Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education

Leila Rezaii; Alireza Assareh; Rezvan Hakimzade; Bahram Saleh Sedghpour

doi:doi:10.11648/j.ijeedu.20200904.12

| Peer-Reviewed

Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education

Leila Rezaii, Alireza Assareh, Rezvan Hakimzade, Bahram Saleh Sedghpour

Published in International Journal of Elementary Education (Volume 9, Issue 4)

Received: 15 March 2020 Accepted: 30 March 2020 Published: 16 December 2020

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The overall purpose of this study is to investigate the current and desirable status of adult education curricula in elementary and post-elementary education. In this study, exploratory mixed method was used. In the quantitative section the statistical population was all professors and experts in the field of adult education in the country that 25 people were selected based on theoretical and snowball sampling method. Samples in the qualitative section included all upstream documents related to adult education curriculum and professors, curriculum experts, and adult education that ten people were selected through theoretical sampling (Theoretical) and snowball. The research tool in the qualitative section was semi-structured interview and in the quantitative section a researcher-made questionnaire (based on the qualitative section results). Quantitative data analysis was performed using descriptive and inferential statistics and qualitative data analysis using thematic analysis. The quantitative and qualitative results of the present study showed that twelve components of philosophical foundations, sociological foundations, psychological foundations, political foundations, content, goals, evaluation, teaching and learning strategies, learning time and space, teaching and learning activities, learning materials and teamworking form the cornerstone of the post-elementary curriculum. The results of this study showed that there is a significant difference between the current situation and the desirable status of adult education curricula in elementary and post-primary education.

Published in	International Journal of Elementary Education (Volume 9, Issue 4)
DOI	10.11648/j.ijeedu.20200904.12
Page(s)	88-99
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Adult Education, Curriculum, Primary Education, Post-elementary Education

References

[1]	Ryan, J. (2005). Improving teaching and learning practices for international students: implications for curriculum, pedagogy and assessment. New York: Routledge. Abedii, Dehaghi, Lotfali (2002). Review of Literacy Programs Fit to the Needs and Conditions of Literacy Students, Isfahan, Faculty of Education.
[2]	Ebrahimzadeh, Isa and Mahmoud Davoodi, Amir Hossein (2009). Investigating the Principal Components of Adult Education to Present an Appropriate Model in Iran, Journal of Educational Leadership and Management, Islamic Azad University of Garmsar Branch, Third Year, No. 4, and pp. 29-33.
[3]	Aqazadeh, Moharram et al. (2016). In a study titled: Evaluation of Adaptation of Literacy Courses to Higher Education Adoption Goals from the Teachers' Viewpoint, Tehran: Literacy Movement Organization.
[4]	Robinson, Pant )2003). Existing research on adult literacy. Roeper Review, 25 (3), 280-329.
[5]	Aberge, R., Mogstad, M., & Peragine, V. (2011). Measuring long-term inequality of opportunity. Journal of Public Economics, 95 (3), 193-204.
[6]	Jarvius, Peter (2012). Adult Education and Continuing Education. Translated by Gholamali Sarmad. Tehran. Side Publications and Fourth Edition.
[7]	Mir Hosseini, Zohreh and Arjomandnia, Ali Akbar (2008). Content Analysis of Non-Textbook Students' Literacy Movement in Tehran, Quarterly Journal of Islamic Azad University, No. 1.
[8]	Abedii, Dehaghi, Lotfali (2002). Review of Literacy Programs Fit to the Needs and Conditions of Literacy Students, Isfahan, Faculty of Education.
[9]	Haghi, Nasser (1992). Causes of Illiteracy in Basic Literacy Students, Tehran: Literacy Movement Organization.
[10]	Lotfi, Ahmad (1996). Investigating the Level of Basic Literacy Students' Reading Skills, Tehran: The Literacy Movement - Lindsay & Johnson, 1992, for a more extended.... from whom one initially learned it-Allen & Jacoby 1990.
[11]	Mahnaei, Seyyed Qasim (2000). Investigating the Reasons for Fifth Adult Literacy Attendance of Yazd 1999, Kohkiloyeh & Boyer Ahmad Provincial Planning and Literacy Office, School of Human Resources Training, 68.
[12]	Ojaghi, Ali; Hashemnejad, Alireza (1999). The Effect of Applied Education on Preventing Academic Dropout of East Azarbaijan Students, Office of Planning and Human Resources Training of East Azarbaijan Province.
[13]	Shah Aliloo, Behzad; Ghannimi, Mohammad (1998). Investigating Barriers to Illiterate Absorption Foundation of West Azerbaijan Literacy Movement in 1996, Urmia: Literacy Movement of West Azerbaijan Province.
[14]	Hushangi et al. (1990). A Study of the Causes of Academic Deprivation of Students, Tehran: Literacy Movement Organization.
[15]	Ghaffari, Saeed (2000). Adult and Toddler Education. Tehran: Print.
[16]	Shafiei, Nahid. (2012). Adult Education Website. Islamic Azad University, Islamshahr Branch, Second Edition.
[17]	Fundamental Transformation Document. (2014). Ministry of Education, Higher Education and Cultural Revolution Council, Tehran.
[18]	Perrin, For MemRS (2009). Sound of evaluation, Sage, Thousand Davidson, EJ 2005, Evaluation methodology basics: the nuts and bolts of sound evaluation, Sage, Thousand Oaks, California.
[19]	Secretariat of Higher Education Council. (2009). Approvals Collection. Tehran: School.
[20]	Dehghani, Marzieh; Amin Khandaghi, Maghsoud; Jafari Sani, Hossein; Nogani Dukht Bahmani, Mohsen. (2011). Exploring Conceptual Patterns in the Curriculum Area: A Critique of Studies Conducted by the Pattern Design Approach in the Curriculum, Curriculum. Research Principles of Education, 136-1999.
[21]	Kurd Noghani, Razor (1998). Predictors of Illiteracy Returns to Literacy Graduates. Journal of Sociology of Education, Successive 1 (1), pp. 60-61.
[22]	Yarmohammadian, Mohammad Hossein. (2010) Principles of Curriculum Planning, Book Memoirs Publishing, Fourth Edition.
[23]	Kurd Zangana, Shahnaz (2005). Evaluation of the Relevance of Behavioral Goals in Persian Basic Course Book with Learning Levels, Tehran: Literacy Movement Organization.
[24]	Mohammadi, Mehdi and Marzoukhi, Rahmatollah (2016). Higher education curriculum based on a lifelong learning approach - a qualitative approach. Journal of Higher Education Curriculum Studies, Spring & Summer 2016, Volume 6, Number 13.
[25]	Abdullah, M. H. (2008). Adult Participation in Self-Directed Learning Programs. International education studies. www.ccsenet.org, journal. Vol 1, no, 3, p 68.
[26]	Mulayi, Behzad (1999). Investigating the Factors Affecting Adult Sisters' Failure to Attend Literacy Movement From the Perspectives of Sanandaj Teachers, Planning and Human Resources Training Office, Kurdistan Province.
[27]	Miziro, O. K. (2009). Automotive engineering curriculum development: case study for Clemson University, Journal of Great Lakes Research, Vol. 28, No. 1, p. 11.
[28]	Mokhabat, Mohammad; Ghodrati, Mehdi and Rezapurlakani, dawn. (2014). Content Analysis of Learning Indicators in Educational Books of the Literacy Movement Follow-Up Study Groups. Journal of Modern Educational Thoughts. Volume 9, Number 2. Pages: 109-130.

Cite This Article

Plain Text BibTeX RIS

APA Style

Leila Rezaii, Alireza Assareh, Rezvan Hakimzade, Bahram Saleh Sedghpour. (2020). Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education. International Journal of Elementary Education, 9(4), 88-99. https://doi.org/10.11648/j.ijeedu.20200904.12

Copy | Download

ACS Style

Leila Rezaii; Alireza Assareh; Rezvan Hakimzade; Bahram Saleh Sedghpour. Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education. Int. J. Elem. Educ. 2020, 9(4), 88-99. doi: 10.11648/j.ijeedu.20200904.12

Copy | Download

AMA Style

Leila Rezaii, Alireza Assareh, Rezvan Hakimzade, Bahram Saleh Sedghpour. Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education. Int J Elem Educ. 2020;9(4):88-99. doi: 10.11648/j.ijeedu.20200904.12

Copy | Download

@article{10.11648/j.ijeedu.20200904.12,
  author = {Leila Rezaii and Alireza Assareh and Rezvan Hakimzade and Bahram Saleh Sedghpour},
  title = {Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {4},
  pages = {88-99},
  doi = {10.11648/j.ijeedu.20200904.12},
  url = {https://doi.org/10.11648/j.ijeedu.20200904.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200904.12},
  abstract = {The overall purpose of this study is to investigate the current and desirable status of adult education curricula in elementary and post-elementary education. In this study, exploratory mixed method was used. In the quantitative section the statistical population was all professors and experts in the field of adult education in the country that 25 people were selected based on theoretical and snowball sampling method. Samples in the qualitative section included all upstream documents related to adult education curriculum and professors, curriculum experts, and adult education that ten people were selected through theoretical sampling (Theoretical) and snowball. The research tool in the qualitative section was semi-structured interview and in the quantitative section a researcher-made questionnaire (based on the qualitative section results). Quantitative data analysis was performed using descriptive and inferential statistics and qualitative data analysis using thematic analysis. The quantitative and qualitative results of the present study showed that twelve components of philosophical foundations, sociological foundations, psychological foundations, political foundations, content, goals, evaluation, teaching and learning strategies, learning time and space, teaching and learning activities, learning materials and teamworking form the cornerstone of the post-elementary curriculum. The results of this study showed that there is a significant difference between the current situation and the desirable status of adult education curricula in elementary and post-primary education.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education
AU  - Leila Rezaii
AU  - Alireza Assareh
AU  - Rezvan Hakimzade
AU  - Bahram Saleh Sedghpour
Y1  - 2020/12/16
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200904.12
DO  - 10.11648/j.ijeedu.20200904.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 88
EP  - 99
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200904.12
AB  - The overall purpose of this study is to investigate the current and desirable status of adult education curricula in elementary and post-elementary education. In this study, exploratory mixed method was used. In the quantitative section the statistical population was all professors and experts in the field of adult education in the country that 25 people were selected based on theoretical and snowball sampling method. Samples in the qualitative section included all upstream documents related to adult education curriculum and professors, curriculum experts, and adult education that ten people were selected through theoretical sampling (Theoretical) and snowball. The research tool in the qualitative section was semi-structured interview and in the quantitative section a researcher-made questionnaire (based on the qualitative section results). Quantitative data analysis was performed using descriptive and inferential statistics and qualitative data analysis using thematic analysis. The quantitative and qualitative results of the present study showed that twelve components of philosophical foundations, sociological foundations, psychological foundations, political foundations, content, goals, evaluation, teaching and learning strategies, learning time and space, teaching and learning activities, learning materials and teamworking form the cornerstone of the post-elementary curriculum. The results of this study showed that there is a significant difference between the current situation and the desirable status of adult education curricula in elementary and post-primary education.
VL  - 9
IS  - 4
ER  -

Copy | Download

Author Information

Leila Rezaii

Humanstic Science Department, Shahid Rajaii Teacher Training Center, Tehran, Iran
Alireza Assareh

Humanstic Science Department, Shahid Rajaii Teacher Training Center, Tehran, Iran
Rezvan Hakimzade

Educational Department, Tehran University, Tehran, Iran
Bahram Saleh Sedghpour

Humanstic Science Department, Shahid Rajaii Teacher Training Center, Tehran, Iran

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Leila Rezaii, Alireza Assareh, Rezvan Hakimzade, Bahram Saleh Sedghpour. (2020). Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education. International Journal of Elementary Education, 9(4), 88-99. https://doi.org/10.11648/j.ijeedu.20200904.12

Copy | Download

ACS Style

Leila Rezaii; Alireza Assareh; Rezvan Hakimzade; Bahram Saleh Sedghpour. Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education. Int. J. Elem. Educ. 2020, 9(4), 88-99. doi: 10.11648/j.ijeedu.20200904.12

Copy | Download

AMA Style

Leila Rezaii, Alireza Assareh, Rezvan Hakimzade, Bahram Saleh Sedghpour. Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education. Int J Elem Educ. 2020;9(4):88-99. doi: 10.11648/j.ijeedu.20200904.12

Copy | Download

@article{10.11648/j.ijeedu.20200904.12,
  author = {Leila Rezaii and Alireza Assareh and Rezvan Hakimzade and Bahram Saleh Sedghpour},
  title = {Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {4},
  pages = {88-99},
  doi = {10.11648/j.ijeedu.20200904.12},
  url = {https://doi.org/10.11648/j.ijeedu.20200904.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200904.12},
  abstract = {The overall purpose of this study is to investigate the current and desirable status of adult education curricula in elementary and post-elementary education. In this study, exploratory mixed method was used. In the quantitative section the statistical population was all professors and experts in the field of adult education in the country that 25 people were selected based on theoretical and snowball sampling method. Samples in the qualitative section included all upstream documents related to adult education curriculum and professors, curriculum experts, and adult education that ten people were selected through theoretical sampling (Theoretical) and snowball. The research tool in the qualitative section was semi-structured interview and in the quantitative section a researcher-made questionnaire (based on the qualitative section results). Quantitative data analysis was performed using descriptive and inferential statistics and qualitative data analysis using thematic analysis. The quantitative and qualitative results of the present study showed that twelve components of philosophical foundations, sociological foundations, psychological foundations, political foundations, content, goals, evaluation, teaching and learning strategies, learning time and space, teaching and learning activities, learning materials and teamworking form the cornerstone of the post-elementary curriculum. The results of this study showed that there is a significant difference between the current situation and the desirable status of adult education curricula in elementary and post-primary education.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education
AU  - Leila Rezaii
AU  - Alireza Assareh
AU  - Rezvan Hakimzade
AU  - Bahram Saleh Sedghpour
Y1  - 2020/12/16
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200904.12
DO  - 10.11648/j.ijeedu.20200904.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 88
EP  - 99
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200904.12
AB  - The overall purpose of this study is to investigate the current and desirable status of adult education curricula in elementary and post-elementary education. In this study, exploratory mixed method was used. In the quantitative section the statistical population was all professors and experts in the field of adult education in the country that 25 people were selected based on theoretical and snowball sampling method. Samples in the qualitative section included all upstream documents related to adult education curriculum and professors, curriculum experts, and adult education that ten people were selected through theoretical sampling (Theoretical) and snowball. The research tool in the qualitative section was semi-structured interview and in the quantitative section a researcher-made questionnaire (based on the qualitative section results). Quantitative data analysis was performed using descriptive and inferential statistics and qualitative data analysis using thematic analysis. The quantitative and qualitative results of the present study showed that twelve components of philosophical foundations, sociological foundations, psychological foundations, political foundations, content, goals, evaluation, teaching and learning strategies, learning time and space, teaching and learning activities, learning materials and teamworking form the cornerstone of the post-elementary curriculum. The results of this study showed that there is a significant difference between the current situation and the desirable status of adult education curricula in elementary and post-primary education.
VL  - 9
IS  - 4
ER  -

Copy | Download