This archive report was first published on 14 September 2019.
Adults Seeking Education Face Barriers in Africa ¶
Published on September 14, 2019
Thousands of adults in Africa are seeking education but face barriers due to rigid educational policies and structures. They are often deterred by the need to retake exams or obtain traditional certificates, which can be a significant obstacle for those with limited financial resources or family commitments.
One such individual is Julius Owele, a married man with four children who works as a clerk at an industrial plant in Nairobi. Despite working for nine years, Owele has never risen past the clerical echelon and is struggling to access higher education due to his low grades.
However, there is hope for adults like Owele. Adult Experiential Learning offers a solution, allowing adults to earn degrees based on their life and work experiences. This approach recognizes the value of experiential learning and provides a means for adults to acquire new skills and knowledge without the need for traditional exams.
Experiential learning is a cycle that involves experience and reflection. It was first suggested by prominent educationalists such as Jean Piaget, John Dewey, and David Kolb. The World Council for Adult Learning, with headquarters in the USA, has been promoting this approach for over 46 years.
The African branch of the World Council, the African Council for Adult Experiential Learning (ACAEL), was launched in 2007. It provides scientific and professional tools to evaluate and assign 'Credit Values' to Life Achievement and Work Experience. The process, known as MATRIC, uses special tools and a select set of experts to undertake 'Mature Talent Evaluation', 'Credit Matriculation', and 'Accreditation Process'.
Adults who undergo this process receive a 'Learning Prescription' that matches usual course units in the form of Credit Points. This prescription indicates the right course, level, modules to be exempted, additional modules, and support programmes needed to fill skills gaps and build intellectual demand. The universities or colleges that accept the credits are also specified.
Many international universities are members of the council, and their courses easily get assigned these credit values, making it easier for adults to access higher education without the usual grades threshold from traditional examinations.
Adults like Julius Owele and James Osore, who have struggled to access education due to their low grades, now have a chance to pursue their dreams. The Adult Experiential Learning approach offers a solution to the barriers faced by adults in Africa seeking education.
