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dc.contributor.advisorMcMillan, Janice Mary Ellison
dc.contributor.authorMcMillan, Janice Mary Ellison
dc.date.accessioned2021-10-08T09:04:27Z
dc.date.available2021-10-08T09:04:27Z
dc.date.issued1997
dc.identifier.urihttp://hdl.handle.net/11394/8500
dc.descriptionMagister Philosophiae - MPhilen_US
dc.description.abstractThis study focuses on the learning experiences of adult learners entering higher education for the first time. Based in the Department of Adult Education and Extra-Mural Studies at the University of Cape Town, it analyses the experiences of successful adult learners on the first year (1995) of a formal Certificate Programme in Adult Education, Training and Development. The study concludes that the ways in which contexts and learning relate is complex. We need to understand that it is at the intersection of the individual and the social that meaning is made and negotiated in learning. This understanding, it is argued, is crucial to better understand the relationship between access, learning and success - within but also across contexts. The implications of this are raised tentatively by looking at alternative approaches to curriculum development and teaching-learning processes.en_US
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.subjectAdult Education, Training and Development. (AETD)en_US
dc.subjectEpistemologicalen_US
dc.subjectSociolinguisticen_US
dc.subjectPedagogyen_US
dc.subjectEthnographicen_US
dc.subjectMethodologicalen_US
dc.subjectCommunity Adult Education Programme (CAEP)en_US
dc.titleAdult learners, access and higher education: learning as meaning-making and negotiation in contexten_US
dc.rights.holderUniversity of the Western Capeen_US


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