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Voices of the Undereducated in Adult Education and Training in Ontario: A Phenomenographic Approach

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dc.contributor.author Maingot, Carolyn A.
dc.date.accessioned 2012-08-28T17:43:12Z
dc.date.available 2012-08-28T17:43:12Z
dc.date.issued 2012-08-28
dc.identifier.uri http://hdl.handle.net/10464/4092
dc.description.abstract This doctoral study was an exploration of the qualitatively different ways in which undereducated adults (at or below a high school level of formal education) reported their experiences of participation in adult education and training (AET) programmes offered by publicly funded school boards or their arms-length affiliate in the province of Ontario. In light of a low participation rate in the Canadian AET system by undereducated adults, the rationale was to examine whether or not AET programmes are meeting the needs of undereducated adults beyond a narrow focus on an instrumental approach associated with human capital development. This study was located in a theoretical framework consisting of (a) learning theory, (b) motivations for participation, (c) general barriers to participation, (d) structural barriers to participation, and (e) transformative learning. The purposive sample consisted of 11 participants between the ages of 18-58 who were drawn from service providers in 4 geographic regions of Ontario. Data collection consisted of (a) demographics, (b) voice recordings from face-to-face participant interviews, (c) participant weekly critical incident reports, and (d) researcher reflexive journal notes. Data were analyzed in accordance with a phenomenographic approach within a constructivist/interpretivist research paradigm. Findings revealed 4 qualitatively different ways in which undereducated adult learners reported their experiences of participation in AET and were reported as the voice of (a) security, (b) engagement, (c) relationship, and (d) competency. Implications to theory and practice and to further inquiry were outlined. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject adult education en_US
dc.subject participation en_US
dc.subject undereducated en_US
dc.subject qualitative en_US
dc.subject phenomenography en_US
dc.title Voices of the Undereducated in Adult Education and Training in Ontario: A Phenomenographic Approach en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Ph.D. Educational Studies en_US
dc.degree.level Doctoral en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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