Media Technology, Adult Education, and National Development: The Malaysian Experience
This article explores the use of media technology in Malaysia's adult education programmes within an overall national development context. A qualitative methodology incorporating non-participant observation, reportorial interviews, and archival collection of news articles, speeches, and other...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English English |
| Published: |
Universiti Putra Malaysia Press
1994
|
| Online Access: | http://psasir.upm.edu.my/id/eprint/3034/1/Media_Technology%2C_Adult_Education%2C_and_National_Development.pdf http://psasir.upm.edu.my/id/eprint/3034/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This article explores the use of media technology in Malaysia's adult education programmes within an overall
national development context. A qualitative methodology incorporating non-participant observation, reportorial
interviews, and archival collection of news articles, speeches, and other printed materials was used to investigate
three areas of research questions: I) defining basic and functional literacy in Malaysia, 2) the role of media
technology in adult education, and 3) the social impact mediated and media-enhanced educational formats on
personal, social, cultural, and political development. The theoretical framework for the study includes national
development models, adult literacy in developing countries, and distance education as an educational delivery
system, with the analysis of the results within a neo-Modernization model of national development. Although
no evidence of systematic adult basic education in Malaysia was found, there are diverse nonformal functional
literacy activities for adults, many ofwhich are mediated or media-enhanced. The study questions the appropriateness
of distance education techniques for teaching Malaysian adults who are no longer in the formal school
system. The implications of the findings for Malaysian educators, administrators, and policymakers, and the
impact of these results on national development theory are discussed. |
|---|