Out of the impact

‘Out of the Impact’

Charting the learning journey of a group of adults returning to education


Introduction

Rationale

Context/Study group

Methodology

Findings

Recommendations


‘While the impetus or stimulus to learn comes from outside

the sense of discovery and comprehending comes from

within’ (Rogers, 1969, p.35)


“I’ve had a horrible few years on my own, rearing my children. My husband left and moved in with a younger girl…….. I decided I’m going to make a life for me and the four kids. Do course, get a job and be happy” Lisa

“Everyone was saying like you should be doing something…a lot of friends find it hard to believe your

happy….but I was perfectly happy at home” Sophie

“I was pregnant and dropped out of college…then it was for me to go back , that I wasn’t a statistical young

mother” Fiona


Study Group

Age Profiles* 20-30 yrs. 30-40 yrs. 40-50 yrs. 50-60 yrs. Total

No. of students 7 11 5 3 26

% of total 27 % 42.3 % 19.2 % 11.5 % 100


Work Experience

Workexperience

Working in Childcare at time of study.

Not working in Childcare at time of study

Working in other employments at time of study

Not working outside of the home at time of study

Total

No. of students 9 17* 5 12 26

% of total 34.6 % 65.3 % 19.2 % 46.1 % 100

‘Out of the Impact’Educational Experience

Educational experience

Completed 2nd level.

Participated in 3rd level/ University level course

Participated in other adult education course

Participated in other e.g. staff training courses

Total

No. of students

18 5 8 15* 26

% of total 69.2 % 23.5 % 17.6 % 64.7 % 100


Methodology:

Literature Review

Qualitative Research

Case Study

Questionnaire

3 x Focus Groups

Participant Observation


The main questions this research asks are: In what ways, if any, does returning to education impact on a group of adult

learners?

What were the motivating factors behind their decision to return to education?

How did returning to education impact on the families of the learners?

How did returning to education impact on the identity of the learners?

How did returning to education impact on peer relationships?

What was the impact of the teaching methods on the students learning?

In what ways can we better support adults who choose to return to education?

‘Out of the Impact”

Methodology: Focus Groups

The six themes identified are;Motivation to return to study.Impact on the family.Perception of self as adult learner: Impact on identity.Communities of practice: Impact on peer relationships.Teaching and learning methodology: Impact of teaching

on learning.Impact of education as facilitator of self-efficacy and

positive risk-taking behavior.


Findings: Motivation

“I decided what I want to do with my life, not just to better my son’s life,

which might sound quite selfish, but it’s to better my life as well. I want

that degree, I want to better myself, to have a career, not just a job but

something I am passionate about, that I really enjoy doing as well” Erin


Findings: Impact on Family

“My children go to my mother’s house at nine o’clock 9 in the morning…and again I’m home from work and I’m ready

to come down here, they’re not home so I don’t see them until the next morning. It‘s hard” Vanora

“I’m in the office now and I’m doing me work and I’m constantly thinking – Jesus – I should have finished the

ironing before I sat down...what time is it now. Do I need to get up and put on the potatoes” Tracey

‘Out of the Impact

Findings: Impact on Identity

“I do feel better about myself and for some reason feel more

acceptable to other people…I feel the classes have given me

an awareness of life outside my little world. I’m mixing with

people other than my friends and family…Nobody has an

expectation of me” Grainne

“Out of the Impact’

Findings: Impact on peer relations

“This is not so much a class as a community” Fiona

“The class are a lovely inspiring group of women from all

social and opinion holding groups and there was a sense of

being in it together…..We talked, gave out and helped each

other throughout the course” Erin

‘Out of the Impact’Findings: Impact of teaching on learning

“We’re not just sitting there. He tutor’s giving examples of real life

things you can relate to. Openly debated opinions, self-expression and

even jokes allow for information to be both discussed and learned”

Michelle

“Give me a hand. I’m not telling you to spoon-feed me the assignment.

I’m just telling you to be more clear about what we’re going to do…

more clarity that’s what I want” Tracey


Findings: Impact of education as facilitator of self-efficacy and positive risk-taking behavior.

“I suppose I’m trying to do things that used to cause me

social anxiety….I don’t know where it is going to lead, it’s

going to take me years to get there. I want to work with kids

and I want troubled kids they’re going to be ok…’cause I

thought I was doolally, you know what I mean” Kate


In what better ways can we support adults who choose to return to education?


Where is the point at which the merely individual

Explosion breaks

In the path of an action merely typical

To create the universal, originate a symbol

Out of the impact? This is a meeting

On which we attend

T.S Eliot (1888–1965), "A Note on War Poetry."

Documents

Out of the impact