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The social value of community-based adult education in Limerick City
The purpose of this article was to determine community-based education’s social value in the City of Limerick. The researchers wanted to determine how important community-based education is among the adult population who wish to gain higher education. Education is believed to be an important force that defines the socio-economic and political life of the recipients. It empowers people and gives them a whole new way of viewing life. The researchers used qualitative methods in this study. The qualitative study was conducted in the City of Limerick, Ireland. The researchers sampled 145 individuals to participate in this study. The use of focus group was particularly important because it was necessary to collect data from a specific group of participants. An interview with each of the sampled participants was conducted which lasted approximately 45 minutes. The raw data was analyzed on the basis of data reduction. The findings were presented in descriptive form explaining the value of community-based education at different levels.
The outcome of this research showed that community-based adult education is very valuable at different levels. To the individuals who get this form of education, their lives often get improved because of the possible career development. At family level, the benefit is felt through improved income and better knowledge about the socio-economic forces in the environment. The community also gets to benefit by having an empowered population that can address communal challenges in a better and more informed manner. The wider society benefits from adult education in various ways, especially when it comes to electing leaders who can help transform the society. Such individuals would go through the manifestos of the aspirants and demand to know how they plan to improve lives of citizens because they have the knowledge of what should be done. The researchers concluded that community-based adult education is very important and should be promoted.
The findings and conclusions made from this research support the hypothesis and the purpose of the study. The findings confirmed the hypothesis which had suggested that community-based adult education plays a critical role in improving the social welfare of a society at different levels. The findings have also addressed the purpose of the research. The study supports the foundation of my research topic. It suggests that community-based adult education should be supported because of its relevance in the community. A study by Edwards (2011) also shows that when implemented properly, adult education has a positive impact on individuals, families, community, and wider society. These findings are in support of my research topic. It is evident that the outcome of the study makes it necessary for the stakeholders in the field of education to come up with strategies that can support and promote adult education.
Social dynamics in adult and community education networks: Insights from a case study
The purpose of this research was to determine the relevance of adult and community education networks in the increasingly dynamic environment. Education is facing a number of changes and the relevance of networks is becoming more evident. Adult education has some fundamental differences from conventional education because of the time available for the learners, and other factors that make adult learners unique. The researchers were interested in determining how relevant education networks are in enhancing learning among the adult students. They used secondary sources of information to inform their study. The study relied on published sources of data, especially books and journal articles. Analysis was conducted qualitatively using descriptive data. A case study was used to help demonstrate the findings. The study relied on a particular case of a network of about 45 adult education providers and how they coordinate to ensure that their learners get the best. The findings are presented using descriptive data.
The study found out that having highly diversified community education networks is very critical in helping the learners and educators have a better understanding of the society in which they live and work. In such forums, they get to understand and appreciate the diversity that exists in our society and how they can use it as strength and not a dividing factor. They determine how they can use it to transform their lives. The research concluded that the issue of heterogeneity and homogeneity among the actors is critical when forming these groups. These findings were in support of the hypothesis set. It was established that education networks are important in enhancing adult education, as suggested by Isbell (2010). However, successful networks must consider the compatibility of the individual members within the network. Although the members may be of highly diversified backgrounds, it is important to ensure that they have a shared goal. It is the shared goal that will ensure that they work together towards the desired success. The findings also supported the research objectives. Although some of the findings in this article challenge my research topic, the final conclusion which states that education networks are critical in enhancing adult education supports my research topic.
Sources of Visions and Communication between Stakeholders of the Vision for an Organization
A study by Mutoigo (2011) looks at sources of vision and the relevance of communicating this vision to the stakeholders within an organizational setting. According to the scholar, vision can only be relevant within an organization if it is understood and fully embraced by the relevant stakeholders. It means that the vision bearer must actively involve other members of the organization in discussing the vision and ironing out issues that may be contentious. I strongly support the suggestions made by this scholar that for a vision to be valued by the stakeholders, the manner in which it is communicated matters a lot. Stuart (2011) says that in most cases visions that fail to be realized are often poorly communicated hence not supported by the stakeholders. Edwards (2011) also argues that a vision statement should be based on the needs and expectations of the stakeholders.
The stakeholders must feel that they own the vision. It may not be possible to incorporate every single stakeholder when developing a vision, especially in cases of large organizational settings. However, it is critical to try and gather the views of the stakeholders towards a given issue that is expected to define the vision of an organization. Embracing a consultative approach in the development of visions often help in ensuring that the stakeholders own the path that is defined by the vision. Isbell (2010) says that communicating a shared vision is often easier than trying to communicate a vision that was developed by the top management unit. This is so because the other stakeholders may feel that they do not share the same vision in one way or the other. Some may even show resistance towards such visions and strategies.
References
Dollhausen, K., & Alke, M. (2014). Social dynamics in adult and community education networks: Insights from a case study. The Irish Journal of Adult and Community Education, 16(6), 57-69.
Edwards, M. (2011). Leadership and transmission: Empowering witnesses. Communicating Faith, 11(8) 149-164.
Isbell, M. (2010). Committee connection: Can you afford not to use coaching as a business strategy? Journal of American Water Works Association, 102(12), 28-29.
Mutoigo, I. (2011). How then shall I lead? The journey of leadership in a faith community. Voices from the Voluntary Sector: Perspectives on Leadership Challenges, 4(7), 55-71.
Neville, P., O’Dwyer, M., & Power, M. (2014). The social value of community-based adult education in limerick city. The Irish Journal of Adult and Community Education, 34(2), 42-56.
Stuart, R. (2011). Communicating faith and online learning. Communicating Faith, 4(8), 328-343.
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