ethanporcaro/eric-fulltext-meta huggingface dataset:
Low Literacy and Associated Challenges for Sustainable Community Development in Igbo-Ora, an Agrarian Community in Nigeria
Author: Aderogba, Kofo A.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Literacy,Economic Development,Agricultural Occupations,Illiteracy,Sustainable Development,Adult Literacy,Foreign Countries,African Languages,Ethnic Groups,Community Development,History,Guidelines,Financial Support,Federal Aid,Nongovernmental Organizations,Literacy Education,Adult Basic Education

Learning to read and write is a fundamental right. Yet official figures by the National Bureau of Statistics indicate that 38% of African adults are illiterate. This study ascertained the level of literacy of Igbo-Ora community and the effects on community development. Mixed methods of survey were applied. A questionnaire of 32 items was used to collect data and information on the literacy level and socio-economic development of the community. The instrument applied for the National Assessment of Adult Literacy as applied by the National Center for Education Statistics in one of its studies was modified and applied. It provided the basis for a measure of the literacy level of the sampled 25-year-olds and above. It measures the prose, document and quantitative types of literacy. The 750 copies of the questionnaire were randomly distributed and were returned and analysed via this framework. Additionally, three Baales were interviewed on the history and level of literacy of their parts of the community. The high level of illiteracy demonstrated has enormously affected the socio-economic development of the community. This study argues for sustainable literacy for sustainable development. It recommends that to enhance the literacy level, all governments must make logical guidelines, as well as improve funding for the relevant agencies of governments saddled with the execution of the mass literacy programme. Similarly, literacy-inclined groups and other related NGOs must increase their activities and drives to highlight the significance of literacy. Furthermore, the State Universal Basic Education Board must strengthen its efforts to ensure no child is left out of the mass literacy initiative. [For the full proceedings, see ED597456.]
Liberating Education and the Challenges of Globalization and Technology
Author: Valdez, April A.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Global Approach,Influence of Technology,Adult Education,Role of Education,Empowerment,Freedom,Teacher Student Relationship,Critical Theory,Social Justice,Transformative Learning,Technological Advancement,Barriers,Consumer Economics,Mass Media Effects,Humanization

Globalization and technology have brought tremendous benefits to humanity and have enhanced the idea of life more abundant. Enjoying the good life is the ultimate goal of existence. However, the good life means different things to different people. While the advantages of globalization and technology are evident in enhancing the good life, their challenges are equally evident. Education -- especially adult education -- is a sure way of checkmating these challenges. The underlying goal of education, within the context of globalization and technology, should be along the lines that allow people the opportunity to become fully human and to enjoy the &quot;common Good.&quot; This paper theorizes from adult education literature and identifies liberating adult education as a process of empowerment that allows individuals to function as &quot;being in and with the world&quot; (Freire, 2000). It draws from Freire's idea of liberating education and critical pedagogy to argue for liberating education that revisits the student-teacher relationships. It highlights challenges and opportunities for individual and social transformation, and social justice in spite of the challenges of globalization and of rapid technological innovations originating in the United States. [For the full proceedings, see ED597456.]
Motivating Adult Learners to Learn at Adult-Education Schools in Saudi Arabia
Author: Aljohani, Obaidalah H.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Learning,Adult Students,Learning Motivation,Adult Education,Gender Differences,Age Differences,Student Attitudes,Religion,Family Relationship,Social Influences,Interests

This study's main purpose was to identify adult learners' motives to pursue learning at Saudi Arabia' Yanbu adult-education schools. The study also investigates if there is a difference, by gender, by age, and among the learners' perceptions, about both the internal and external motivation to learn. The study's theoretical framework came from the adult learning theory. A survey, consisting of a self-administered questionnaire was used to collect the data. The survey instrument has two parts. Section one requests demographic information (gender, and age). The second section asks participants about their reasons (motives) to learn. The study's population included all adult learners who study at the Yanbu adult-education schools in Saudi Arabia. Overall, the results of the study revealed the importance of the five motivators for the adult learners at Saudi Arabia's Yanbu adult-education schools. However, this study indicated that adult learners are more motivated by internal, rather than external motivation. Religious stimulation and cognitive interest were the strongest motivators for learning, respectively. There is a statistically significant difference in family togetherness, social stimulation, and cognitive interest due to gender favoring females. Additionally, there is a statistically significant difference in cognitive interest due both the 30-40 and over 40 age groups. [For the full proceedings, see ED597456.]
Global Learners -- Local Adjustments: Examining the Impact of Culture and Education Backgrounds on Academic Readiness, Adaptation and Success of a Cohort of Chinese MBA Students
Author: Guilbaud, Patrick
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Background,Masters Programs,Business Administration Education,State Universities,Foreign Students,Study Abroad,Intervention,Resilience (Psychology),Student Adjustment,Acculturation,Academic Achievement,Foreign Countries,Cultural Awareness,Asians,Educational Experience,Program Descriptions,Age Differences

Adult global learners (AGLs), particularly those with limited knowledge or understanding of American culture, often have a difficult time transitioning and adjusting to academic life in the US. As a result, Higher Education Institutions (HEI) that wish to increase their level of AGLs must take proactive steps to help those students adjust and adapt to academic life in the US. In paper, we report the results of a study conducted to determine the impact of focused interventions in facilitating adaptation and resilience of a cohort of 28 Chinese MBA AGLs at Master's Comprehensive Public University in the Southeastern region of the US. The AGLs were middle and senior managers from the city of Liuzhou, China. Targeted interventions by the HEI were made to help the Liuzhou AGLs adapt to the rigors, challenge and demands both academically and socially of completing their degree at the University. Preliminary results show that a few key factors influence the academic performance, cultural adaptation, and educational experience of the Liuzhou AGLs. Moreover, the data shows the Liuzhou AGLs have benefited from the tailored intervention program that was implemented by the University to help them gain the most out of their time living and studying in the US. [For the full proceedings, see ED597456.]
Funding Individual Learning Accounts in the Latter Half of Life: A Comparison of Initiatives in Four Countries
Author: Harrington, Katherine
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Older Adults,Educational Finance,Comparative Education,Program Implementation,Foreign Countries,Continuing Education,Government Role,Private Sector,Access to Education,Employers,Adult Students

For several decades, lifelong learning has been discussed both in terms of its ability to provide both individual and national economic benefits. However, while the importance of lifelong learning, particularly in lieu of occupational changes, has been emphasized, the creation or adaptation of funding methods for lifelong learning specifically in the latter half of life has stalled. However, model funding programs that support learning in midlife and beyond do exist internationally, comprising resources like loans, scholarships, and workplace funding. One funding model that came to prominence over the last two decades is the Individual Learning Account (ILA), which has been implemented in multiple countries, albeit with limited success. Although ILAs have ultimately not been well-integrated into extant educational funding systems for lifelong learning, such as self- or employer-funded learning or student loans, the ILA model and its associated challenges suggest key lessons for informing more effective lifelong learning funding, particularly into older adulthood. This paper will discuss gaps in the following four countries' attempts to implement ILAs and integrate common adult education funding methods: Sweden, Canada, the United Kingdom, and the United States. [For the full proceedings, see ED597456.]
Writing My Way through Italy: Arts-Based Autoethnography for International Adult Education
Author: Truett, Nancy Teresi
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Ethnography,Writing (Composition),Transformative Learning,Nontraditional Students,Doctoral Students,Student Attitudes,Travel,Self Actualization,Electronic Publishing,Models,Psychological Patterns,Grief,Reflection,Metacognition,Learning Theories,Art,Adult Education,Foreign Countries,Counselor Training

The purpose of this autoethnographic study is to share the power of writing as a transformative research method (Custer, 2014). This study draws from the life of a nontraditional adult learner doctoral student, who while traveling through Italy alone, embarked on a journey of self-discovery and transformation. Using a narrative voice, the researcher blogs her way through a month of travel in which &quot;writing a way through&quot; becomes a metaphor for life. Framed in a seven lens autoethnographic model (Custer, 2014), the researcher's writing touches universal themes of loss, longing, and loneliness as the traveler anticipates personal challenges and changes along with academic coursework. Through critical reflection, meaning-making, engagement with self and the world, and in the context of a transformative learning theory disorienting dilemma (Mezirow, 1978, 1991), writing as a way to self informs the researcher in both academic and personal ways. Implications for students and faculty in adult education programs, as well as for practitioners, include the benefits of intersecting arts-based approaches with adult learning and research methodology. Art is universal and crosses international boundaries. Autoethnography is about researcher vulnerability to aid not only individual suffering, but society's (Custer, 2014). [For the full proceedings, see ED597456.]
Where Is the Equity? Different States, Different Hurdles and Rules for International Students: Affordability of and Access to U.S. Higher Education for International Students
Author: Krsmanovic, Masha
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Equal Education,College Attendance,Costs,Educational Finance,Foreign Students,Declining Enrollment,Enrollment Trends,Access to Education,Graduate Students,Undergraduate Students,Educational Opportunities,Fees,Critical Theory,Race,Tuition,Out of State Students,Student Recruitment,State Policy

Recent reports reveal that due to many factors, the U.S. has experienced an unprecedented decline in attracting new international students (IIE, 2017) in higher education. In addition to obvious changes in the political climate and competition, national and institutional barriers contribute to this phenomenon. Other countries, specifically Australia, Canada, and England are seeing their international student population increase while the United States continues to show a consistent decline over the last 10 years. Moreover, the cost of attendance, fees, and additional charges applied to foreign students, vary by dozens of thousands of dollars on institutional or state levels (SHEEO, 2008; US News, 2012). Examining international student residency classification issues from a critical race theory perspective, this study included an institutional survey and quantitative analysis of institutional, state, and federal policies. Our objectives were to (1) examine the costs associated with access to undergraduate and graduate education, (2) identify potential challenges to equal opportunity and access of international students, and (3) provide recommendations for increasing the affordability and enrollments of this student population. [For the full proceedings, see ED597456.]
Trying for a Learning City before My Country Leaves UNESCO: A Personal Account of Setting out in a Time of Trump
Author: Raymer, Annalisa L.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: International Cooperation,International Organizations,Municipalities,Lifelong Learning,Adult Educators,Global Approach,Social Networks,Sustainable Development,Presidents,International Relations,Foreign Countries,Communities of Practice,Inclusion,School Community Relationship,Universities

Over 200 municipalities from 48 countries belong to a global network of localities working independently and collectively to realize a robust concept of cities, towns and regions as ecosystems of lifelong learning for the well-being of individuals, communities, nations and the planet. What is the number of U.S. localities participating? Zero. This narrative describes the efforts of an Adult Learning educator and her colleagues to begin planting seeds for an American entry into the Learning Cities Movement and the UNESCO Global Network of Learning Cities. The framework is being employed around the world as a policy tool and as an organizing concept. The objective is to advance an agenda of inclusive learning opportunities, community vitality, and innovative solutions to global sustainability issues. The author concludes that while acknowledging conditions of domestic divisiveness and a bellicose head of state behaving intemperately toward other nations, American educators can go forward through people-to-people diplomacy and an undeterred commitment to the common good. [For the full proceedings, see ED597456.]
The Role of Adult Education in Sustaining Cities and Communities through Innovative Technology in Nigeria
Author: Adedokun, Mary Olufunke
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Education,Role of Education,Sustainable Development,Innovation,Information Technology,Technology Education,Community Development,Barriers,Urban Areas,Ecology

Every country of the world including Nigeria needs to imbibe the idea of innovative technology in a bid to sustain cities and communities with a view to raising the standards of living of the citizens and attending to the many challenges facing cities and communities. These challenges make it extremely difficult or impossible to fix socio-economic development and inhibiting improved standard of living of the people and outlook of cities and communities. Adults need to be carried along in sustainable development through all the laudable programmes of adult education, interjecting them with technological innovations. Technology stimulates creativity which brings along with it innovation. Lack of adequate training in technology robs adults of creativity. The paper thus looks at how introducing technological innovations into adult education would stimulate creativity in people thereby making them innovative in all areas of life so as to achieve sustainability. The paper recommends that adult education should be more funded by Nigerian government, that technological education should be introduced into all programmes of adult education, remove every hindrance to technological education from every adult learner and education should be made accessible to all so that sustainability would be achieved not only in cities and communities but in individuals and getting communities ready for future generations. [For the full proceedings, see ED597456.]
The Oppression of Adult Learners: The Impact of Traditional Pedagogy, Banking Theory, and University Budget Constraints on International Learners
Author: Cook, Jared S.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Power Structure,Banking,Experiential Learning,Foreign Students,Adult Learning,Higher Education,Teaching Methods,Andragogy,Budgets,Models,Faculty Development,College Faculty,Nontraditional Students,College Readiness,Cognitive Style,Educational Improvement,Federal Aid,Educational Finance,College Students

Current higher education practices do not sufficiently address the needs of international adult learners. With higher education's emphasis on pedagogical assumptions, adult learners are both isolated and oppressed by higher education. This article focuses on the following: assumptions of pedagogy versus andragogy, oppression of adult learners through banking theory and hegemony, and budget constraints that create an inhospitable environment for international adult learners. The author offers suggestions to address current issues in higher education using experiential learning, an andragogical model, intentional professional development for professors, and deliberate classroom experiences. [For the full proceedings, see ED597456.]
Teacher Motivation and Job Satisfaction: A Case Study of North West Nigeria
Author: Nwakasi, Candidus C.
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Motivation,Job Satisfaction,Performance,Literacy Education,Correlation,Socioeconomic Influences,Teacher Attitudes,Adult Literacy,Elementary Secondary Education,Teacher Role

The rate of educational development in Nigeria is constrained by social, economic, and political factors. This affects the adult literacy rate in the country, which is about 60% and lower for adults in rural areas. Teachers play pivotal roles in improving student enrolment, retention, and completion. Teachers' motivation levels may determine how they effectively play such roles. This study addresses the relationship between teacher motivation and high productive performance by teachers. The study uses the context of Northern Nigeria whose struggles with literacy and education generally are more pronounced than the rest of the country. The study uses Baseline Survey data from the 2014 Teacher Development Program In-Service Training Component Impact Evaluation conducted in North West Nigeria. A binary multiple logistic regression model is used to evaluate the relationship between job satisfaction, some sociodemographic factors, and some perceptions relating to teaching. It is hoped that the findings will be beneficial to an international audience especially for comparative benefits in motivation and job satisfaction. In addition, the findings will be beneficial to educators in Nigeria in addressing the issue of teachers' motivation, performance and job satisfaction. [For the full proceedings, see ED597456.]
Integrating Technology and Advising: Studying Enhancements to Colleges&apos; iPASS Practices
Author: Mayer, Alexander
Date: 2019-07-00
Type: Reports - Research
Subjects: Technology Integration,Academic Advising,Academic Support Services,Student Personnel Services,Intervention,At Risk Students,College Students,Progress Monitoring,Referral,Guidance,School Counseling,Program Implementation,Fidelity,Outcomes of Education

Integrated Planning and Advising for Student Success (iPASS) is an initiative funded by the Bill &amp; Melinda Gates Foundation to support colleges seeking to incorporate technology into their advising and student services. In iPASS, such technology is intended to increase advising's emphasis on a student's entire college experience, enabling advisors to more easily: (1) intervene when students show early warning signs of academic and nonacademic challenges; (2) regularly follow up as students progress through college; (3) refer students to tutoring and other support services when needed; and (4) provide personalized guidance that reflects students' unique needs. MDRC and CCRC partnered with three institutions already implementing iPASS--California State University, Fresno; Montgomery County Community College; and the University of North Carolina at Charlotte--to study how technology can support advising redesign, employing a randomized controlled trial research design. The three institutions increased their emphasis on providing timely support, boosted their use of advising technologies, and used administrative and communication strategies to increase student contact with advisors. The enhancements generally produced only a modestly different experience for students in the program group compared with students in the control group, although at one college, the enhancements did substantially increase the number of students who had contact with an advisor. Consequently, it is not surprising that the enhancements have so far had no discernible positive effects on students' academic performance. Nonetheless, some staff members indicated in interviews that implementing and enhancing iPASS has enabled their institution to take steps toward a stronger system to support students and help them succeed.
ICT Tools for Promoting Self-Paced Learning among Sandwich Students in a Nigerian University
Author: Anurugwo, Appolonia O.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Vacation Programs,Adult Students,Independent Study,College Students,Counselor Training,Foreign Countries,Audio Equipment,Web Based Instruction,Teacher Education,Computer Assisted Instruction,Video Technology,Telecommunications,Handheld Devices,Electronic Mail,Family School Relationship

Sandwich programmes are an innovation in teacher education geared towards the production of high quality manpower. They are organized during school vacations so that teachers working full-time would also have the opportunity to advance academically and improve professionally. However, the intensive nature of the programme jeopardizes the actualization of its objectives. Sandwich students, as adult learners, are self-directed and self-paced learners. Self-paced learning is any kind of instruction that progresses according to the speed of the learner. It is a &quot;teach-yourself&quot; method that does not require on-the-spot feedback from instructors. Sandwich students, therefore, need ICT tools to encourage their self-paced learning. This study involved twenty-seven final year Guidance and Counselling sandwich degree students at Alvan Ikoku Federal College of Education Owerri, who brainstormed in a round table setting and concluded that ICT tools such as audio tapes, smart phones, e-mail, video tape, internet, and other web-based learning should be applied to promote self-paced learning among sandwich students in Nigerian Universities. Based on the findings, recommendations were made and conclusions drawn. [For the full proceedings, see ED597456.]