Category: Non-refereed article

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Situated researcher reflections and professional learning journeys

Author/s: Susanne Owen

Edition: Volume 46, Number 1, April 2006

Summary: Some key theoretical aspects of my recently completed Doctor of Education thesis regarding teacher professional development were situativity theory, communities of practice and being a situated reflective practitioner. With the hard work now over, it is interesting to comment on these aspects and their continuing relevance.

Keywords: teacher professional development, situativity theory, communities of practice, situated reflective practitioner

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Empowerment of women through literacy education: some issues for Nigeria’s consideration

Author/s: A. Okediran and M.G. Olujide

Edition: Volume 46, Number 1, April 2006

Summary: This paper examines the status of women in the pre- and post-independent era in Nigeria and in contemporary society. It explores the introduction of western general forms of dichotomies, discriminations and apathy that general education has caused in their life, and brought about patriarchal knowledge and man’s domination and control of all spheres of knowledge, work, religion, laws, processes and which have engendered societal disempowerment of women. The paper thus advances adult and non-formal education and counselling programs as tools for empowering women. It also reviews the problems faced by women in society and proffers adult and non-formal education and counselling education strategies as solutions capable of propelling them to contribute their quota to the socio-economic and political development of the nation.

Keywords: women, Nigeria, literacy, general education, non-formal education

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Low female literacy: factors and strategies

Author/s: B.S. Vasudeva Rao and P. Viswanadha Gupta

Edition: Volume 46, Number 1, April 2006

Summary: Literacy is a process which dispels and promotes rational thinking and moulds human beings into becoming responsible citizens. The absence of literacy directly and indirectly retards the development of individuals, society, community and the country. For the success of any program, people should be motivated by providing necessary congenial environments, socio-economic conditions and committed efforts on the part of implementing bodies. In spite of the number of efforts made by central and state governments in India, still illiterates remain. This paper identifies factors responsible for people remaining illiterate and suggests strategies to adopt for achieving better results in the district which has the lowest literacy rate in the state and country.

Keywords: Iiteracy, factors responsible, better outcomes, India

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Learning in the knowledge age, where the individual is at the centre of learning strategy and organisational success

Author/s: Carmel Kostos

Edition: Volume 46, Number 1, April 2006

Summary: Adult learning practitioners are being challenged to prepare for a revolution in the way workplace learning outcomes will be delivered. Recent thinking on the future of work by a number of leading business authorities from around the world reports that changes in the way students are being educated for work and the demands on workers in the knowledge age will force a major shift towards learner-centred organisational development strategies. These changes will require broad, strategic solutions, including a re-think on the capabilities and qualifications of those involved in  developing people and the formulation of new policies and practices that enable and support learners as they re-focus their careers into the new world of work.

Keywords: adult learning, workplace learning outcomes, knowledge age

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A study of hospice nursing

Author/s: Susan Bardy

Edition: Volume 47, Number 3, November 2007

Summary: Hospice nursing is regarded by many as both physically and emotionally demanding work. Nursing literature is rich in discussing palliative care modalities, clinical practice techniques and care for family and friends, but is less forthcoming in describing the clinician as an individual. It is clear that people working in this area do so for reasons that may be more than skin deep, and that is why there is a need for explicating the reasons and motivations of the professional who finds fulfilment in caring for patients without expecting the  satisfaction of healing the wounded body.

Keywords: hospice nursing, palliative care, clinical practice, individual

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Distance education and its potential for the Red Sea nation, Eritrea – a discourse

Author/s: Ravinder Rena

Edition: Volume 47, Number 3, November 2007

Summary: Across the world, the distance mode of education is gaining momentum. It is a system in which schools, universities and other educational agencies offer instruction wholly or partly by mail. Eritrea is a newly independent country in Africa and is facing many challenges, particularly in its education sector. It does not have many educational institutions at tertiary level. Thus, distance learning is a valuable option for this country. The distance education program could promote higher education by providing access to large numbers of urban people and disadvantaged groups in rural and remote areas, including working people, fighters, women and  other adults. This paper discusses various issues related to the establishment and development of distance education. It presents the distance education programs so far undertaken in the country and explores the potential for distance education in Eritrea.

Keywords: distance education, Eritrea, Africa, disadvantaged, rural and remote

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Intersection of training and podcasting in adult education

Author/s: Ashok K. Roy and Priya A. Roy

Edition: Volume 47, Number 3, November 2007

Summary: Podcasting is becoming more and more common as a method of delivery at universities and for training purposes. The concept to set up podcasting is simple, and the costs vary. The advantages of podcasting are enormous. Podcasting is especially effective for adult education programs.

Keywords: podcasting, training, universities, adult education

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Propensity to lifelong learning: Reflections of a research student

Author/s: Robert D. White

Edition: Volume 47, Number 2, July 2007

Summary: My tertiary learning journey began as a research assistant reviewing educational literature. I wondered why, among the mountain of lifelong learning literature, I could find nothing that explained why people are or are not lifelong learners. It appeared to be taken for granted by policy-makers, decision-makers and researchers that everyone either is, can or will be a lifelong learner. It appeared that no one had asked the question “What makes a lifelong learner?” So I asked the question and began a masters degree.

Keywords: lifelong learning, lifelong learners

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Creating older adults technology training policies: lessons from community practices

Author/s: Michael Nycyk and Margaret Redsell

Edition: Volume 47, Number 2, July 2007

Summary: Influencing government policy in adult learning areas requires consistent efforts in having findings noticed by educational policymakers. Submissions by Adult Learning Australia and researchers have called for unified educational policies and practices across Australia. This paper argues that, whilst it is important to address macro issues of policy formation, research into micro issues can also be valuable in assisting policy formation. Using information technology and communication teaching in a community centre, it considers analysis of informal daily policies and practices and what is working at the everyday level is important. Student experience examples at one centre teaching these skills to older adult are reported to show the types of policies and practices which maximised the long-term running of the centre and long periods of student retention. Like researchers addressing macro adult learning issues, it requires consistent reporting of results to educational policy-makers to remind them of what practices and policies do work for older adults.

Keywords: education, policy, practices, policy formation, student experience, student retention, technology, older adults

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Evaluating the trainability of enrollees of the Leventis Foundation (Nigeria) Agricultural Schools’ programs

Author/s: Modupe M. Osokoya and Adewale Adekunle

Edition: Volume 47, Number 1, April 2007

Summary: The Leventis Foundation (Nigeria) Agricultural Schools (LFNAS) are schools established to train youths to develop their state and their nation in the area of food production. This study sought to assess the trainability of enrollees in the three operating LFNAS. Five research questions were posed. The CIPP evaluation model was adopted. The population and sample for the study consisted of a total of 247 enrollees. Questionnaires, structured interviews and observational techniques were used to gather information, while using simple descriptive statistics to analyse the data. Many of the enrollees were found to be within the required age range. A substantive number had minimum basic educational qualification; however, a sizeable number in two of the schools had no basic education, and could not even be engaged in communication. Most of the enrollees had been engaged in different occupations before enrolment and many did not really have the sincere interest in farming as expected, though a majority of them aspired to become modern farmers on completion.

Keywords: Nigeria, Leventis Foundation Agricultural Schools, food production

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