[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-593080-en":59,"doc-seo-593080-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80,"preview_page_count":4},593080,137455076865,"Aran","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning - Volume 62 - Transforming adult learners experiences in second chance education in the Gambia","Transforming adult learners examines adult learners’ experiences in a second-chance education pilot program in The Gambia. The study focuses on learners’ motivation to enroll, the barriers limiting full participation, and the benefits gained through the program. Thirteen participants aged 19–31 were interviewed using semi-structured interviews. Motivations include completing education, gaining further study prospects, employability, and practical knowledge. Barriers are institutional and situational, while outcomes include improved skills, confidence, social connection, and empowerment.","Australian Journal of Adult Learning Volume 62, Number 1  \nTransforming adult learners: The experiences of participating in second chance education program in the Gambia  \nOmar Keita Ya-Hui Lee  \nThis study explored adult learners' experiences of participating in a second-chance education pilot program in The Gambia. The study examined learners' motivation for enrolling in the program, barriers they faced, and their benefits from attending the program. The participants consist of 13 learners from a second chance education centre in the Lower River Region of The Gambia. Six of the participants were male, and seven were female within 19 to 31 years. The data were collected using semi-structured interviews. The study revealed that the primary motivations for participants enrolling in the program are to complete education and undertake further education, be employable, and acquire knowledge and skills. The study also indicated that learners faced barriers that hindered their full participation in the program. These barriers are institutional and situational. The institutional barriers include uncomfortable teaching and learning environment; inadequate teaching and learning materials. The situational barriers include domestic chores, personal engagement, access to food, lateness, transportation, and distance from the learning centre. Finally, the study showed that the participants benefit from the  \nTransforming adult learners 77  \nprogram in improved knowledge and skills, building confidence and connecting socially, taking care of personal issues, and helping others. In other words, the program empowered and transformed learners from improving themselves to helping others.  \nKeywords: adult education, transformative learning, second chance education  \nIntroduction  \nThe Gambia is the smallest country in mainland Africa, located on the West Coast, with approximately 1.8 million people (GBoS, 2013). The country gained its independence from Great Britain in 1965 and became a republic in 1974.The concept of second-chance education might be new in The Gambia; however, it has existed in other parts of the world for two decades or more.In 1995, the European Commission adopted a White Paper on education and training entitled 'Teaching and Learning: Toward the Learning Society, with five main goals, the third of which was 'Combating Exclusion (Commission of the European Communities Brussels Directorate-General for Education and Culture, 2001).An experimental scheme for second chance schools was recommended under this goal by the European Commission.This experimental scheme provides education and training opportunities to young excluded people who lack skills and qualifications to enter further education or job markets.After the publication of the White Paper, many countries expressed interest in the project.After a series of consultations, 13 second chance schools were established in 11 countries, all in Europe. These projects were confirmed between 1996 and 1999, but some did not start operation until 2000 (Commission of the European Communities Brussels Directorate-General for Education and Culture, 2001) (Commission, 2001).However, before adopting the White Paper on second chance school by European Commission, Inbar and Sever (1989) wrote about second chance education.Recently,(Keogh, 2009; Nordlund, Stehlik, & Strandh, 2013; Ollis, Starr, Ryan, Angwin, & Harrison, 2017; Ross & Gray, 2005; Savelsberg, Pignata, & Weckert, 2017) are among scholars who wrote about second chance education.In the 1990s towards 2003, few African countries were engaged in second-chance education in the form of community schools  \n78 Omar Keita and Ya-Hui Lee  \nas in Egypt, Mali, and Zambia; school for life in Ghana; complementary schooling in Ethiopia; and village-based school in Malawi (DeStefano, Moore, Balwanz, Hartwell, & Academy for Educational Development, 2007).Several countries, including countries in Africa, are now engaged in second-chance education,","cbCaibcBXkJrOBUg","https://ap.wps.com/l/cbCaibcBXkJrOBUg","pdf",141407,21,"English","en",105,"# Introduction\n## Second-chance education background\n## The Gambia’s program and pilot phases\n## Motivation, barriers, and learner benefits","[{\"question\":\"What is the main focus of the study in The Gambia?\",\"answer\":\"The study explores adult learners’ experiences in a second-chance education pilot program, including motivation for enrolling, barriers to participation, and benefits gained.\"},{\"question\":\"What kinds of barriers did learners report?\",\"answer\":\"Learners faced institutional barriers such as an uncomfortable teaching and learning environment and inadequate materials, along with situational barriers including domestic chores, food access, lateness, transportation, and distance.\"},{\"question\":\"How did the program benefit the participants?\",\"answer\":\"Participants reported improved knowledge and skills, increased confidence, stronger social connections, help with personal issues, and a sense of empowerment that shifted them from self-improvement to helping others.\"}]","Australian Journal of Adult Learning - Volume 62 - Transforming adult learners experiences in second chance education in the Gambia | PDF",1792076560,53,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"australian-journal-of-adult-learning-volume-62-transforming-adult-learners-experiences-in-second-chance-education-in-the-gambia","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-62-transforming-adult-learners-experiences-in-second-chance-education-in-the-gambia/593080/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-62-transforming-adult-learners-experiences-in-second-chance-education-in-the-gambia/593080.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":39},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What is the main focus of the study in The Gambia?","Question",{"text":129,"@type":130},"The study explores adult learners’ experiences in a second-chance education pilot program, including motivation for enrolling, barriers to participation, and benefits gained.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"What kinds of barriers did learners report?",{"text":134,"@type":130},"Learners faced institutional barriers such as an uncomfortable teaching and learning environment and inadequate materials, along with situational barriers including domestic chores, food access, lateness, transportation, and distance.",{"name":136,"@type":127,"acceptedAnswer":137},"How did the program benefit the participants?",{"text":138,"@type":130},"Participants reported improved knowledge and skills, increased confidence, stronger social connections, help with personal issues, and a sense of empowerment that shifted them from self-improvement to helping others.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792134227]