Lifelong Learning and Becoming a Mother: Evaluation of the Young Parents Program

Autor/inn/en	Wightman, Louise; Moriarty, Beverley
Titel	Lifelong Learning and Becoming a Mother: Evaluation of the Young Parents Program
Quelle	In: International Journal of Lifelong Education, 31 (2012) 5, S.555-567 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2012.700645
Schlagwörter	Early Parenthood; Lifelong Learning; Mothers; Informal Education; Focus Groups; Womens Education; Adolescents; Case Studies; Young Adults; Surveys; Program Effectiveness; Social Support Groups; Intervention; Social Isolation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Mother; Mutter; Informelle Bildung; Nichtformale Bildung; 'Women''s education'; Frauenbildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Case study; Fallstudie; Case Study; Young adult; Junger Erwachsener; Survey; Umfrage; Befragung; Social support; Soziale Unterstützung; Soziale Isolation; Ausland; Australien
Abstract	The purpose of this research was to identify how lifelong learning has the potential to accommodate the changed circumstances and future needs of women who become mothers as teenagers. The research drew on the previously separate theories of lifelong learning and becoming a mother to frame this initial study. A qualitative case study was used to evaluate the Young Parents Program, which was devised to meet the informal learning needs of young mothers aged between 15 and 25 years. A total of eight mothers completed a survey and four of them also participated in a focus group interview to provide more in depth responses. The results indicate that the content of the programme provided relevant information that met the informal learning needs of the participants. The delivery of the programme helped participants to make connections with other young mothers in similar circumstances. The findings imply that informal learning programmes that respond well to the immediate needs of young mothers have the potential to prevent young mothers from becoming socially isolated. Young mothers who become engrossed in their own problems without access to relevant informal learning may fail to undertake formal learning opportunities that might be available in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10