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Tytuł pozycji:

Exploring Adult Basic Education and Training as a Transformative Learning Space for Alienated Out-of-School Youth in South Africa

Tytuł:
Exploring Adult Basic Education and Training as a Transformative Learning Space for Alienated Out-of-School Youth in South Africa
Autorzy:
Daniels, Doria (ORCID 0000-0003-0522-1980)
Temat:
Adult Basic Education
Transformative Learning
Alienation
Out of School Youth
Foreign Countries
Educational Change
Educational Opportunities
Nontraditional Students
Academic Achievement
Język:
English
Źródło:
International Review of Education. Jun 2020 66(2-3):363-385.
Dostępność:
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: ; Web site: https://link.springer.com/
Recenzowane naukowo:
Y
Page Count:
23
Data publikacji:
2020
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Adult Basic Education
Adult Education
Elementary Education
DOI:
10.1007/s11159-020-09853-y
ISSN:
0020-8566
Abstractor:
As Provided
Data wpisu:
2020
Numer akcesji:
EJ1266637
Czasopismo naukowe
Adult education and training (AET) was always a neglected part of South African education. In the mid-1990s, the South African government sought to change this by introducing a number of policies that prepared the way for adult basic education (ABET) to become part of the formal educational system, and to attain its official status as a formally recognised qualification pathway. In 2013, the government's redistributive response to this pathway's past marginalisation was to incorporate AET in the national qualifications framework (NQF) as a system parallel to basic education for children. These policies introduced a shift in the function of AET from providing opportunities for the acquisition of literacy, especially for ethnically marginalised adults, to offering a formal qualification and the opportunity for out-of-school youth to improve their work opportunities. This changed status of AET created a second-chance educational opportunity for out-of-school youth to complete their general education as well as an opportunity to further their education. An interesting phenomenon is that, whereas these youthful, non-traditional AET students had a troubled history with formal schooling, they seem to be successful in AET. Based on her narrative interviews with youthful, non-traditional AET learners, the author of this article looks at how they navigate second-chance education and investigates what facilitates these learners' educational success.
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