Abstract
M.Ed.
This is a community education research. The claim of this investigation is that adult learners'
needs in Mmabatho are not addressed properly by adult education. The investigation here is
based on the unaddressed adult needs, and the main question is whether adult education
empowers the adults or not. Given the local context, observation revealed the following: The
rate of unemployment is growing, the number of streef kids, some of whom are becoming
adults, is also growing. The ever-changing social, political and economic scene poses a
challenge to the adult community. Women are now intensifying recognition of their rights,
while men are busy trying to fight poverty. Adult education should cater for the above adult
needs. By catering for the needs, that will be empowering the adults.
Investigations of this essay prompted the researcher to review literature related to adult
education. The theoretical foundation discussed the elements related to the research question.
Theoretical elements discussed are: The adult, adult education, adult needs, empowerment,
and adult teaching and learning methods. Literature here provided a rich mixture of theories
and concepts related to adult education. This literature served the purpose of checking the
validity of my claim, which was ultimately argued to be valid.
The rationale for this research is to make a contribution to the academic body of knowledge.
This knowledge is envisaged to help the academic planners, the ABET planners, AE
researchers, the adult learners themselves, and anyone interested in community education
programmes. This essay tries to address reform of adult education in Mmabatho to be shaped
along acceptable standards. In the light of the above, it has been clear from this inquiry that
Mmabatho has good physical resources necessary for implementing AE, and address adults'
needs properly. There should not be any wastage of resources available. It is for the above
reasons that this inquiry is conducted.
Methodology of this research was qualitative. Investigations and data gathering depended on
interviews, and observations. An attempt of being representative concerning gender in
whom were involved in A.E., while some were not involved. The people involved in data
gathering were the adults enrolled in programmes, the unenrolled, men, women, young
adults, the 'drop-outs', ABET government officials, and the adult tutors. The setting for data
gathering was urban, rural and semi-urban and semi-rural settings.
Research data was analysed, and it gave nse to a categones, which were summarised,
scrutinised, and formed into main clusters. The following clusters were arrived at:
Community ownership problems; unaddressed adult needs; program's lack of needs
relatedness; poor adult planning; unbalanced gender, and adult centres as day-school models.
Data ultimately showed that the claim of my research is valid.
The conclusion section of this research included a number of issues such as, the strengths and
weaknesses of the inquiry, the implications of the inquiry, and a conclusion drawn from the
inquiry. Adult education in Mmabatho does not address the adults' needs properly or on a
broader spectrum; in other words, AE in Mmabatho does not empower the adults in a way
literature accounted for the concept 'empowerment'. There are many schools in Mmabatho
which could be used well for AE programmes. Lack of human resources has been seen to be
the one responsible for AE inadequacies. All these can be addressed through good planning.
It could be useful for the AE planners to adopt or adapt where necessary, Vella's seven steps
of planning: -
Who Qearners, leaders)
Why (Situation, outcomes)
When (Time-frame)
Where (Site)
What (Content; skills, knowledge attitudes)
What for (Achievement-based objectives)
How (Learning tasks and materials)