EXPLORING CHALLENGES OF ADULT LEARNERS IN SELECTED ADULT EDUCATION AND TRAINING CENTERS IN SOUTH AFRICA: AN ANALYSIS OF KNOWLES’ THEORY OF ANDRAGOGY
EXPLORING CHALLENGES OF ADULT LEARNERS IN SELECTED ADULT EDUCATION AND TRAINING CENTERS IN SOUTH AFRICA: AN ANALYSIS OF KNOWLES’ THEORY OF ANDRAGOGY

Summary/Abstract: Even though the idea of adult learning sounds impressive, adult learners faces a set of challenges. This is explained by the theory of andragogy which clarifies that adult learners might have external responsibilities that could hinder and have a negative impact on their learning process. Adult learners experience a wide range of challenges that require a suitable learning solution that addresses this barrier while assisting adult learners. The main aim of this article is to probe and delve into challenges encountered by adult learners in their respective adult learning centres. This would not be possible without the examination of relevant literature and adult education theories. This is an interpretative qualitative study of 12 participants. All the participants were adult learners who were currently registered in the adult education and training centres. The theoretical framework combines the theories of andragogy and experiential learning. The theory of andragogy explains that adult learners are generally independent and self-directed; their learning is based on their personal and future needs. Experiential learning theory requires learners to be active participants in the learning process and they should be at the centre of learning. Factual evidence was validated through online interviews from purposively selected adult education centres in Ekurhuleni North. This present study was formulated to assist the Department of Higher Education and Training, adult education authorities, centre managers, teachers and instructors with adult learners’ challenges that may hinder the process of teaching and learning. The study revealed convincing findings that adult education centres are not well supported in terms of resources, finances, infrastructure and other educational needs. Most participants declared the need for continuous monitoring and visitations from educational department authorities to assess the state of affairs in these centres. A major recommendation from the study was for the government and the Department of Higher Education and Training to revisit the budget allocation for Adult Education and Training Centres. They should also ensure that the learning needs of adult learners are met to improve the quality of education.

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