DEPARTMENT OF ADULT EDUCATION
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Item Coping experiences of graduate students on full-time employment and full-time academic programmes(Taylor & Francis, 2020) Amponsah, S.; Kumi-Yeboah, A.; Adjapong, S. O.; Omoregie, C. O.There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structured interviews. Findings from the study revealed that the participants' inability to secure financial support for their studies and the need to consolidate their jobs were the key factors influencing their decision to combine full-time study and work. Results also showed that flexitime arrangements served as the best strategy for coping with the two full-time endeavours. Additional results indicated that focusing on one role at the expense of the other and some form of subtle support from superiors were motivators for the study subjects to cope with the dual roles. Moreover, it was apparent that these full-time working-students often experience compelling challenges as a result of their engagement which are potential reasons for employment dishonesty among such employees. The findings of this study are important for consideration among higher educational institutions, employers, policymakers, graduate students, and others.Item Refocusing adult education in conformity with fundamental changes of modern realties(2016-08) Ojokheta, K.O.; Omokhabi, A. A.The growing importance of adult education as a major instrument for achieving sustainable lifelong learning in various spheres of human endeavours have led to fundamental changes in its structure and tenets. Based on these changes, this paper, therefore, provided a strong justification for refocusing the structures and tenets of adult education in conformity with fundamental changes of modem realties. The paper began with a critical dissection of the cardinal areas where fundamental changes have occurred in adult education. Such areas include: the new understanding and definitions of adult education, the new roles and objectives of Adult Education, the expanded components of Adult Education, the expanded philosophical approach of adult education, the expanded learning environment (ELE), the expanded views of the rationale behind educating them, and the expanded perceptions of the commonly accepted beliefs regarding adult education. The paper was concluded with some recommendations on the strategies for reshaping the structures and tenets of adult education in Nigeria in order to make the discipline conforms to these documented changes