An investigation into paradigm shifts to be made by adult educators from learnt to new practices.

Abstract

South African educators are required to follow an outcomes-based approach to teaching and facilitation. The main difficulty many adult educators encounter is in being able to match theory to practice. Whereas most facilitators appear to understand the theory behind Outcomes-Based Education and Training, they have difficulty in actually changing their practice. In this research I have used small-scale qualitative methodology and random sampling techniques in order to investigate the cause of this disparity. I have used a multi-method strategy to collect data –including observation of course participants, questionnaires and detailed interviews. The summary of the results is that changes are unlikely until adult educators on short courses are able to achieve the aim of engaging in transformative learning and critical thinking. This would include building reflection into courses and providing frequent refresher courses as well the opportunity for facilitators to meet as part of support or interest groups.