Evaluation of the Status of Local Learning Centers for Adult Education in Mazandaran Province and Providing Strategies for Their Quantitative and Qualitative Improvement

Document Type : research article

Authors

1 Associate professor of Educational and curriculum planning, Department of Curriculum development and instruction methods, University of Tehran

2 Master's degree student in Curriculum Planning, University of Tehran, Tehran, Iran.

Abstract

Aim: Local learning centers play a crucial role in adult education and literacy development. Evaluating these centers can help identify challenges and opportunities for improvement. This study aims to assess the status of local learning centers for adult education in Mazandaran Province and propose strategies for their quantitative and qualitative enhancement.
Methodology: This research employs a qualitative approach using descriptive phenomenology. The CIPP evaluation model was utilized, and data were collected through semi-structured interviews, observations, and checklists. The statistical population consisted of 21 managers, educators, and learners from local learning centers. Data were analyzed using the seven-step Colaizzi method.
Results: The results revealed several key challenges, including cultural issues, financial constraints, lack of motivational programs, insufficient educational resources, and the need for specialized teacher training. These factors negatively impact learning quality and learner participation.
Conclusions and suggestions: To improve the quality and quantity of local learning centers, suggestions include increasing financial support, improving instructors’ compensation, revising educational content, developing motivational programs, and equipping the centers. Implementing these solutions can enhance adult literacy and the effectiveness of these centers.
Innovation and originality: This study offers practical solutions tailored to the real needs of instructors and learners, helping to improve the performance of local learning centers and future policy-making in adult education

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Journal of Educational Planning Studies
Volume 13, Issue 26
March 2025
Pages 127-149

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History

  • Receive Date: 17 December 2024
  • Revise Date: 08 February 2025
  • Accept Date: 19 February 2025

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