Increasing participation in adult education : theory and application
Date
1985
Authors
Johnson, Valerie Joan
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Abstract
As one method of facilitating attempts to increase participation in adult education, this study developed a theoretical framework, derived from theories of curriculum implementation. The study makes the case that the adult, education literature does not provide a comprehensive theory for guiding attempts to increase participation. Rather, it says, the literature approaches the problem from one dimension at a time, either by characterizing the participants in terms of demographic variables, motivation orientations, and deterrent factors; manipulating material conditions to improve access to institutions; or considering the problem to be a marketing issue. There is no framework for approaching participation as a multidimensional problem. The problem of lack of participation in new or innovative programs in adult education is seen in this study as analogous to one experienced in public schooling, namely lack of adoption of educational innovation by teachers. The analogy sees an adult (teacher/student) as being asked to accept (adopt/participate in) a new program. Implementation theory, derived from theories of social change and innovation diffusion, is conceptualized as the process intended to facilitate the actual use of an innovation, It requires viewing the problem on several dimensions at the same time, focusing on interactions among and between the characteristics of the user, the innovation and the agency.
By synthesizing the parts of implementation theories most compatible .with ·the problem of participation in adult education programs, a framework was developed. By analyzing the user both as- a system and as a group comprised of individuals, the agency whose job it is to deliver the innovation, and the innovation, obstacles to the forming of a relationship among these elements are identified and strategies to alleviate the obstacles are suggested. The study additionally described an application of the theory to the hypothetical circumstance of a labour education program sponsored by the- University~ of Victoria Extension Division. The application used empirical data collected through surveys and interviews. A survey was completed by a sample of 193 active union members in Greater Victoria, identifying common demographic variables and perceived obstacles to participation in adult education. Interviews were conducted with representatives from the labour community to ascertain their view of the role of organized labour in a labour education program sponsored by the University Extension. Interviews with the Extension personnel were conducted in order to gather information for the analysis of the agency. Finally, interviews were conducted with other postsecondary institutions' personnel who have been involved with labour education, in order to contribute information identifying possible obstacles. The result of the application materialized as a list of recommended strategies to increase the likelihood of participation of union members in such a program. The recommended strategies are organized under the sections -from which obstacles are identified, namely: The user as a system, the users as individuals comprising the group, the agency, the innovation and the socio-political context.