact of adult education on communities by getting their perceived benefits and harms on
their lives. We made reference to people‟s voices which depicted their experiences as regards adult education. We
therefore looked at various adult education programmes provided in selected communities to note how their impact
was felt. This way of obtaining quality narrative information from participants is often used by researchers. For
example, in a study by Lopes (2011) it was established that women made their won self-evaluations in relation to a
set of indicators covering the three interrelated concepts before and after participating in adult education.
4.2.1. Sub Theme 1: Agricultural Extension Services
Agricultural extension services offered to farmers include aspects of education. Farmers are trained on farming
methods in growing crops and rearing animals. Through Ministry of Agriculture, workshops are organised
necessitated by the need to empower farmers with knowledge and skills in improving food production. Nutrition is
another aspect which is taught to farmers so that they are directed on producing nutritious food. The ministry always
emphasizes the need for crop diversification as a way of improving crop production which can sustain people‟
nutritional status. Efforts to enable farmers diversify their food production are being made through organizing non-
formal education. Notably, Ministry of Agriculture, used Programme Against Malnutrition (PAM) to educate
farmers on the need to produce crops that provided a balanced diet (Banda, 2011). Some farmers were first
enlightened on crop diversification before giving them farming inputs to achieve production of required crops.
While some farmers have continued to grow a variety of crops even after PAM pulled out, others have gone
back to their old ways of concentrating on growing the main crop which is maize. Maize is a good source of
carbohydrate which is regarded as a traditional crop. One of the beneficiaries of PAM‟s initiative explain why she
stopped crop diversification. I don‟t grow any other crops apart from maize anymore because my piece of land is too
small to accommodate these other types. When she was given seeds for other types of crops, she managed to grow
them. However, when she stopped receiving farming inputs from PAM were not forth coming, crop diversification
was stopped.
On the contrary, other farmers have continued with crop diversification according to PAM‟s plan. These are
farmers who grow maize, groundnuts and beans. They have enriched their diets with crops that provide them with
proteins and fats. This means that nutrition education which was offered to some farmers was not used to enrich their
diets. Nutrition education had a negative impact on some farmers. However, other farmers are using nutritional
knowledge to grow crops that can provide them with required nutrients. Impact of non-formal education in the
agricultural sector can be measured by farmer‟s continued adherence to knowledge and skills offered. What is
interesting is that the Background Document prepared for the 8th
CCNGO Global Conference in Sien Reap this past
May (2017), civil society organisations (CSOs) “considered that lifelong learning continues to be neglected, with
adult education, adult literacy (including new forms of literacy) and non-formal education occupying a weak place in
the agenda”.
3. Research Journal of Education
116
4.2.2. Sub Theme 2: Craft Training
Non-formal education offers training to adults who want to acquire craft skills. Common courses offered include
carpentry, bricklaying, welding, plumbing, mechanics, electrical and tailoring. Most of these craft courses are
offered in trade schools where adults go to learn. The majority of the people who these courses attain skills which
they use to earn a living. Some of the people who attained these skills are self-employed. For example, plumbers and
bricklayers look for jobs to build houses and fix plumbing fittings. One of the community members who attained
craft skills in plumbing attests to the benefits he accrued from a craft centre in Kabwe District.
I got these plumbing skills from the craft centre, although I did not finish the course due to
financial constraints in paying fees, I attained enough plumbing skills to apply and earn some
money.
One man who attained bricklaying skills from the trades centre uses them to earn a living. He explained that: I
know how to build houses. There are many people who contract me to build their houses. Because I cannot work
alone, I engage other people who work under my instructions to mix cement and sand after I measure the correct
quantity. You know some of these people who work under me, have gained some skill and are doing well. This is an
indication of transference of skills from those who have to others bereft of them. Some skills acquired in adult
education are not only practical in nature, but have a trickle-down effect. Some young men attested to this fact that:
We learnt how to build by following instructions which our „boss‟ gave us. We can now work
under minimal instructions from him. All that is needed is paying attention to given instructions
and when they are repeated several time, it becomes easy to work.
The other one is Young Women Christian Association which offers catering courses in the same area. Because
some of the courses offered do not require school certificates, they cater for those who did not finish high school or
did not get good grades to enter other institutions of learning. For example, a woman who participated in a course at
a trades institute attested to the benefits which she accrued from the craft course. „I learnt how to cut and sew at the
trades centre for one year and now I have my own sewing machine which I use to sew people dresses‟. Hence, these
skills make the Kabwata citizens self-reliant as they are able to afford to provide for their families.
On the other hand, others get employed in some industries. Similarly, those that are skilful in tailoring design
garments for other people. These many other courses offered under non-formal education demonstrate some positive
impact on the livelihoods of the people. Looking at the way some of these adults who attain knowledge and skills, it
clear that non-formal education contributes to improving people‟s livelihoods. Of course, there are a few who do not
to utilize the skills they attain from craft centres.
Generally, non-formal education provision in craft training has had a positive effect. The effect can be measured
by the changes in people‟s livelihoods upon attaining required skills.
4.2.3. Sub Theme 3: Functional Literacy
Even though it has taken so long a time since Zambia undertook a national-wide literacy campaign (1996),
isolated and uncoordinated efforts towards literacy education have been recorded, albeit unsystematically…
Functional literacy has been advocated for in various policy documents including the National Development Plans
and Education Policy Documents. This has given impetus to government ministries (Ministry of Education, Ministry
of Health) and Non-Governmental Organisations to combine efforts in advocating for functional literacy among the
adult population. For example, so as to reposition itself, government moved the responsibility of offering adult
education, from the Ministry of Community Development and Social Services to the Ministry of Education. In
addition, NGOs like People‟s Action Forum (PAF), an international organization which teaches illiterate people how
to read and write around the country (People‟s Action Forum, 2017). One of the participants in an adult literacy class
in Chipata District explained how she has benefitted from the provision of inherit skills:
“It was too embarrassing and shameful whenever one of my children asked me to help them with
their home- work. I would quickly come up with an excuse. Little did they know that I was unable
to read or write” says one of the PAF literacy beneficiaries in Eastern Province in Chipata. “Now
I am able to write my own name and calculate”, explains a mother of six, Eunice Zulu1
of
Kagunda village in Chipata.
4.2.4. Sub Theme 4: Community Health and Nutrition Education
Community health education programmes in Zambia are carried out by the Ministry of Health through hospitals,
rural health centres, faith-based organizations, non-governmental organizations and many other organizations. They
do that through their adult educators. Topics of discussion vary from the benefits of circumcision, breastfeeding,
HIV and AIDS, cholera, and many more. Often times, the goal of government and all those that are involved is to
increase the quality, availability, and effectiveness of educational and community-based programmes designed to
prevent disease and injury, improve health, and enhance quality of life.
Adults are offered nutrition education at health centres such as hospitals and clinics. There are special sessions
held in which nutrition and health issues are addressed. Pregnant mothers are educated on how to use food properly
to achieve a balanced diet required for them to keep health. Mothers are further educated on how to provide healthy
food to their children when they go to under-five clinic sessions. Some mothers attend nutrition sessions in their
communities which are organised by some non-governmental organizations.
1
Not real name
4. Research Journal of Education
117
Notably, in Ndola, there are community based nutrition education projects dotted in several communities which
supplement government‟s efforts in teaching mothers appropriate dietary practices for their children. Some
communities have nutrition clubs where members share knowledge and skills in food preparation. People who attend
these sessions on nutrition have demonstrated some positive changes in the way they prepare their meals. One of the
member explained how she able to prepare nutritious porridge for her baby. One of the club member demonstrated to
us how to add kapenta (a type of small fish) to porridge. I cook porridge using pounded mealie meal and kapenta.
My baby eats. These mother always consider including nutritious types of food in their meals.
There are some adults who have developed adverse health conditions such as hypertension and diabetes who
have been educated on how to maintain their health by avoiding certain types of food or eat them in moderation.
Some of these people have changed their dietary practices due to the nutrition education they received. Non-formal
education in nutrition has made a positive effect on dietary practices of some people. One of the men who developed
diabetes attended a training sessions offered at the University Teaching Hospital explained how he has changed his
dietary practices by avoiding too much carbohydrate food sources. He values the training he received because it has
enabled him to manage his diet. He confirmed thus: I attended those training sessions for people who have „sugar
disease‟. In a group, we were taught how to eat suitable food and taking care of our bodies. In my condition, I am
supposed to exercise physically on a regular basis. I try to follow the tips given and I do not feel as tired as I used to
before I changed my life style. According to Latchem (2014) non-formal education conducted in this way is meant
for self-development. It has enabled some people to develop attitudes towards nutrition which promote their
wellbeing. Adult education is key in enabling people improve their health status (Belgutay, 2017).
Similarly, nutrition education meant for adults has had a positive impact on the lives of some adults in Northern
Province, in particular, Luwingu, Mporokoso, Mbala districts. Self-Help Africa (SHA), an international
organization, funded by the Ireland government, works to improve lives in Africa. It is involved in agriculture to
imbue a focus on nutrition by demonstrating cookery lessons as well as teach sanitation and hygiene. Since 2013,
SHA has consolidated local stakeholders‟ ties with various government structures in most parts of Northern
Province.
4.2.5. Sub Theme 5: Morality in Adult Learning
Some traditional communities practise polygamy. It is morally right for men to marry more than one wife. It is
not regarded as a moral problem to engage in illegal friendship with women that are married close to relations. Adult
education has influenced some community members to develop more acceptable spiritual and moral behaviour than
before. For instance, religious institutions initiate their own education through the support of community facilities
either through the church or the mosque. This has resulted into seeing young men and women change their
traditional spiritual beliefs and engage in modern religious faith and practices. Today, may community members
have adopted these moral standards and are involved in domesticating them for the benefits of their families,
communities and nation at large.
4.2.6. Sub Theme 6: Civic Education
Another way through which adult education is used in communities, is to teach people about their civic rights
and duties. The Electoral Commission of Zambia and some non-governmental organisations have used adult
education to teach people about their rights to vote and their civic duty to demand for what is rightly theirs. Civic
education has improved people‟s perceptions of their rights. They are no longer easily manipulated by community
leaders. One woman explained that: “I know my rights and no one can force me to choose a leader I do not want”.
The other man said that: “I am „politically mature‟ because I was taught how to exercise my rights”.
Increasingly true, members of various communities have now learnt how to demand for their right from
government; and communicate directly with the government for provision of basic needs. Educated adult members
of various communities are interested in demanding from the government either through individuals or delegation of
members to government officials for provision of electricity, water, good roads, security, markets, housing,
communication equipment, higher education, agricultural technologies among others as their right from government.
(UNESCO, 2017) asserts that “the principle of non-discrimination means that education must be available to people
of all ages, throughout life”.
Similarly, the increase in adult education provision in communities makes some of these practices now give way
to better understanding of relationships with other communities and benefits that should accrue to them from the
government to which they belong. In fact, with education, members are more competitive in development, they are
more jealous about what other communities possessed but they are denied.
5. Way Forward
Adult education activities must be entrusted in capable hands. This implies that those people qualified enough
must be given chance to handle matters related to adult education. Moving forward, there is need for the Ministry of
Education, Directorate of Open and Distance Education, which is dully mandated to coordinate adult education
activities and programmes to scrutinise officers appointed to the Directorate so as to ensure that they have adult
education qualifications. This will make the Directorate tick and meaningfully advance adult education activities and
programmes.
Adult education practitioners must make their role known so that the field of study can be recognized. Doing so,
will contribute to organizing context-specific adult education programmes meant to benefit a diverse population. For
5. Research Journal of Education
118
example, a national-wide campaign to advocate for and educate the masses on adult education as a field of study, can
be organized. Once awareness in adult education is made, people will begin to appreciate its value. This will tone
down the current misconception of „Adult Education‟.
6. Conclusion
Benefits of non-formal adult education are difficult to measure. This is because knowledge and skills accrued
from programmes are usually for personal gain. People attend adult education so that they acquire skills which they
need to perform required tasks. This paper has documented adult education provisions which are socially recognized.
What some people have demonstrated due to attaining skills attests to the value that non-formal education, a
component of adult education, has contributed to various communities. Social recognition refers to knowledge and
skills which those who have attended non-formal education demonstrate to perform required tasks in communities,
(Outcomes et al., 2010). Voices from communities on accrued benefits have been used to depict how adult
education is impacting on people‟s livelihoods. We have used perceived benefits from people‟s participation in adult
education programmes to show how it has positively improved their livelihoods.
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