La problématique de ''départ précoce'' dans les classes d'alphabétisation des adultes au Togo : analyse selon le paradigme théorique de l'expectancy-value
(2011)
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- Abstract
- (en) Recent years have seen significant growth among adults who engage in literacy training (Comings, 1995; Vella, 2002; Robinson-Pant, 2004). The field observations have shown that adults who engage in literacy do not complete the classes they attend (Comings, 2007; Bourdon, 2010). According to Feather (1992) et Eccles & Wigfield (2002), people carry out a task because they are motivated. So they have perceived the value of the activities and believed to succeed them. Besides, they strive to acquire knowledge and skills regarding goals they are pursuing with the perspective that they will help to improve their daily life. In this research, our purpose is to understand why adults did not complete literacy classes. What are the different causes of their "Early Leaving" from classes? We hypothesized that when goals are met and learning are acquired, adults leave classes. The methodology is both quantitative and qualitative, using questionnaire and interview guide. In total, 10 sites comprising four urban and six rural were visited. 152 respondents were interviewed. They include 132 learners, 15 monitors and 5 supervisors. Data were analyzed and presented through two approaches: a qualitativo-quantitative approach and a monographic approach which targeted the profile of six learners from literacy classes. Results highlighted that learners are all women with varied profiles in terms of age, level of education and classes attendance. 86% have left literacy classes before the end of learning activities which were designed to last for a period of 9 months. Data analysis has mainly focused on engagement motives, goals pursued, value perception of learning activities, choice of learning activities, factors influencing engagement, learning and classes attendance. Finally, only 14% have completed classes. Among those who left, learners who left before 3 months have not achieved learning skills, and some of those who left between 4 and 6 months, did not achieve some learning skills. However, all of them are losing some of the skills acquired. This being explained by the fact that their environment is poor in stimulation that could help them to use or enhance learning skills. Results also indicated that they pursued more Do goals, related to their daily needs of subsistence of the family and the education of children, than Be or identity goals. Thus, adults pursuing Do goals and have achieved some learning that are useful, are the first to leave classes. Those who have pursued Be goals or have re-evaluated their goals, ended the 9 month classes. And among them those who pursue identity goals of identification are the only ones that are still writing. In summary, three categories can be distinguished: adults that have not achieved learning skills or attained their goals despite the fact that they were attending the classes; adults who have achieved learning skills that match their goals; and adults who have acquired learning skills corresponding to their goals and continue to use the acquired skills. In sum, the fact that many learners leave prior to the 9 months term questions the desirability and the perception of the adult literacy classes. Our results also found that the training offered is too closed to school models while adults have always learned through informal learning. Then, how to restore meaning to literacy classes today, for adults, such it was well demonstrated in our research?
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Amenyah, E. N. (2011). La problématique de ″départ précoce″ dans les classes d’alphabétisation des adultes au Togo : analyse selon le paradigme théorique de l’expectancy-value. https://hdl.handle.net/2078.5/153882