Key Factors Influencing the Maintenance of Adult Learners' Literacy Skills Levels: A Follow-Up Study of Three Participant Cohorts of the Literacy Programme in Cambodia

Autor/in	Lang, Sophat
Titel	Key Factors Influencing the Maintenance of Adult Learners' Literacy Skills Levels: A Follow-Up Study of Three Participant Cohorts of the Literacy Programme in Cambodia
Quelle	In: International Review of Education, 67 (2021) 5, S.611-636 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lang, Sophat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-021-09913-x
Schlagwörter	Skill Development; Reading Skills; Numeracy; Computation; Adult Students; Adult Literacy; Nonformal Education; Continuing Education; Influences; Student Attitudes; Context Effect; Foreign Countries; Adult Basic Education; Cambodia + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Rechenkompetenz; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Non-formal education; Non formal education; Nichtformale Bildung; Weiterbildung; Influence; Einfluss; Einflussfaktor; Schülerverhalten; Ausland; Education; Adult education; Erwachsenenbildung; Kambodscha
Abstract	This quantitative study examined the current level of literacy skills of three cohorts of learners after they completed a non-formal basic literacy programme in 2017, 2018 and 2019. The purpose of the study, conducted in late 2019, was to identify major factors that influenced the maintenance of their levels of reading and calculating skills. The author used a test instrument and a learner's background questionnaire for data collection from 94 graduates (81 female, 13 male). His findings conclude that while the reading skills level of many members of the three cohorts was average, numeracy performance was poor. There was no significant difference in skills levels among these three cohorts or in terms of different demographic backgrounds such as age, gender, and occupation. Importantly, however, factors affecting literacy levels included the frequency with which the individuals used and practised their literacy skills (p < 0.01), and their attitudes towards learning and skills use (p < 0.05). Critically, the surrounding environments and contexts many of them lived in did not enable them to use and practise their literacy skills. However, most respondents were satisfied to be offered follow-up interventions to sustain and improve their literacy skills and expressed a preference for contents that would help to strengthen literacy skills (in reading, writing and calculating) as well as work-related skills. This study suggests that the quality of Cambodia's non-formal basic literacy programme needs improving, and that a strong follow-up programme needs to be implemented to make continuing education more effective, by sustaining neo-literates' literacy skills, including numeracy. To meet neo-literates' needs and interests, the contents of follow-up programmes should focus on basic literacy and work-related skills offered through contact sessions with teachers and through self-learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01