The goal of our research is to analyze the career satisfaction as a retention factor of adult educators. A total of 25 interviews were conducted in Mozambique. The study adopted qualitative method, ...using grounded theory. The results found chronic problems in Mozambican Human Resource Management (HRM) Public Educational Sector. The difficulties in career development, training, and poor rewards are pointed as factors that affect adult career satisfaction. In addition, the career support, and financial incentives do not match with adult educators’ retention expectancy. The findings show the dissatisfaction of adult educators and consequently increase the turnover.
The paper reports findings from a research study carried out with adult education professionals working in Adult Education Centres (AECs) in Cyprus. It aims to explore how they experience their ...professional status in the programme as well as identify barriers that hinder their professionalisation and particular barriers caused in the course of the COVID-19 pandemic. The study harnesses qualitative methodology and adopts a bottom-up approach as it gives voice to adult educators and makes meaning out of their working experiences. It makes suggestions for the improvement of their professional status based on the idea of humanisation, a multifaceted process in which both the state and adult educators themselves should become communions.
Abstract
Objective
This study aimed to understand the experiences of peer educators who taught healthy marriage and relationship education (HMRE) to their peers.
Background
Peer‐led health‐promoting ...programs can benefit program recipients, yet less is known about the experiences of peer educators themselves. Literature indicates peer educators of HMRE may experience several practical, personal, and interpersonal impacts.
Method
This qualitative study used purposeful sampling to analyze reflection papers from 15 peer educators enrolled in a service‐learning course at a public university. The researchers implemented an interpretive phenomenological approach to understand what peer educators experienced as active participants implementing HMRE programming.
Results
Themes emerged about personal impacts such as the application of HMRE content to their own relationships. Peer educators developed an understanding of HMRE program implementation, explored family life education as a potential career, and developed key professional skills. Peer educators reflected on the reciprocal interactions with audience members and challenges and benefits of collaborating to implement an HMRE program.
Conclusion
A peer educator approach to delivering HMRE programming provides a unique, challenging, and beneficial opportunity for emerging family science professionals.
Implications
A peer educator approach to delivering HMRE programming is an impactful method for training future family science professionals.
This paper aims to highlight a) the necessity of linking the educational philosophy with practice by presenting educational philosophical theories of the reference field, i.e., adult education, b) ...the prevailing educational philosophies in active adult educators and c) the possibility of the co-existence of two or more educational philosophies in the field of adult education, in relation to two parameters: education/learning and teaching process. Its contribution is to highlight the need for the trainer to be aware of the educational philosophy adopted in different parts of education such as the learning and teaching process. The research tool is the questionnaire by Lorraine Zinn, "Philosophy of Adult Education" (PAEI, 1983). The PAEI questionnaire by Zinn aspires to highlight the personality of the educator and investigate their critical awareness, the possibility of adopting alternative approaches in the planning of educational programs and teaching methodology and the realizability of the educator's broader evaluative goals.
Anchored on Mondlane's biological mother's advice that he ought to 'go to school in order to understand the witchcraft of the white man, thus being able to fight against him' and on the argument that ...what he learned as a child informed his learning as an adolescent and as an adult, this study developed a profile of Eduardo Mondlane as a lifelong learner, adult educator, and African scholar-revolutionary. The study is based on a critical documentary analysis of primary sources found in the archives of Northwestern University, Syracuse University, and Oberlin College, and corroborates the fact that most of Mondlane's education in Western academic institutions took place during his adulthood. For instance, he completed high school already as a 27-year-old adult, began higher education in his late 20s and completed a bachelor's degree at the age of 33, a master's degree at the age of 36, and a Ph.D. at the age of 40. The study concludes that the trajectory of Eduardo Mondlane provides insight into the complexity and richness of the lifelong learning journey for ordinary people, especially those from communities around the globe whose education is relegated to informal, therefore inferior status.
The Ethics of Radical and Transformative Education Hoggan, Chad; Hoggan-Kloubert, Tetyana
Adult education quarterly (American Association for Adult and Continuing Education),
11/2023, Letnik:
73, Številka:
4
Journal Article
Recenzirano
This article presents a framework for ethics for radical and transformative education. Taking as a starting point ethical perspectives by which educators of adults are justified in imposing upon, ...coercing, and manipulating adult learners in the name of social justice, this article highlights the necessary connection between pedagogies and learning outcomes. It positions democracy, with its concomitant respect for human dignity, as the raison d'être of the field of adult education. Therefore, adult education practice should support democratic capabilities, respect learner autonomy, and allow for plurality. From both consequentialist and deontological ethical perspectives, it is argued that methods of instruction that undermine democracy cannot also be claimed to support democracy.
Self-help spirit which culminates into selfless services, voluntarism, and free labor by people in communities appears to be waning in Ghana. This free labor services provided by community members ...require revitalization. Adult educators have roles to play in revitalizing self-help spirit to build resilient communities., Questions to be addressed are: What is self-help in community development? Who are adult educators and what roles they play in reviving self-help spirit in the communities? This theoretical approach to literature review paper used a library research and adapted a critical literature review approach. It reviewed 30 out of the 60 documents on self-help, adult educators, and community development. It was observed that self-help, a strategy to improve communities, makes people learn. Through continuous learning and training, people adapt to changes and address problems in their communities. Adult educators are to build inclusiveness, networks, attitudinal change, partnership and mobilization of self-help groups to restore vitality and make communities more vibrant and sustainable.
This article explores the hidden gendered curriculum concealed in the texts, exhibitions and other structural devices of museums and what they teach visitors to see and think. Grounded in ...conceptualisations of culture, representation, and language, past feminist studies of museums and applying feminist visual discourse analysis (FVDA) we found hiding in plain sight in public museums in Canada and England a diversity of 'languages' that subversively aggrandised masculine power and privilege and (re)inscribed negative or limited understandings to women which we argue as feminist adult educators have epistemic, identity and agency consequences. We also argue that whilst museums are trying to address often centuries old exclusionary gendered practices progress is slow because these practices are so embedded and unconscious and reflect pervasive social notions of 'common sense'. Our study makes an important contribution to feminist museum studies by rendering visible a web of complex structural and textual gendered biases and to adult education. By adding museums to our curricula we can provide our students with a visual and immersive way to hone the critical visual literacy skills needed to understand more fully how both seen and unseen languages operate not just in the museum, but across society.
Adults seek out learning for very different reasons in different contexts, and this book is intended to support adult educators' development in responding to this rich array. There is no single way ...to be an adult learner, and so it should not be surprising that there is no single way to be an adult educator. However, the authors believe that all educators must demonstrate a commitment to meeting adult learners where they are. Adult educators should help learners move forward not only with new content knowledge, information, and skills, but also with new ways of making meaning and seeing themselves, their role, and the world. This volume introduces many theories and concepts that can help adult educators do this effectively.
Current sustainability challenges call for strengthening educational efforts and research beyond formal school practice, in the context of Environmental Adult Education (EAE). The study reported here ...focuses on exploring the profile and practice of Greek environmental adult educators. Based on semi-structured interviews conducted with 11 EAE practitioners working with some of the most prominent Greek environmental NGOs, the study delves into the role of an environmental adult educator. Qualitative content analysis indicated that participants are highly educated professionals from diverse scientific backgrounds, whose careers started as volunteers in the same NGO, or as formal education teachers. Own educational experiences and personal worldviews, the NGO's mission and professional socialization are reported as important motivational factors to pursue EAE. They draw the profile of a qualified EA educator as combining specialised knowledge, competencies, values and a vision. Their mission is perceived as primarily promoting environmental conservation through indirect action. They endorse mainly the role of co-learner, reflective practitioner and experience facilitator. Structural barriers, such as inadequate funding, multiple duties, and lack of time, seem to undermine their efforts, although educational challenges, such as how to encourage adults to revisit their acquired knowledge or how to overcome lack of interest, stand out as important challenges.
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