Combating poverty and social exclusion calls for more flexible forms of training and skills development of vulnerable groups such as lone parents. The European Community defines lone parent families as those in which under aged children grow up with one parent. The absence of the other parent could be due to for example death, divorce, neglect, or casual absence.
When devising effective education or training programs for lone parents the barriers confronting these individuals must be considered and measures developed to overcome them. Primary barriers are low self-esteem; diminished personal quest due to unpleasant circumstances; lacking information and desire to enrol for training; limited accessibility due to family commitments; inadequate training methods, techniques and principles appropriate to their circumstances; and vague relevance of programme content to their needs, interests and characteristics. International adult education literature the personal experiences of adults must inform the design of learning opportunities and that continuing adult education more efficient when a hybrid or blended education approach is offered. In addition to class room teaching/training the following methods are encouraged: distance education; experiential learning; learning by doing; self-learning; collaborative learning; and adaptive learning.
Emphasis on the notion that people are not mere receivers of new knowledge and experiences, disharmony is used as a driving force for learning. Past lived experiences and current perspectives of social reality is contrasted with what potentially could be. Out of this interpretation of disjuncture learning can be derived. Experiential learning principles and student-centered techniques, such as brainstorming, role-playing, simulations, group exercises and case studies provide socially vulnerable persons to draw from previous experiences and knowledge, and to share these with members of the rest of the group in order to find solutions to problems.
Distance education, through Internet and personal computer, enable lone parents to engage in educational programmes. Technology allows chatting with one or more participants, through text, sound and even video. Web casted scenarios in the form of case studies or role plays enable participants to develop capabilities through analysis and reflection.
Papadakis, S; Fragoulis, L & Phillips, N. 2008. Supporting lone parents: experiential training techniques in distance education. Development and Learning in Organizations, 22 (5), 9-11. Electronically accessed from Emerald Group Publishing Limited, ISSN 1477-7282.
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