Examining the Adult Literacy Learners’ Motivating Factors in South Africa and Nigeria

Akintolu, Morakinyo; Letseka, Moeketsi; Nzima, Dumisani R.

doi:10.18848/2328-6318/cgp/v29i02/1-13

Cited by 1 publication

(5 citation statements)

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“…Pausigere and Graven (2013) support the challenge of childcare facilities for female adult learners, for whom most of them have children and nobody to take care of them while they attend classes, however their study did not point out the challenge of attention needed by the husband. Furthermore, in a study by Akintolu (2019) pointed out that female learners are faced with the challenge of leaving their husband to attend classes.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…KwaZulu-Natal province of South Africa was purposively selected as the study area because of its record of high rate of illiteracy in the province, and because of the researchers’ accessibility and longstanding relationship through research, literatures and academic interaction with the adult literacy centres in KwaZulu-Natal province (Akintolu, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…AET is sometimes misunderstood to mean a night or evening class specially established for aged women and men in the society who are most probably about to die (Festus & Adekola, 2015). The misunderstanding according to Akintolu (2019) stands against the success and effectiveness in delivery of the purpose of improving the development of the nation in terms of socio-economic activities. This implies that the way and manner in which AET are perceived in/by the society contributes to its success or failure.…”

Section: Challenges Of the Adult Literacy Programmementioning

confidence: 99%

“…To address this menace of illiteracy and to reduce the unemployment rate of the country, KwaZulu-Natal province like any other province created centres that offers Adult Basic and Education Training (ABET) in various locations in the province. The intention of these ABET centres is to deliberately offer education and training to individuals above 18 years of age; who in one way or the other do not have access to formal schooling (Akintolu, 2019). However, the Department of Education (1997) who describe AET as being synonymous to Adult Basic Education and Training (ABET) indicate that it is a bedrock of lifelong learning and development.…”

Section: Introductionmentioning

confidence: 99%

“…Meanwhile, the shift from adult education to adult learning creates a total new approach towards adult learning that encompasses all forms of formal, non-formal, informal or continuing education for adult learners. While ABET focuses on formal education and training equivalent to Grade 9 or 10 years of schooling, the introduction of AET according to Akintolu (2019) is comparable to Grade 12 with all forms of learning.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Examining key challenges in the programmes of adult community learning centres in KwaZulu-Natal

Akintolu

Uleanya

Letseka

2022

Journal of Adult and Continuing Education

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Education is a major tool for development and equalizer. This somewhat accounts for the quest for education, at various levels, including adults who were unable to attain an education degree earlier in life. Thus, Adult Education and Training (AET) programmes are established in different community centres to promote adult literacy in different parts of the world inclusive of South Africa. However, many AET community centres tend not to be achieving the aim for their establishment due to various challenges. Hence, this study examined the challenges that are facing adult community learning centres using KwaZulu-Natal Province of South Africa following that it has one of the highest rates of illiteracy that causes unemployment and poverty. Social Cognitive Theory was employed for theoretical framework. Qualitative method was adopted for the study; hence, face-to-face interviews were conducted for nine purposively selected centre managers from both rural and urban KwaZulu-Natal. The collected data was coded and thematically analysed. The findings show that adult learners, facilitators and government factors inhibit the community learning centres progress. Meanwhile, centre managers strive to support adult community learning by involving different stakeholders in adult education and prioritize same. The study recommends amongst others the adoption of systemic approach where visions of AET are clearly stated to all stakeholders such as learners, facilitators, and the government.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%