This study focuses on gender, with a particular interest in male participation in adult education centers. The aim was to explore the factors influencing male participation in adult education centres, with particular reference to the Endleleni AET center in Madadeni, Newcastle in the northern province of KwaZulu-Natal.
Introduction
- Background of the study
- Overview of the study
- Focus and purpose of the study
- Site of the study
- Rationale
- Research objectives
- Research questions
- Theoretical approach
- Methodological approach
- Structure of the dissertation
- Conclusion
This resulted in the publication of the White Paper on Post-School Education and Training (DHET, 2013). Adult Education and Training Centers (AET), also known as Public Adult Learning Centers (PALCs), are called Community Learning Centers (CLCs).
Literature Review and Conceptual Framework
Introduction
Literature review
- AET in South Africa
- The global view of participation in adult classes
- Participation in adult education classes in the African context
- Factors affecting participation in adult education classes
- A gender perspective on participation in adult education classes
- The role of the teacher
Houle (in Fasokun et al., 2005) moves to recognize the prior learning of adult students. As a direct response to the Third Age University Movement, Australia came up with the idea of "Men's States" in 1997.
Conceptual Framework
- Rogers’ concept of motivation
- Owens’ (2000) concept of barriers to participation
These factors in my study will allow me to explore and better understand the experiences of men at the Endleleni AET center and what may cause them not to continue their studies. Although these factors can be barriers, in situations where men participate, such as the Endleleni Centre, there must be something about the ways in which these elements are implemented that encourages and enables men's participation, rather than blocking it.
Research design and methodology
- Introduction
- Research design, approach and style
- Research Paradigm
- Case study
- Site
- Sampling
- Participants
- Data Collection
- Questionnaires
- Interviews
- Life History approach to data collection
- Focus group discussion
- Document analysis
- Observation
- Data analysis
- Ethical considerations
- Trustworthiness
- Conclusion
A case study provides a thick and rich description of the case, which gives the researcher a better insight into the situation he is investigating. I was able to understand the socio-economic situation of the area as the participants inadvertently revealed that most men in the area are unemployed (Cohen et al., 2011; Noor, 2008). Bertram and Christiansen (2014) argue that observation helps the researcher see the context of the research study.
The presence of the researcher on site increases a deeper perception and understanding of the phenomenon under observation (Maree, 2007). Applicability and transferability means that the results of the research can be transferred and applied to other similar situations (Rule & John, 2011).
Data Presentation and analysis
Introduction
Men’s motivation for attending classes
Plus, they wanted to sign when they needed to, to see the price, and to see correct measurements when shopping at the stores. They felt ashamed to be in the same class with the younger ones and they decided to leave the school. His version of events can be summarized as several situations that caused his schooling to be interrupted and he struggled to find a school that would accept him.
Juno revealed his lofty goal of writing for president, a very lofty position that requires one to be a visionary. Although Juno stated that he wanted to be something simple, he showed that he still has a burning desire to fulfill his desire to become a screenwriter and be among the most respected names in the creative arts industry.
Educational experiences of men at Endleleni
Although these men recognized and valued the education they received at the center, they found the curriculum challenging. Despite this, they continued to attend classes at the center because they felt that their needs were not being fully met. On the contrary, Juno (the youngest) showed satisfaction with all the subjects he studied at the center, including English.
Young Juno cited discipline as one of the challenges facing teachers at the center. When asked if they see any changes in their lives since they started attending the center, all the men expressed their happiness and indicated that they are able to see a change in their lives.
Factors which affect men’s participation
The center manager attributes this imbalance to the fact that men typically work and women stay home. The dropout problem is also attributed to the fact that other men in the community make fun of those who attend classes at the center. Teacher David also attributed this to the influence of friends who make fun of men when they see them going downtown.
To reinforce this point, the center manager again came to the men's defense and pointed out that she allows them to come to class even if they are under the influence of liquor. According to the center manager, relationship problems are the cause of conflicts and fights in the centre.
Conclusion
You notice that they have fights that they started in their home and that they finish here in the center. Others, if they fall in love in the center, if they have a fight, they might know that this is a boyfriend or girlfriend for this one” (center manager). This negatively impacts classwork and contributes to men leaving the center due to the humiliation that defeat can cause.
Topics identified in this section include: alcoholism, health problems and special needs, gender inequality, dropout rates, peer and family attitudes, lateness to class, perceived value of education, recruitment strategies, lack of resources, impact of culture and conflict at the center . In this section, I have discussed the factors that negatively affected men's participation in adult courses at the Endleleni AET center and highlighted the themes that were identified.
Interpretation and Discussion of Findings
- Introduction
- Motivation for men to participate in adult education
- Educational experiences of men in adult classes at Endleleni AET centre
- Conclusion
Discipline emerged as a concern, particularly among some young people at the Endleleni AET centre. The behavior of some of the older students is sometimes not acceptable at the center. To back up what the young man said, the mall manager touched on this when he referred to the "brawls in the mall."
Some of the men at Endleleni Center are quite old, the oldest is in his seventies. Furthermore, this study focused on understanding the men's circumstances in terms of their motivation for participation and experiences at Endleleni AET Centre.
Summary, Conclusions and Recommendations
Introduction
The influence might come from outside when they are chatting with friends, like saying: "you are wasting your time, what is this education for, how will it help you at this age?". This quote from one of the teachers at Endleleni summarizes the push and pull factors that act on adult students and especially males. While the staff at this center welcomes men and tries to make them feel welcome in the center, there is pressure from the community that can discourage men from attending classes.
This study has explored these tensions and in this chapter I summarize the investigation before stating my conclusions. I reflect on what happened during the research process highlighting selected aspects and present a summary of the main findings of this study.
Overview of the study
Reflection on the methodology
Using a case study helped create a boundary where I focused on male participation in this particular adult center (Baxter & Jack, 2008). These included group discussion, life history, classroom observation and interviews where I interviewed the men and their teachers. I took the transcripts to the participants to check that the transcribed data was indeed a true reflection of what happened during the interview process.
Data collected from various sources were analyzed and a combination of deductive and inductive approaches was followed. In the inductive phase of data analysis, themes that emerged in the data were identified and included with those derived according to theories that seemed to fit.
Summary of the key findings
The interpretivist paradigm was appropriate for this investigation as it helped to explore the perspectives that determine the men's behavior of choosing to stay in classes while others decide to leave. The dispositional factors, which include individual's perceptions such as attitudes, thinking and values, can also influence men's participation. In terms of men's experiences of education at the centre, both men and their teachers described a situation which suggests that men seem to prefer activities where they can acquire skills that they can quickly apply in their situations, either at work or at the House.
The following are the factors that both men and teachers felt influenced male participation in adult classes at their center: Most participants cited alcohol abuse and attributed it to unemployment and low income in the area. This perception could be attributed to the stereotypical gender roles of men as breadwinners and women as housewives, which may not necessarily reflect the reality in the context of this research – the high unemployment rate would suggest that many men could attend classes if they wanted to.
Reflection on the conceptual framework
The teachers expressed that there is still a need to educate people about the benefits of attending classes at the adult centre. Men expressed that their peers indicate that after attending classes for some time and obtaining a qualification, there is no employment, therefore it is fruitless to attend classes with the hope of employment. Some men shared positive outcomes of their participation as their status in society has changed.
Health challenges including special needs emerged as some men reported challenges with their vision. Furthermore, men complained about the recruitment strategy which they felt was not clear and as a result did not attract potential adult students.
Limitations of the study
Recommendations for further research
My position as a civil servant at the education department may also have influenced my studies.
Conclusion
Adult Education Research Project Proposal for Umalusi: Exploring Effectiveness in Adult Learning Centers: A Multiple Case Study. I am a student doing an MA in Adult Education (Student No at the University of KwaZulu-Natal, Pietermaritzburg) who has applied for ethical clearance for an MEd study entitled: Investigating Male Participation in Adult Education Classes at the Endleleni Public Adult Education Centre. main aim is to investigate the participation of men in educational classes in public adult education centers with a special interest in the situation in the Endleleni center.
A survey of male participation in adult education classes at the Endleleni Public Adult Learning Centre. This research project aims to investigate men's participation in adult education and their experiences at Endleleni.
