The Experiences of Adult Learners in Reintegrating Into the Education System: A Case Study of Mashishi Adult Learning Centre in Driekop Circuit

Abstract

In South Africa, the reintegration of adult learners is one of the most important aspects of the lifelong learning agenda. This is particularly true for rural CLCs that cater for communities that have been marginalised historically. Although the nation has made a lot of promises regarding access to education, adult learners still face complicated barriers that have a profound effect on their ability to go back to school. This qualitative case study brings to light adult learners' challenges at Mashishi Adult Learning Centre, Driekop Circuit, and tries to understand how personal experience, economic factors, institutional conditions, and psychological aspects affect their reintegration journey. The study which is grounded in Knowles’ Adult Learning Theory and Mezirow’s Transformative Learning Theory, utilized semi structured interviews, classroom observations, and document analysis to provide detailed and comprehensive stories. Through purposive sampling, eight learners and three educators were interviewed, whose perspectives not only reveal the adult learning space challenges but also the opportunities. It came to light that reintegration is a result of various factors that intersect such as money problems, disruption of previous schooling, taking care of the family, lack of academic confidence, and support in the institution which is not always there. At the same time, students use their determination, inner drive, study group, and teachers who encourage to continue learning. According to the study, reintegration is a multifaceted, emotional, and potentially transformative journey. The recommendations call for the support systems to be strong, pedagogies to be flexible, and resources provisioning to be improved across the CLCs.