Abstract
M.Cur.
The revision of education legislation in South-Africa has brought about a changed
approach in teaching which requires that students' background knowledge and frame
of reference be accommodated in courses. Adult learners registering for post-basic
courses at tertiary education institutions already possess acquired knowledge and
experience, and have certain preferences in teaching and learning methods. They
have also developed a personal interest in their vocational fields. Moreover, they
are able to assume responsibility for their own learning, and they desire to become
involved in the planning of their teaching.
The principle of active involvement of adult learners in their learning, as well as the
structuring of own knowledge, is endorsed by the literature as being the most
effective approach to learning. Guidance by learning facilitators must take this into
account. It appears that the active involvement of adult learners in the drawing up
an agreement between learner and learning facilitator can offer a possible solution.
The aim of the study was to formulate guidelines for framing an individualised
learning-teaching agreement between adult learners and learning facilitators for the
completion of a selected module in Community Health Nursing or Occupational
Health at a residential Technikon.
A contextual, qualitative, exploratory and descriptive research design was selected,
in which an inductive strategy was followed. The study had three phases. During
the first phase, focus-group interviews were conducted to explore adult learners'
views of teaching, learning and a possibile agreement. The analysed data were
summarised in a table of 37 consolidated statements. During the second phase, a
literature study was carried out by using the main categories of the data of Phase 1
as a point of departure. A second table of 42 consolidated statements was drawn
up. After completion of this phase, the main categories were represented in a
conceptual framework. The data from the first two phases were consolidated and by
logical inferences 11 guidelines were formulated, as well as the rationale and
operationalision of each, for drawing up a teaching-learning agreement. These
guidelines were validated during a critical discussion with fellow learning
facilitators. The guidelines direct the learning facilitator and adult learner in jointly
drawing up an individualised teaching-learning agreement, according to which the
needs of the adult learner and the vocational requirements of the educational
institution and occupational councils can be reconciled in order to ensure that
effective learning and vocational preparation can eventually be achieved.