Literaturnachweis - Detailanzeige
| Autor/in | Field, Jeffrey L. |
|---|---|
| Titel | Learning Projects of Adults of Low Literacy Attainment in Jamaica. |
| Quelle | (1978), (45 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Adult Education; Adult Learning; Adult Literacy; Adult Programs; Adults; Illiteracy; Interviews; Learning Activities; Learning Experience; Learning Processes; Literacy Education; Oral Communication Method |
| Abstract | In response to implications raised by earlier research in the field, a study investigated the learning projects (as defined by Allen Tough, 1971) of a group of nonliterate and semiliterate adults in a small community. Brown's Town, Jamaica, was chosen as the area of the study because Jamaica is a Third World nation that has recently initiated a program--the Jamaica Movement for the Advancement of Adult Learning (JAMAL)--to eradicate the nonliteracy of its people, and Brown's Town was considered to reflect certain aspects of Jamaican life that are shared by many of the towns. The population of the study consisted of eighty-six quasi-randomly selected adult students (between the ages of 15 and 72, the average age being 32.7) of the JAMAL program registered as of March 1975. Two-thirds of this sample was male. Occupations represented included manual labor, homemaking, domestic work, trades, full-time school attendance and farming (in which nearly one-quarter of the respondents was engaged). Data were collected by using the "Interview Schedule" (adapted from Tough, 1971, and Coolian, 1973), which consisted of the following sections: demographic information; learning project information; utilization of media; perception of adult education agencies; and learning interests. Among the findings are the following: on the average, each person had undertaken four learning projects during the preceding year; time spent on learning during the year averaged 604.3 hours per person; average length of time spent on a learning project was 142.8 hours per person; learning projects related to a job were most commonly pursued, followed by JAMAL, religious, home/family life subject matter; the JAMAL group leader was one major resource and the individual person (an intimate expert or nonexpert) was the other; and listening and doing were the prominent learning activities. Some implications from the study are these: adults of low literacy spend considerable time pursuing learning; adults of low literacy use oral channels of communication in order to learn, and rely mostly on persons in their immediate social environment; and the learning project approach is useful to program planning. (DTT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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