1. A Review of the National Diploma in Teaching Adults
The Directorate for Lifelong Learning required a review of the National Diploma in Teaching Adults, a course targeted towards strengthening current and potential adult educators by providing them with the necessary skills, attitudes and knowledge to become better equipped to teach adults.
This review aimed to assess the learning outcomes of the Diploma in Teaching Adults and to determine whether efforts to reach the Directorate’s educational goals have been successful.

2. OBJECTIVES

3. Training methods and qualifications
Necessary marketing, various assessment methods, methodology, communication and practicum
Improvements in trainee-trainer relations
Trainee perceptions towards course content and relevance to career opportunities
Outcomes achieved
An assessment of whether learners are able to convey the knowledge gathered through the course
OBJECTIVES
To identify the variety of training methods and qualifications that exist for adult educators
To understand the necessary marketing required, various assessment methods, the methodology used to conduct the course, communication from lecturers as well as evaluate the practicum
To identify how the relation between trainees and trainers can be improved
To understand trainee perceptions towards course content and relevance to career opportunities
To determine whether the outcomes are being achieved and trainees are achieving the objectives according to the course outcomes
To assess whether learners are able to convey the knowledge gathered through the course

4. METHODOLOGY

5. WHO? HOW? WHEN? - Adult educators, mentors and board members
- Learners (inc. drop outs)
HOW?
- In-depth interviews
- Focus groups
- Online survey
WHEN?
- June-July 2017

6. IN DEPTH INTERVIEWS FOCUS GROUPS ONLINE SURVEY
Adult educators, mentors and board members of the National Diploma
Ten interviews
An in-depth discussion covering development, aims and objectives, limitations, challenges and improvements
FOCUS GROUPS
Learners who successfully completed the diploma, learners who did not complete the Practicum and learners who dropped out of the course
Three focus groups
Learner perceptions towards the course e.g. registration, educators, modules, practice, etc.
ONLINE SURVEY
Learners who achieved the National Diploma and learner who did not complete the course
N=100
Learner perceptions towards the course e.g. registration, educators, modules, practice, etc.

7. KEY ISSUES

8. Pre-course information
ADULT EDUCATORS
EXPECTATION
Learner beliefs
Pre-course information
It was the belief of many learners who may not necessarily have had a previous teaching qualification or experience in teaching that upon completion of the diploma they would become fully qualified teachers. Perhaps, expectations were higher than they should have been.
Lecturers, board members and coordinators highlighted the need for communication prior to registration to be straightforward and clear which will render the course more effective.

9. ADULT EDUCATORS EXPECTATION ENTRY Learner beliefs
Varying levels of participants
Pre-course information
Lack of necessary expert knowledge for Practicum
Many lecturers were in disagreement with the criteria of having minimum entry requirements in place. The low level of education required to enter the course created a group of learners from different backgrounds with different needs, learning styles and indeed different expectations. For many adults educators, delivering the course in a way that was effective for all learners posed a challenge.
Many interviewees explained that some of the participants applied for the National Diploma in Teaching Adults without having the necessary expert knowledge in a topic or subject that may be taught to adults. Therefore, when it came to Module 18, The Practicum, they were unable to implement what was learnt on the course through teaching practice.

10. ADULT EDUCATORS EXPECTATION ENTRY MODULES Learner beliefs
Varying levels of participants
Overlaps and repetition
Pre-course information
Lack of necessary expert knowledge
New components
(e.g. academic writing)
The lecturers highlighted that ‘repetitions’ throughout modules were frequently met. In addition to this, there was an overlap between different modules leading a number of concepts to be discussed in more than one module.
The aim of any newly introduced components should help adult learners prepare for the Practicum.
Moreover, a module on academic writing would ensure that a higher level of writing is seen among learners.

11. ADULT EDUCATORS EXPECTATION ENTRY MODULES ASSESSMENT Learner beliefs
Varying levels of participants
Overlaps and repetition
Methods
Pre-course information
Lack of necessary expert knowledge
New components
(e.g. academic writing)
Overload
The same method of assessment was used. In particular, the concept of a presentation. Although the interviewees recognised the importance of adult learners being able to present concepts clearly and confidently in front of a group of people, many were sceptical about repeating the same assessment method for many modules.
In addition, some lecturers voiced a concern about the number of assessments given out throughout the course. Some of the interviewees are of the belief that a lot was required from participants.

12. ADULT EDUCATORS EXPECTATION ENTRY MODULES ASSESSMENT PRACTICUM
Learner beliefs
Varying levels of participants
Overlaps and repetition
Methods
Lack of awareness
Pre-course information
Lack of necessary expert knowledge
New components
(e.g. academic writing)
Overload
Guidance
In most cases, participants of the course did not know what the Practicum entailed and simply needed some more information. However, in some cases, the adult learner was simply not aware that a Practicum was part of the diploma. This led to the recommendation of advising learners about the Practicum prior to registration and helping the adult learners to prepare for this module through a specialised session delivered in class.

13. Neither dissatisfied nor satisfied
LEARNER SATISFACTION
Very
dissatisfied
Dissatisfied
Neither dissatisfied nor satisfied
Satisfied
satisfied
One in ten (11%) participants were left feeling dissatisfied with the course
Nearly three quarters (70%) of the respondents who felt generally dissatisfied with the course, did not finish the Practicum, and did not go on to achieve the National Diploma.
Generally, learners with a lower level of education were more satisfied with the course.
Masters level students in particular did not feel that the skills gained during the course were useful to their career while the secondary level learners felt more confident in terms of knowledge and skills gained through the course.

14. Pre-course information
LEARNERS
MARKETING
Channels
Pre-course information
The majority of learners stressed that the course was not marketed enough, or was not marketed in the correct manner. Awareness of the diploma was brought about in various ways however, many agreed that it was only by coincidence that they stumbled upon the course.
Again, the belief of what would be gained through the Diploma impacted learner expectations.

15. 41% 34% 14% 3% 2% 2% Directorate for Lifelong Learning website
Word of mouth (friends, family, other educators, etc.)
Circular / Memo
Online
Government Gazette
Newspaper
41%
34%
14% 3% 2%
Question: How did you first hear about the National Diploma in Teaching Adults? 2%

16. LEARNERS MARKETING ENTRY Channels Varying levels of participants
Pre-course information
Large number of learners
Many learners felt that the lack of minimum entry requirements was unfair on those learners who had pre-requisites. Moreover, learners who had a higher level of education (in particularly a Master’s) were more likely to disagree with the level of entry requirements while learners who had a lower level of education (secondary) were more likely to agree with the level of entry requirements.
Modules were made up of learners with varying levels of education posing a challenge for lecturers and also learners themselves.
In addition to this, participants of the focus group voiced concerns about the large number of learners in the training rooms which were not deemed fit for the amount of people.

17. LEARNERS MARKETING ENTRY MODULES Channels
Varying levels of participants
New components
(e.g. academic writing)
Pre-course information
Large number of learners
Access to library
Some of the participants suggested that the introduction of a new study unit focusing on academic writing would further improve the skills gained through the diploma.
Moreover, according to the participants of the diploma, a module focusing on academic writing would help them to write better essays throughout the course.
Some participants also expressed the desire to have access to more journals and books, perhaps also through the libraries of other universities or entities.

18. FAVOURITES 26% MODULE 3 MODULE 1 MODULE 14 16% 23%
Lesson planning & preparation
26%
(Especially popular among 35-44yo)
MODULE 1
Adult Learning from theory to practice
23%
MODULE 14
Programme Development
16%
MOST RELEVANT MODULES

19. LEAST FAVOURITES 26% MODULE 13 MODULE 10 11% MODULE 4 10%
Public Relations & Marketing
26%
Especially unpopular among 35-44yo)
MODULE 10
Use of Information & Communication Technology
11%
MODULE 4
Instructional methods in e-Learning for Adult Education
10%
LEAST RELEVANT MODULES

20. LEARNERS MARKETING ENTRY MODULES ASSESSMENT Channels
Varying levels of participants
New components
(e.g. academic writing)
Methods
Pre-course information
Large number of learners
Access to library
Inconvenience due to commitments
The team work required in module assessments impacted the learners positively, enabling them to gain the confidence required in order to be an effective adult educator.
Despite the positive impact the assessment methods left on the learners, some of the participants voiced a concern about the lack of variety in these modes. For many, although the importance of working in groups was recognised, the challenges normally faced when working in teams, such as finding a convenient time to set a meeting were frequently faced. In addition, the participants highlighted that as adults each had several other responsibilities to adhere to and faced difficulties in juggling these responsibilities and the teamwork required by the course.

21. LEARNERS MARKETING ENTRY MODULES ASSESSMENT Practicum Channels
Varying levels of participants
New components
(e.g. academic writing)
Methods
Organisation
Pre-course information
Large number of learners
Access to library
Inconvenience due to commitments
Knowledge area
Generally, it was the younger age groups that failed to complete the Practicum and surprisingly, those with a lower level of education.
Some participants argued that they were not given enough time to prepare for the Practicum.
Some of the participants explained that they did not own an area of expertise, leaving them without a topic of their own to teach for the Practicum. Similarly, some learners explained that they were unable to use the subject they were most knowledgeable in to complete the Practicum because that topic was already being taught by someone else.
Some also voiced concerns about having to find a venue to complete the Practicum as well as attendees. Many did not feel that it was fair on them to organise their own Practicum.

22. Assessment Expectations
Entry requirements
Expectations
KEY TAKE OUTS
The entry requirements were a focal point of discussion between learner, lecturers and board members. The majority agreed that a set of minimum entry requirements should be in place, so that the knowledge transferred could be of a higher level. Apart from this, having a group of learners with a similar educational backgrounds will make it easier both for the adult educator to deliver the lesson and for the participants to take the most they can out of the course.
More variety of assessment methods required.
The information given during the marketing phase of the course, the information provided regarding the course outline and even the information given to learners during the course especially about the Practicum, were mentioned more than once by the learners who had participated in the course. Providing interested candidates with as much information as possible would align their expectations of the course with the outcomes and increase their satisfaction with the diploma.

23. THANK YOU