Monitoring tools for lifelong learning and adult education activities in Namibia
| dc.contributor.author | Toivo, Josephine S. | |
| dc.date.accessioned | 2022-09-26T06:09:24Z | |
| dc.date.available | 2022-09-26T06:09:24Z | |
| dc.date.issued | 2022 | |
| dc.description | A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Adult Education) | en_US |
| dc.description.abstract | The objective of this study was to develop monitoring tools for Lifelong Learning and Adult Education activities in Namibia. In order to achieve this objective, a qualitative-phenomenological design was employed to solicit perceptions on the strategies used to monitor Lifelong Learning and Adult Education activities, the monitoring tools used, and roles that the Lifelong Learning and Adult Education Council could play to uplift the monitoring tools for lifelong learning and adult education activities in Namibia. Purposive sampling technique was used to select a sample of 10 respondents from selected Windhoek-based institutions. A semistructured interview guide and a document analysis checklist were used to collect data. Related literature and a system theory offered ideas that were used to conceptualise the unified groups of interrelated and interdependent parts of systems. Thematic content analysis was used to analyse data from both interviews and documents. Data were coded and related answers grouped and labelled. Categories were formed and segregated to form themes. The data revealed that various kinds of Lifelong Learning and Adult Education activities are taking place in different institutions in the country. However, most respondents had difficulty differentiating between lifelong learning and adult education activities. The findings have shown that a database system and collaboration were the most effective monitoring tools for Lifelong Learning and Adult Education activities. The data revealed that quantitative indicators dominate the collection of information on Lifelong Learning and adult education activities which omit the quality component of indicators than qualitative indicators. This study recommends for the immediate establishment of the National Lifelong Learning and Adult Education Council and its Monitoring and Evaluation Plan to ensure coordination, monitoring and evaluation of LLLAE activities. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/3264 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Adult education in Namibia | en_US |
| dc.subject | Lifelong learning | en_US |
| dc.subject | Monitoring | en_US |
| dc.title | Monitoring tools for lifelong learning and adult education activities in Namibia | en_US |
| dc.type | Thesis | en_US |