International Journal of Adult and Continuing Education

African Journal of Gender and Women Studies ISSN 2241-4517 Vol. 2 (1), pp. 001-008, January, 2016. © International Scholars Journals

Full Length Research Paper

Attitude as a factor in men’s and women’s participation in technical education in Botswana: Implications for counseling education

Raditloaneng Wapula Nelly

University of Botswana, Department of Adult Education, Faculty of Education, P/Bag 00702, Gaborone Botswana. E-mail [email protected]. Tel: 011-267-3552066 (w) 3918474(h) 72474403 ©. Fax: 011-267-3552266.

Accepted 21 October, 2015

Abstract

The purpose of this paper is to provide an overview of the importance of attitude as a factor that reinforces and disproportionately affects boys and girls on one hand, and men and women on the other. The main argument posed in the paper is that attitudes are an important factor in the way men and women are disproportionately participate and are affected by access to technical training and work based learning opportunities. The camp of transformation and critical feminist thinkers who view part of the overall mission of adult education as critical feminist pedagogy call for the need for an inclusive technical training for both men and women, as part of the global initiative to ensure gender equality in access to technical education. Gender research and literature that inform this paper, and the empirical study conducted under the auspices of Botswana training authority metaphorically conceive technical training as a male province while women have remained relatively invisible, partly due to unfavorable attitudes, in training and employment opportunities in the technical sector. The post independence Botswana as a nation has worked towards a reversal of this trend by creating the necessary housing infrastructure, and striving to gradually reshape the trend by mainstreaming gender on a pilot basis in some government ministries. As a nation, Botswana can take pride in mainstreaming gender as a step in the right direction towards redressing gender inequality in technical training. However, a lot can be achieved through addressing negative attitudes that men are the most suited for technical training and employment than women.

Key words: Technical education, attitudes, technical training, gender

African Journal of Gender and Women Studies ISSN 2241-4517 Vol. 1 (3), pp. 001-009, December, 2015. © International Scholars Journals

Full Length Research Paper

Adult education learners’ recruitment: Challenges and prospects for re-engineered access to adult education in Kenya

Ndiku J. Mualuko*, Muthamia Hellen, Ipara Odeo and Obaki Samuel

Masinde Muliro University of Science and Technology, P. O. Box 190, Kakamega-50100, Kenya.

Accepted 14 July, 2015

Abstract

A research survey was designed to investigate the factor affecting participation of illiterate adults in adult education in Kenya and suggests ways to improve on the literacy levels. From the findings it was established that lack of conducive learning environments for adult learners, unavailability of enough instructional materials, negative attitude towards learning and shortage of professionally trained trainers for adult learners were some of the factors hindering many illiterate adults from participating in adult education programmes. It was recommended that the government and other agencies should take more responsibility in supporting adult education to make it more attractive to adult learners to attend the programmes by providing adequate funding and facilitating teacher training. The need for effective involvement of the learners in curriculum developed was emphasized.

Key words: Adult education, lifelong learning, adult learner.

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 1 (2), pp. 001-009, November, 2015. © International Scholars Journals

Full Length Research Paper

Financing adult and non-formal education in Nigeria

Hassan, Moshood Ayinde

Department of Arts Education, Faculty of Arts and Education, Adekunle Ajasin University, Akungba Akoko, Ondo State, Nigeria. E-mail: [email protected].

Accepted 14 March, 2015

Abstract

The purpose of this study is to determine how adult and non formal education is financed in Nigeria; and to examine areas or forms of and the problems of financing adult and non-formal education in Nigeria. Survey research was used in order to carry out the study. Three hundred and twenty five (325) respondents from government agencies, non-governmental organizations, and private individuals were sampled. Three research questions were generated from the literature review, questionnaire on financing adult and non formal education, and the responses elicited from respondents were numerically quantified, tabulated and analysed using the Likert Scale. The analysis showed that: governments were not funding adult and non-formal education adequately in Nigeria; funds for adult and non-formal education was obtained from other sources; adult literacy, distance, labour and prison education received fund from the government; there was a political will on the part of government to fund adult and non formal education; and some problems were confronting financing adult and non-formal education in Nigeria. Based on the findings, it is recommended that effort should be made by the policy makers to fund adult and non formal education for the benefit of the masses; and other sources of fund should be explored in order to realize the potency of adult and non-formal education.

Key words: Adult and non formal education, financing adult and non – formal education, mechanism for financing adult education, organization providing adult and non – formal education, weighted scores.

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 1 (1), pp. 001-008, October, 2015. © International Scholars Journals

Full Length Research Paper

Factors influencing adoption of stress-tolerant maize hybrid (WH 502) in western Kenya

Beatrice Salasya¹, Wilfred Mwangi², Domisiano Mwabu² and Alpha Diallo²

¹Kenya Agricultural Research Institute (KARI), P.O. Box 169 – 50100, Kakamega, Kenya.

²International Maize and Wheat Improvement Centre (CIMMYT), P.O. Box 1041 Village Market- 00621, Nairobi Kenya.

Accepted 24 September, 2015

Abstract

Non-adoption of suitable maize varieties was identified as the second most important constraint responsible for low maize yields in western Kenya. In order to increase adoption of suitable varieties it is important to know the factors that influence the choice of variety and adoption. This study aimed at identifying varietal, socio- economic and institutional factors that influence adoption of the maize hybrid, WH 502. Data were collected from a random sample of 504 households and 68 stockists from three districts of western Kenya. Results showed that the main attributes of WH 502 that influenced its adoption were high yield, early maturity and non-lodging, whereas the important socio-economic factors were farm size, cattle ownership, education level of the farmer and locality specific characteristics. The attributes of WH 502 that farmers disliked were poor storability and poor husk cover. Neighbors were found to play a more important role than the public extension service in making WH 502 variety known to farmers. Breeders need to improve on storability and husk cover attributes of WH 502 so as to sustain or improve adoption. Policy makers should support informal ways of extending new technologies to farmers and also support farmers through provision of adult education.

Key words: Hybrid maize, adoption, socio-economic characteristics, varietal characteristics, high yield, early maturity; storability.