In-service Learning in a Pre-service Teacher Training: The Dilemma of an Adult Learner in Botswana

C. M. Mhozya, O. N. Pansiri, P. Bulawa, N. T. Moletsane

Abstract


Many universities across the world offer full time programmes not only to younger students directly from formal basic education programmes such as secondary schooling but also to in-service or adult learners. In-service learners are serving or non-serving but experienced and mature students who are afforded an opportunity to enrol in full-time or part-time programmes. As such, higher education institutions are inevitably challenged to service both younger and adult learners under one roof. Exploring challenges faced by adult learners in higher education institutions full-time programmes can therefore no longer be ignored in many developing countries. Some institutions may have taken a more transformative move to create an adult learners’ responsive academic environment, while others may have not. Based on the continuing professional development approach, this case study investigated the full-time in-service teachers’ experiences as adult learners in Botswana higher education institutions. It further sought the views of lecturers of adult learners and education officers regarding their experience with the learners. The key findings include institutions’ neglect of adult learners’ social needs, subjecting them to the dilemma of having to either drop out or continue under stressful learning environment. In the final analysis, support systems to mitigate challenges encountered by adult learners in the academic environment are recommended.



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DOI: http://dx.doi.org/10.5296/jse.v2i4.2246

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