Illiterates in South Africa: Who Are They and What Motivates Them to Participate in Literacy Campaigns?

Autor/inn/en	Sibiya, Solomon; Van Rooyen, Linda
Titel	Illiterates in South Africa: Who Are They and What Motivates Them to Participate in Literacy Campaigns?
Quelle	In: International Review of Education, 51 (2005) 5-6, S.479-497 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-005-2557-6
Schlagwörter	Foreign Countries; Gender Issues; Functional Literacy; Adult Students; Adult Educators; Literacy Education; Illiteracy; Self Actualization; Learning Motivation; Student Motivation; Participation; Interest Research; Student Needs; Academic Aspiration; South Africa + Suchen Sie Ihr Suchwort? Ausland; Geschlechterfrage; Funktionale Kompetenz; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Analphabetismus; Self actualisation; Selbstverwirklichung; Motivation for studies; Lernmotivation; Schulische Motivation; Teilnahme; Interessenforschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study seeks to identify the key factors influencing the participation of adult learners in literacy campaigns in South Africa. Preliminary research has indicated that adult educators often do not know and understand what inspires adult learners to participate in literacy education. The present study underscores that illiterates tend to be motivated by the same desire for self-actualization as any other member of society, and may well stop participating in classes unless educators are more responsive to their needs and aspirations. Vocational and economic expectations, children's education, family relations, health, social motives, and gender issues as well as simply the hope for a better future all need to be taken account of. It is also shown that functional literacy in itself does not automatically empower women in the workplace. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10