Adult Learners’ Experiences of Lifelong Learning in Nepal: Narratives of Women.[Unpublished MPhil Dissertation].

Abstract

The study presents the lifelong learning experiences of adult women learners of Non-Formal Education (NFE). These women either never had the opportunity to attend school or dropped out because of their socio-economic condition and the social restrictions in education. This study uses narrative research methodology and Amartya Sen’s capability approach as a theory. The study explores how the participants’ socioeconomic background contributed to their exclusion from education, leading to their capability deprivation. Capability deprivation occurs when individuals don't get the opportunity or freedom to use the available resources for their full-fledged functioning. The participants’ stories portray that they did not feel respected or confident, and were rejected from opportunities due to their limited education. The strong realization of capability deprivation motivated them to join NFE in their later stage of life. After participating in NFE, they have felt the changes in their capabilities. Their engagement in learning at NFE boosted their self-confidence and self-esteem while dealing with people either at work, the bank, or children’s schools. In addition, they can independently travel, perform financial work, and express their feelings through writing. Similarly, education has given them the freedom to lead the life of their choice and also made them feel more responsible to society and people. The women’s stories of struggle and change can motivate other women to challenge the existing social barriers and participate in lifelong learning. Further, the study's findings can inform the programs and policies targeted at women’s education and lifelong learning. The study concludes that learning can take place at any time and place, as lifelong learning. Individuals continue to learn to achieve capabilities in the form of freedom so that they can pursue the life they value.