Grounding Adult Education Research in Rural Areas: Reflections on the Development of a Research Program at the University of Limpopo in South Africa

Autor/inn/en	Zeelen, Jacques; Rampedi, Makgwana; van der Linden, Josje
Titel	Grounding Adult Education Research in Rural Areas: Reflections on the Development of a Research Program at the University of Limpopo in South Africa
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 64 (2014) 1, S.20-38 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713613495086
Schlagwörter	Foreign Countries; Adult Education; Educational Research; Global Approach; Social Isolation; Lifelong Learning; Action Research; Rural Areas; Educational Policy; Health Education; At Risk Persons; Needs Assessment; Community Development; Instructional Effectiveness; Sustainability; Adult Basic Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsforschung; Pädagogische Forschung; Globales Denken; Soziale Isolation; Life-long learning; Lebenslanges Lernen; Projektforschung; Rural area; Ländlicher Raum; Politics of education; Bildungspolitik; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Risikogruppe; Bedarfsermittlung; Community; Development; Entwicklung; Unterrichtserfolg; Nachhaltigkeit; Adult education; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Mission statements of universities in developing countries usually include serving the surrounding communities. Often this service does not reach beyond lip service. This article puts into context the experience of developing an adult education research program responding to the needs of the surrounding community in a historically disadvantaged rural area. The areas of research were adult education needs assessment and community development, young adults at risk, adult health education, and policy and implementation issues. Globalization, social exclusion, and lifelong learning were key concepts tailored to the specific context of the rural areas in South Africa. The first two authors of the article were personally involved in the program, as a visiting professor from the Netherlands and his South African successor, respectively. The third author worked in a similar program at the Eduardo Mondlane University in Maputo, Mozambique. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10