Adult and continuing education in the UAE: Navigating challenges and grasping opportunities

Abstract

Adult and continuing education is a vital component of the modern education system, as it enables individuals to continue learning and growing throughout their lives. This research study aims to (1) discuss the concept of adult and continuing education in the United Arab Emirates (UAE), (2) examine the challenges and the supportive factors for adult learners to participate in academic programs, and (3) present some applicable recommendations for practice to improve adult and continuing education in the UAE. A mixed-method research design was chosen to accomplish the study objectives. A sample of 44 participants was interviewed, and 224 responded to the study questionnaire. Findings showed that the admission process is the most effective motivator for adult learners; however, information and instructional clarity are needed. Adult learners face several obstacles, such as financial issues, personal competencies, and work pressure. Moreover, academic advising, adopting active learning, enhancing learning resources, and flexibility in course and exam scheduling have yet to be achieved. Future research suggests reviewing the teaching approaches and institutional policies to support the inclusion of adult learners in adult and continuing education programs. Recommendations for practice in higher education settings are presented.

Keywords

Adult education continuing education higher education lifelong learning challenges of education

Get full access to this article

View all access options for this article.

References

Aljohani

O. H.

Alajlan

S. M.

(2020). Motivating adult learners to learn at adult-education schools in Saudi Arabia. Adult Learning, 31(4), 150–160. https://doi.org/10.1177/1045159519899655

Audin

Davy

Barkham

(2003). University quality of life and learning (UNiQoLL): An approach to student well-being, satisfaction, and institutional change. Journal of Further and Higher Education, 27(4), 365–382. https://doi.org/10.1080/0309877032000128073

Baharudin

S. N. A.

Murad

Mat

N. H. H.

(2013). Challenges of adult learners: A case study of full-time postgraduate students. Procedia-social and behavioral sciences, 90, 772–781. https://doi.org/10.1016/j.sbspro.2013.07.151

Beatty

R. M.

(2001). Continuing professional education, organizational support, and professional competence: Dilemmas of rural nurses. The Journal of Continuing Education in Nursing, 32(5), 203–209. https://doi.org/10.3928/0022-0124-20010901-05

Bernhard-Skala

(2019). Organizational perspectives on the digital transformation of adult and continuing education: A literature review from a German-speaking perspective. Journal of Adult and Continuing Education, 25(2), 178–197. https://doi.org/10.1177/1477971419850840

Bok

G. I.

(2021). Adult learners' challenges in distance learning: A case study in Universiti Sains Malaysia. Issues in Educational Research, 31(1), 19–36. https://doi.org/10.3316/informit.748672803315267

Chisholm

Larson

Mossoux

A. F.

van Rens

Stavrou

(2004). Lifelong learning: citizens’ views in close-up: findings from a dedicated Eurobarometer survey. Luxembourg: Office for Official Publications of the European Communities.

Chisholm

Larson

Mossoux

A. F.

van Rens

Stavrou

(2004). Lifelong learning: Citizens' views in close-up: Findings from a dedicated Eurobarometer survey: Office for Official Publications of the European Communities.

Ciobanu

(2013). The role of student services in the improving of student experience in higher education. Procedia-Social and Behavioral Sciences, 92, 169–173. https://doi.org/10.1016/j.sbspro.2013.08.654

10.

Coombs

P. H.

Ahmed

(1974). Attacking rural poverty. How nonformal education can help (p. xvi+-292). The Johns Hopkins University Press.

11.

Das

Kumar

(2021). Motivational orientation for adult learners. Journal of Adult and Continuing Education, 28(2), 615–633. https://doi.org/10.1177/14779714211043903

12.

de Lima Ferreira

Bertotti

G. R.

(2016). Continuing education for professional development in higher education teaching. Creative Education, 7(10), 1425–1435. https://doi.org/10.4236/ce.2016.710148

13.

de Oliveira Pires

A. L.

(2009). Higher education and adult motivation towards lifelong learning: An empirical analysis of university post-graduates perspectives. European Journal of Vocational Training, 46(1), 129–150.

14.

Dingus

Bašić

(2021). Adult education in the United Arab Emirates. Al Qasimi Foundation for Policy Research.

15.

Engin

McKeown

(2017). Motivation of Emirati males and females to study at higher education in the United Arab Emirates. Journal of Further and Higher Education, 41(5), 678–691. https://doi.org/10.1080/0309877X.2016.1159293

16.

Farajollahi

Moenikia

(2010). The study of relation between students support services and distance students’ academic achievement. Procedia-Social and Behavioral Sciences, 2(2), 4451–4456. https://doi.org/10.1016/j.sbspro.2010.03.710

17.

Foley

(2020). Understanding adult education and training. Routledge.

18.

Freire

(1970). Pedagogy of the oppressed (MB Ramos, Trans.). Continuum, 2007. https://ncca.ie/media/2581/paulo-freire-v2.pdf

19.

Freire

(1973). Education for critical consciousness. Seabury Press.

20.

Garcla-Aracil

(2009). European graduates’ level of satisfaction with higher education. Journal of Higher Education, 57(1), 1–21. https://doi.org/10.1007/s10734-008-9121-9

21.

Hall

B. L.

(2009). Higher education, community engagement, and the public good: Building the future of continuing education in Canada. Canadian Journal of University Continuing Education, 35(1), 11–23. https://doi.org/10.21225/D5BC7N

22.

Henderson

Fox

Malko-Nyhan

(2006). An evaluation of preceptors’ perceptions of educational preparation and organizational support for their role. The Journal of Continuing Education in Nursing, 37(3), 130–136. https://doi.org/10.3928/00220124-20060301-04

23.

Henry

G. T.

Basile

K. C.

(1994). Understanding the decision to participate in formal adult education. Adult Education Quarterly, 44(2), 64–82. https://doi.org/10.1177/074171369404400202

24.

Houle

C. O.

(1972). The design of education. Jossey-Bass.

25.

Kara

Erdogdu

Kokoç

Cagiltay

(2019). Challenges faced by adult learners in online distance education: A literature review. Open Praxis, 11(1), 5–22. https://doi.org/10.5944/openpraxis.11.1.929

26.

Kimaro

Machumu

Kalimasi

Heikkinen

(2022). Challenges of adult education provision towards social sustainability at the Institute of Adult Education Morogoro Campus. Journal of Institute of Adult Education, 24(1), 1–23. https://doi.org/10.61408/jaet2022v24i01.10

27.

Knowles

M. S.

(1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.

28.

Loeng

(2020). Self-directed learning: A core concept in adult education. Education Research International, 2020, 1–12. https://doi.org/10.1155/2020/3816132

29.

Mason

(2020). Higher education, initial vocational education and training and continuing education and training: Where should the balance lie? Journal of Education and Work, 33(7-8), 468–490. https://doi.org/10.1080/13639080.2020.1755428

30.

Matsumoto

(2019). Literature review on education reform in the UAE. International Journal of Educational Reform, 28(1), 4–23. https://doi.org/10.1177/1056787918824188

31.

Merriam

S. B.

Baumgartner

L. M.

(2020). Learning in adulthood: A comprehensive guide. Wiley.

32.

Merriam

S. B.

Cunningham

P. M.

(1989). Handbook of adult and continuing education. The Jossey-Bass higher education series. Jossey-Bass Inc., 350 Sansome Street, San Francisco, CA 94104.

33.

Onyenemezu

E. C.

(2012). Adult education and the challenges of the 21st century in Nigeria. Journal of Education and Practice, 3(5), 1–6. https://www.iiste.org/Journals/index.php/JEP/article/view/1492

34.

Pinto

Leite

(2020). Digital technologies in support of students learning in higher education: Literature review. Digital Education Review, (37), 343–360. https://doi.org/10.1344/der.2020.37.343-360

35.

Puskar

K. R.

Marie Bernardo

(2007). Mental health and academic achievement: Role of school nurses. Journal for Specialists in Pediatric Nursing, 12(4), 215–223. https://doi.org/10.1111/j.1744-6155.2007.00117.x

36.

Russo-Gleicher

(2013). Qualitative insights into faculty use of student support services with online students at risk: Implications for student retention. Journal of Educators Online, 10(1), 1–32. https://doi.org/10.9743/jeo.2013.1.4. https://www.learntechlib.org/p/114390/

37.

Shields

K. A.

Walsh

M. E.

Lee-St John

T. J.

(2016). The relationship of a systemic student support intervention to academic achievement in urban Catholic schools. Journal of Catholic Education, 19(3), 116–141. https://doi.org/10.15365/joce.1903072016

38.

UNESCO . (2021). Sustainable Development Goal 4 (SDG 4) | Education within the 2030 Agenda for Sustainable Development. SDG 4 Education 2030. https://sdg4education2030.org/the-goal

39.

UNESCO Institute for Lifelong Learning (UIL) . (2019). 4th global report on adult learning and education: Leave no one behind: Participation, equity and inclusion. UNESCO. https://uil.unesco.org/adulteducation/global-report/fourth-global-report-adult-learning-and-education

40.

Wilkins

Balakrishnan

M. S.

(2013). Assessing student satisfaction in transnational higher education. International Journal of Educational Management, 27(2), 143–156. https://doi.org/10.1108/09513541311297568

41.

Yannuzzi

T. J.

(2009). Teaching the person students become: New challenges in continuing adult and professional education. The Journal of Continuing Higher Education, 57(3), 159–167. https://doi.org/10.1080/07377360903262150