1. LC420A – Research project presented as Dissertation
A study to see the barriers which adults face in
returning to education
BA in Languages for International Communication
Dublin City University
August 9: 2013
Tamanna Nazneen Rahman
Student Id: 59100397

2. Declaration
DCU Faculty Of Humanities and Social Sciences
Article & Assignment Submission
Student Name(s):
Tamanna Nazneen Rahman
Student Number(s): 59100397
Programme: ENGLIC3 - BA Languages for Int. Communication(Eng)
Project Title: Dissertation-A study to see the barriers which adults face who wants to
return to education and possible means to overcome these barriers.
Module code: LC420A
Lecturer: Supervisor Vera Sheridan, 1st Marker Fiona Gallagher
Project Due Date: 9th August 2013
Declaration
I the undersigned declare that the project/article material, which I now submit, is my own work.
Any assistance received by way of borrowing from the work of others has been cited and
acknowledged within the work. I make this declaration in the knowledge that a breach of the
rules pertaining to project submission may carry serious consequences.
Signed:_________________________
Acknowledgments

3. I wish to thank all my teachers in DCU especially my supervisor Vera Sheridan at Dublin City
University for their help and support.
I wish to thank all the participants who took part in my research; without them it would not have
been possible to complete this report.
Next I would like to thank my peers for all their support and encouragement. Sometimes it was
real struggle. I would like to thank my class friends for their support.
I wish to pay a special tribute to my late father Dr.Md. Mizanur Rahman, my beloved mother
Azmeri, my khalo,my best friends Udit, Jen,stu, my grandma, grandpa, Gofur uncle, Arick Shama,
Parin, Shruti, Rome, Iqra for their unconditional love and believing in me always.
Chapter 1

4. Introduction
Chapter 2
Literature Review
1. Education context in Ireland
2. Failures in terms of education
3. The negative impact on adult's lives due to the lack of education
4. Plans, programmes made by government to reach the educational goal
5. Developing community education in Ireland
6. Barriers
6.1. Financial barriers
6.2. Attitude towards education by adults (perceived)
6.3. Gender specific barriers
6.3.1 Barriers faced by men
6.3.2 Barriers faced by women
6.4. Literacy Barriers:
6.5. Lacking self confidence
7. APEL (Accreditation of Prior Experiential Learning) opportunities to education for adult students to b reak
down barriers:
Chapter 3
Methodology
1. Defining Research
1.1 Qualitative research
1.2. Quantitative research
2. Difference between Qualitative and Quantitative research methods:
3. Appling qualitative research method in this study and how it is relevant
4. The research design
5. Ways of interviewing
6. Fundamental reasons for data collecting methods
7. Focus groups
7.1. Advantages offocus groups
7.2. Disadvantages of focus groups
8. Key ethical principles while conducting research
9. Methodology used in the current study on the focus group:
9.1 Participants in the research
9.2. Equipment and documents used for the research
9.3. Research process
9.4 Data Collection
10. Summarising statement
11. Limitations
Chapter 4
Findings and Discussions
4.1 The local area
4.2 Clear aims and objectives of the researcher
4.4 Not returning to education: financial difficulties
4.5 Childcare
4.6. Literacy Problems
4.7. Employment

5. 4.7. Cultural attitude
Conclusion
Chapter 5
Conclusion
5.1 Summary of findings
5.2 Recommendations
5.3 Limitations
References
Appendix A
Chapter 1
Introduction

6. In Ireland a lot of people have not finished schooling and some people never got the chance to go
to school. Some people who went to school had only Junior Cert. For the lack of qualifications
these people have suffered poor lifestyles. Because they had jobs with minimal pay they could not
live a comfortable and luxurious life. Some under qualified people may also have looked for jobs
for many years in their lives. But these people have a way to better their situations. This is through
educating themselves. And the society and community they live in can provide them with
Community learning opportunities for school leavers or mature students.
The aim of this study is to find out:
 what is causing people not to further achieve their education.
 What are the obstacles they have that is not allowing mature students to come back and
acquire knowledge from educational institutions.
This research is going to be from qualitative approach, focus group meetings and data collected
according to themes appropriate to the topic as a study to see people who who do not come back
to education and thus methodology is going to be based on the focus groups and the data collected
is derived from their own true story. There will be themes (researchers set of questions which will
be asked by the mediator to the focus group) under which the research topic will generate its data.
Thus, summarising from the focus groups discussion will help evaluate the topic question:
 What are the barriers they face and
 how will they overcome them or
 will they not overcome the barriers between them and education?'
Chapter 2
Literature Review
1. Education context in Ireland
During the 6th and the 8th century, Ireland influenced the western part of Europe's education and
training. That time there were vast numbers of uneducated masses in western Europe according to
Graham (2008:12). For the sole cause to teach Christianity nearly one thousand Irish missionaries
went to the Europe and UK. The time of early Middle Ages, Irish missionaries found monasteries
such as the monastery at Saint Gall in Switzerland. This monastery is well known for its
involvement in religious practices, education and literature and thus putting huge emphasis on
education. In this Christian period classical studies grew rapidly in Ireland. The cultural group
the bards composed lots of their poems for the royal families and for the high class society in
Ireland. There grew a lot of schools of Bardic scholars, writers who taught their skills to their
pupils. There were also knowledgeable people who went from one place to the other to teach
students of their poetic culture. Their poems were very joyous but unfortunately faded away when
the Anglicisation process occurred in Ireland. The bardic institutions were major part of Irish

7. education and during 16th century king Henry the 8th banned it. Graham (ibid) mentioned with
the establishment of Trinity College or Dublin University in the late fifteenth century, that the
colleges and third level studies started in Ireland.
In 1831 the Irish Government set up the Irish national education system says Coolahan (1981: 4).
But in 1829 control of the education system were shifted to the Catholic Church. According to
Graham (2008: 12) in Dublin the National University was built in 1908. This time other colleges
were established in Cork, Dublin and Galway. In 1795 Saint Patricks College in Maynooth was
affiliated with the National University. According to Coolahan (1981: 110), in 1900 only 3200
attended college. He explained that during that time it was a high status act to be in a university.
People who were rich would have the opportunity to send their children to acquire third level
education. Only the rich and the high class people were gaining from university education because
only they could afford to pay the fees.
Local authorities provided scholarships for the underprivileged ones who could not pay college
fees in 1908. The local authorities were represented in the university boards as well. Coolahan
(ibid) says that the social imbalance of students in university from low social economic
backgrounds were in the minority even though there was an introduction of grant schemes in 1968
still there was no improvement. He also says that in the 19th century there was discrimination
against women in university education. According to Coolahan (ibid), along with the end of the
century a change with a small minority going to university.
2. Failures in terms of education
There are a number of failures in terms of the education system which have occurred. O,Toole
(2003: 70-71) says that Ireland promotes literature with famous writers and Nobel prize winners
for literature. In the beginning of 20th century the literacy rate in Ireland was 12%. In 1997, the
OECD (Organisation for Economic Co-operation and Development) conducted an international
adult literacy survey. In Ireland it showed results that 23% people were unable to function at an
expected level of literacy in today's society. Around 54% of adults fall under minimum acceptable
literacy level, among these 23% are at the lowest in literacy. The survey also showed that more
than 60% of adults in Ireland left school before completing their Junior Certificate qualifications.
O' Toole (2003: ibid) argues that Ireland has the lowest level in the OECD countries in Adult
education, even with the disadvantage these adults face. The OECD concluded that 500,000 adults
fell below literacy level. Almost 45,000 adults are obtaining VEC (Vocational Education
Committee) in literacy tuition (Bailey, 2008).
Thrupp (1999) showed in the OECD report that Ireland scored the 5th among 27 countries in terms
of literacy. He says that 11% of Irish 15 year olds were below the level one in literacy score. He
says more that students from designated disadvantage school received lower score than children
from not disadvantage areas. These children can only do basic reading.
O' Connell (2002) says that 1 out of 10 students did not complete primary school with significant
literacy problems; even though class sizes were made small and adequate materials for education
were brought in (this included teachers for students with learning disabilities and better library

8. facilities). In 1999 a report showed that about 1000 students did n'ot continue their studies from
primary to after primary every year. About 2500 students dropped out before Junior Certificate
exam and about 1600 students left school after getting their Junior Certificate.
Lynch (1997: 79) says that even though adults try to go back and continue education to make up
for their shortcoming of the education system there still remained barriers. This remained even
after the increases of mature students who went back for education on a part-time basis for years.
According to The Technical Working Group (1995) these mature students do not get benefitted
from the development of the education system because they are disadvantaged both socially and
economically. The OECD report shows that similar problem is also happening elsewhere outside
Ireland. O'Toole (2003: 72-73) says about the students whose parents are low skilled do not
continue to third level education unlike students from higher social class. He says the government
has increased 400 million Euros in 1991 and over to 1400 million Euros in 1992 for education. But
even with this funding third level education remains unequal. In O'Toole (2003: ibid) it is
mentioned that, in relation to the divisions between community, vocational and fee paying school
shows that 71% students from fee paying school as opposed to 50% from community school and
30% from vocational school continue to third level education. Brady (1997: 26) thinks that the
situation for part time students is worse than full time students because fees apply to the part time
attendees in universities. This can be connected to the vicious circle of 'The survival of the fittest'.
As per Martin (1996: 2) AONTAS have lobbied the government for more than 10 years to remove
the fees from universities for third level education. The government promised to remove the fees
from third level education for full time attendees in the South of Ireland. But this has not changed
the situation much.
3. The negative impact on adult's lives due to the lack of education
Wells (1997: 29) says as per EU data, all over EU individuals with low education were most likely
to lose their jobs than individuals with higher education and higher skills. McGivney (1999: 32)
shows that research conducted by the Institute for Employment Studies (1997) concluded that
people with no qualifications or who left school early (i.e. older employees, younger people, black
males, homeless people) are disadvantaged when they seek jobs due to their little or no literacy
and little skills. Ulmer (1997: 49-50) says people who have little education or no qualification will
have low income level. According to Bynner and Parson (1997: 30) men with low skilled job in
the labour group are often unemployed and women who have basic skills do not last in a job for
long. Clyne (1972: 50) says that uneducated adults bring their own social problems. Harrington
(1963: 50) says further on this by saying that poverty can bring ill health condition, not sufficient
medical care facility and lack of nutritional diet for adults who are undereducated. This reason
doesn't let an adult stay well for a long run thus they find it difficult to hold on to their jobs for a
long time. He also says that for this they can not obtain "good house, nutritious diet, or doctors".
This is a repetitive chain reaction which triggers their situation towards more sufferings due to
'further occurrence of a serious medical condition'.
4. Plans, programmes made by government to reach the educational goal

9. One of the Irish Government's plan (National Development Plan 2004) states that '' We will
promote greater equity of access to third level education, particularly for disadvantaged and mature
students and students with disabilities, through improved targeting of student support -access
initiatives.
In 1967, the government made secondary education free so that employed people and labourers so
their educational goal can be obtained by this decision Coolahan (1981: 275-276). A number of
reports were commissioned by the government and of these there were the Kenny and Murphy
reports, carried out in order to enhance the structures of adult education (Green paper 1998: 117)
The Government also made a national body to take this initiative to actuality. The education
organisers were appointed in 1980 in order to support VEC's (Vocational Educational Committees)
who were a significant part to promote adult education, which was established in 1930. VTOS
(Vocational Training Opportunities Schemes) was one of the most significant Adult Education
programme made by the government (Brady 199: 123). This was a two year course which let adults
to obtain secondary education and also get their social welfare. A third level allowance scheme
also was added for the adults to go back and obtain their education and hold on to their welfare by
obtaining a third level course. People with disabilities, younger people and homeless people were
also given a chance by the government to pursue their education, who were disadvantaged. O'
Brien (2009) says that the funding implemented by the government increased to 850000 in the last
10 years with the national budget being 25 million Euros to address the literacy for adults. The
government did so for the adults who were receiving literacy tuition.
But although the Irish Government tried to provide objectives through the National Development
Plan there was one gap recognised, which was provisioning community Education.
5. Developing community education in Ireland
The white paper (2000) Learning for Life defines community education in two ways:
"It is the education that takes place in the community, but not of the community." "Communal
education towards empowerment, both at an individual and collective level."
The second definition is supported by Aontas (2002: 17) which mentions community education
as:
" Education and learning which is rooted in the process of empowerment, social justice,
change, challenges, respect and collective consciousness. It is within the community, reflecting
the development of the needs of individuals and their locale. It builds the capacity of local
communities to engage in developing responses to educational and structural disadvantage and
take to part in decision-making and policy-formation within the community. It is distinct from
general adult education provision, due both to its ethos and the methodologies it employs."
With the formation of Aontas in 1969, another important community education took place.
Coolahan (1981: 151) says the role of Aontas was to advice and give consultation in connection
to adult education. This is the beginning of adult education in Ireland which is known as

10. community education at present. In 1970, the VEC carried out adult education in Ireland. The
VEC had little funding to manage this programme. ALCES (Adult Literacy and Community
Education Schemes) was introduced in 1984 and the budget obtained in these schemes provided
adult education until the end of 1980 expanding with no support from anywhere. But during these
years people came to know the disadvantages that adults held for the lack of education. To help
out this problem, day-time educational groups were formed. A large number of these groups were
women's groups, whom were also management as well as users. These groups were to provide
childcare for adult learners with many working on a basis of 'no crèche, no class'. They did so
because this was one of the barriers facing the women adult learners who wanted to return to
education and work. (Aontas 2004.p.9).
During 1980 there was a rise in unemployment, exclusion and emigration in rural and urban
communities in Ireland. For this reason in 1996 the CPA (Combat Poverty Agency) was formed.
The CPA's role was to help Govt on economic, anti-poverty initiatives and social planning with
necessary recommendations. Community groups started to respond addressing the disadvantaged
within the community. This was the reason that community education was seen as a way to make
a social change. Groups were made which facilitated sessions with local people living in
communities to address the socially disadvantaged (who are lacking services and facing isolation).
The adults who participated in these sessions regularly in the communities brought adult education
which is currently known as community education in Ireland. These community groups had little
funding which were limited by the government. In 1990 the DSCFA (Department of Social
Community and Family Affairs) established CDP (Community Development Programme) in order
to help the change in society in favour of the people who have least benefitted (Aontas 2004 ; 10).
Throughout Ireland community development grew. Women's groups were given the most funding
because of their anti-poverty focus. Thus, it helped them to place the educational programmes
properly at where it should be. Community development groups have addressed disadvantaged
for many years. For example EEI (Education Equality Initiative) provides funding for the groups
who engage with adults who are disadvantaged educationally. It is mentioned in Aontas (2002, p.
17) that:
"In tackling disadvantage, the role of community education is therefore a critical one"
6. Barriers
According to Moreland and Lovett (1997: 206):
"Community development and community education are two sides of a process which stresses the
links between problem solving, adult learning and participation in finding solutions to modern
issues and problems".
But Boice (1993: 7) and Clyne (1972: 14) said that organisers find it difficult to motivate adult
learners to commit to classes or activities. Research conducted by NIACE(1990) showed that
there were several reasons for people non-participating in community education. They said that
these reasons can be termed as certain types of 'Barriers'; situational barriers are the fees or cost
involving educational courses or they do not have the time to study. Institutional barriers mean

11. institutions are more open to middle class white people of the population. Mayo (1997, p.139) said
that besides larger barriers to education there are some other ones which can be sidelined for
individuals who had not had good educational experiences in their past.
Some barriers perceived by individuals getting educated are given next.
6.1. Financial barriers
Adult learners come across particular difficulties in financing for their fees to study when they
return to pursue their education (McGivney (1996: 137) and the reduction of their local authority
grants and welfare benefit have increased their financial barriers especially for adult students. The
most vulnerable groups are those adults who have been affected most by the cuts who gave up
their jobs to return to education. Among these adults are single parents and single students with
unemployed partners. These mature students are facing financial barriers in their personal lives
trying to pay their mortgage and run their families. Many take out loans to have money due to the
delay in receiving grants. O' Brien (2009) said that the minimum wage from the 1st July 2007 is
8.65 Euros per hour which used to be 8.30 Euros. He said in 1993 till now there is a 70% increase
in national unemployment figure. The current economic situation is less likely to improve with the
numbers of major companies or business closing down, job cuts and thus redundancies are
increasing. As O' Brien (2009) anticipated a 10% rise has occurred in the national unemployment
figure since then till now according to the Central Statistics Office. He made a very useful
comment that education and training can help Ireland's current economic situation for development
and thus create social progression.
6.2. Attitude towards education by adults (perceived)
This is another barrier for adults engaged in education by McGivney (1999: 64). Attitudes and
participation in non-vocational education by adults could be triggered by factors like culture and
class. Research has shown and also mentioned earlier in this chapter that it is mainly the middle
class people who engage in education. These middle class people see education as an upward
ladder, the same way is seen as a step backwards by some adults even though they are unemployed
or do not hold a secure job.
6.3. Gender specific barriers
6.3.1 Barriers faced by men
McGivney (1999, ibid) says that men do not take as much part in non-vocational education as
women. Men see themselves as workers, and feel safe if they have a secure job and their capability
to carry out their jobs effectively. They might not see the benefit by getting educated or trained.
In research conducted on further education over a thousand men of different ages, it resulted in the
finding that men usually prioritise image and status over education and training. From non
participating men the answers received were:

12. "I don't need to go- I got all the qualifications I wanted"
"I have no reasons to go- I have a job and I can do it."
"A lot of men don't need qualification so they wont go."
"I am happy with what I know. ( NY TEC, 1997,p.64)
McGivney (1999: 164) says that if education or training has not helped these men keep a job or
help getting one and if these individuals are still without a job, it might lead them to question the
value and worth of education.
6.3.2 Barriers faced by women
Cousins (1996: 68) says that, and this is also mentioned earlier in this chapter, most women cannot
engage in returning to education for time, travel and money, plus no childcare puts them in a tough
situation. Boice (1993:12) says poverty was one of the main barrier for adults to attend courses
(due to transport and fees which cost a lot sometimes). If there is one car in the family, that vehicle
may be used by the other partner for work. For this reason the other partner who wishes to return
to education may have to rely on public transport which can be expensive. The main barriers
remains for women in their personal lives as per Mayo (1997, p.141). A working class woman can
not sign on the live register if they are married or living with a partner because they will not qualify
for the PRSI. This excludes women who are not on benefits from getting educated and trained.
The women's role is as mothers, partners, wives and are often unfairly excluded. According to
Brady (1997: 7) the dilemma women find themselves in is their multi-task roles and Brady (1997:
7) advocates that:
"Reliance on the Live Register for eligibility to educational and training schemes should be
considered immediately."
Mayo (1997: 141) says women often return to education hoping to get a better job when they come
to an end of their relationship. They have another reason to return to education because in their
past experience they have been excluded from being educated because they have been seen in a
relation with others. So these women engage into their role as 'homemakers' but they engage in
education at the same time. According to their male partners studying is not considered as a real
work or role taken up by the women. A lot of women felt neglected due to sexism, or felt that they
are out of place.
6.4. Literacy Barriers:
Bailey (2008) says that even though adults can attend for literacy tuition there remains barriers for
the adults returning to education in Ireland. The VEC provides help and support to individuals
with poor literacy skills. The adults needing this support are not asking for this help available to
this and this is astonishing because many adults need literacy help. Accordingly to Bailey (2008),
there are some more reasons why adults are not engaging in education, because they do not feel
comfortable seen by people they know as some tuition takes place in schools in their locality. They

13. do not want people to know that they have a literacy problem and this is the reason they feel stigma
and fear. For many adults childcare and transport are other barriers to education.
6.5. Lacking self confidence
Adults or mature students face a lot of barriers when they return to continue third level education
as said by Walters (1997: 21-22). Lacking the confidence to return to complete education is a main
reason. Some of these adult learners lack the confidence in writing their paper, carrying out
presentations, taking part in discussions in groups and sitting for examinations. Walters (1997: 21-
22) said this lack of confidence could be triggered by their negative experience in their education.
They might fear the examinations and think that they would fail in them as they have not sat for
examinations for a long period. These reasons are also causing barriers for adults not returning to
education or training.
7. APEL (Accreditation of Prior Experiential Learning) opportunities to education for
adult students to break down barriers:
McGivney (1999:15) said that confidence was a major barrier for women as well as some men for
returning to education or training. A programme which was designed to break down this barrier is
known as APEL. This programme is run in Europe that especially recognises mature students.
APEL has an extensive range of knowledge and skills collected from vocational, community,
leisure, professional, and also personal contexts. APEL teaches students new skills or polishes
existing skills or knowledge they have from previous experience. APEL also teaches students a
new course which is a prior learning course as part of their current course, thus giving an advance
understanding onto a course. A claim for APEL credit means submission of a piece of work which
is assessed/graded by a third level educational institution (university or college) which are
rechecked again to provide the student with a fair distinction based on their submitted work or sat
exams. This literature review has helped to inform this study in terms of identifying the major
barriers for adults returning to education.

14. Chapter 3
Methodology
1. Defining Research
According to Howard and sharp (1983, p.6) the definition of research is "seeking through
methodical process to add one's own body of knowledge and hopefully, to that of others, by the
discovery of non-trivial facts and insights."
A research can be conducted in numerous possible ways. The researcher has observed and learned
possible ways to use an appropriate method to carry out the social research. Ragin (1994) says the
research which is carried out by social scientists is called social research. This can be also used in
other fields like social anthropology and education. The study that contains the research of social
scientists from hundreds and thousands of people, to deep analysis of a person and about what
happened in the streets hundred years ago. Social scientists use numerous methods to explore and
understand social life.
1.1 Qualitative research
Denzin and Lincoln (2000, p.1) says 'Qualitative research has a long and distinguished history...
in the human disciplines'. According to Creswell (2002, p.181) in qualitative research the
researcher has to build up credibility with the people involved in the study and will not try to
'disturb the site'. The methods necessary for this kind of study are usually open (interviews,
observations and documents). The advantages of qualitative research is explained by Denscombe
(2003, p. 280) and is that ' their data and analysis have their roots in the condition of social science'
and thus works very well in a complex social context. The importance of qualitative research is
explained by Huberman (1994, p. 10), that it is of well gathered qualitative data, where:
"one major feature is that they focus on naturally occurring, ordinary events in natural settings,
so that we have a strong hold on what 'real life' is like".
1.2. Quantitative research
Quantitative research is another kind of approach to research. Maynard, Purvis (1994) says that
for a long time the quantitative method has been the more recognised method in the field of social
science. Quantitative research is based on a closed set of questions. This research is important in

15. the field of social science because it defines categories before a study has taken place. The
disadvantage of quantitative research is that their long-established methods gave statistical
information which were not understood by disadvantage groups because they could not fully
explain or speak their voices.
2. Difference between Qualitative and Quantitative research methods:
There are four differences between qualitative and quantitative research methods which have been
identified as McCracken (1988, p.16) and they are presented in the table below:
Difference Qualitative Quantitative
1 Goal is to isolate and define categories
during the research process.
Goal is to isolate and define catagories
before study is undertaken and then
determine the existing relationship.
2 Looks for patterns of inter relationship
between many catagories.
Looks for precise relationship between a
few catagories.
3 Offers open question to the
participants which will allow
participants to express themselves
fully.
Offers closed questions to the participants
to respond readily to the research.
4 This research needs access as the issue
than generalisation.
This research needs a sample size from
the larger population to generalise to
larger population.
A qualitative method is used in this research.
3. Appling qualitative research method in this study and how it is relevant
The literature review presented earlier in this paper shows that adults from disadvantaged
backgrounds will face barriers returning to complete or pursue education or training due to finance,
childcare, lack of confidence and their attitude as factors which can become barriers. So the main
objective of this study is to find out in-depth the barriers that are contributing factors for adults
engaged in education.
This research will use a qualitative research method to find out data from participants in relation
to their own life experiences. The aim of my study is to find out the barriers that adults face when
engaging in education. This study will allow people to express their experience and discuss the
factors that encourage or discourage them to return to education in terms of community education
or government run educational programmes.
This study will go through the barriers which people face, and yet overcome them and return to
education. Also the study will look at the barriers which are stopping people who want to return

16. to education. This qualitative research will allow participants to express their experience and tell
their views about the educational system.
4. The research design
Ragin (1994) says there are various tools which can be used for both qualitative and quantitative
methods. For example, qualitative researchers will use focus groups, participant observation and
also other methods whereas quantitative researchers will use surveys, questionnaires and
secondary analysis of statistical data which has been collected for surveys or censuses. It is
important that the researcher uses the right tool for collect data, and in this case it was a focus
group with a mediator who used questions to guide her through the focus group discussion. This
way the participants responded more because the mediator acted as the person between the focus
group and the researcher. Participants responded more broadly on issues raised in the focus group,
letting the participants talk more on the points of interest. This way of getting data got more
information from the interviewees as Denscombe (2003,p.164) says a:
'Qualitative approach gave a voice to disadvantaged people who normally are not given the
opportunity'.
This is an important point for this research.
5. Ways of interviewing
According to Denscombe (2003,p.166) there are three kinds of interview techniques. These
interviews are structured, unstructured and semi-structured. For this focus group the researcher
used unstructured interview. The researcher used this interview technique because Denscombe
(2003, p.167) said, this ensures the data collected from this is relatively easy to analyse.
Unstructured interviews let the participants speak what they want freely on a theme or topic asked
the by interviewer and the researcher. Not using set of questions and binding their answers to the
questions directly, allows participants to react freely and thus lets the researcher to learn about the
complex issues and derive the useful data needed. A semi-structured interview has a set of
questions and a list of issues and this interview is still flexible, letting the participants talk openly
on the issues raised by the interviewer by not having to answer questions in an orderly fashion. So
it can be said that the focus group is also a type of interview and was a mixture of semi-structured
and unstructured interview to collect data.
6. Fundamental reasons for data collecting methods
Denscombe (2003,p.237 till 267) says that social science methods for collecting data are divided
into two groups. In quantitative methods numerical data are used and the results are shown in
tables, charts and graphs, whereas in qualitative methods data is from experiences, behaviours,
relationships of participants and the findings are shown in its cultural context and language used.
This study used a qualitative method because it gives a data filled with information in depth and
also of good quality. As said before, a qualitative method allows participants to express their

17. thoughts freely and most of the time it is not bound by the frames of set questions. It was a
significant approach for this study as it was important to use the most suitable method to obtain
data. In this case a qualitative method was the most suitable bearing in mind that some of the focus
group participants had literacy problems so the researcher made sure that the participants would
not feel uncomfortable having to write answers. In this situation, Denzin and Lincoln (2000) say
for people who can not read and write, questionnaires are limited for them because a questionnaire
will not allow them to express themselves freely. The researcher used a set of questioner just to
guide herself through the themes during the focus group meeting.
7. Focus groups
Focus groups used by social scientists were developed in three phrases in the 1920's (Denzin and
Lincoln 2000, p.837). The first method of using focus groups was usually for surveys and
questionnaires. In the 1970's market researchers used this method to work out people's wants and
needs. In the 1980's this method was used to find out issues of health and sexual behaviour and
other social science issues.
7.1. Advantages of focus groups
Focus groups are considered as a very useful qualitative research method. Hughes and Dumont
(1993,p.21,775-806) say that focus groups have sampling advantages as a research method. A
focus group does not discriminate against people who cannot read. Rather than a one to one
interview it is better to engage participants in a discussion with other group participants. This will
encourage them to say more and not be unresponsive.
7.2. Disadvantages of focus groups
There are disadvantages of focus groups as well. According to Birn (1990,p. 85), a researcher has
less control over the focus groups in the interviewing because the participants may start discussing
irrelevant issues which might not be suitable for the research. This could be difficult for the
researcher to get accurate data from the discussion and this may create a problem. That is why
Birn recommended the researcher to allocate an experienced observer or mediator during the
discussion to get relevant data for analysis.
Usually, in focus groups participant numbers are kept at a minimum (Denscombe 2003, p. 168). It
is very important to keep the discussion focused to the point using triggers and prompts. The host
or the interviewer should be objective but should voice options so that what is of value should be
kept open to the groups while collecting information. It is important to understand the collective
view of the focus group rather than collecting individual comments.
In this study the focus group consisted of 13 participants. It was ensured that everyone was
included in the discussion. The researcher observed that some of the participants felt comfortable
in a group setting so it was better than a one to one interview technique. The researcher also
observed that some of the participants were discussing their views more than other participants in
the focus group. For this the researcher asked the host to ask everyone for their views for it was

18. crucial to get collective views rather than certain individual views to follow Denscombe’s (2003,p.
168) advice. Denscombe (ibid) also says participants in a focus group might not reveal personal,
sensitive, political issues in front of others. Saying this, however, the facilitator should operate a
plan to maintain a balance so inviting people both quiet and talkative to contribute.
8. Key ethical principles while conducting research
There are three main ethical principles a researcher should follow. These are:
Respect the rights and dignity of all those are involved in the research or are affected by the
research: Connolly (2003, p. 9-13) says that the researcher respects the rights and dignity of the
participants. Free and fully informed consent is the right of the participant to be free to decide to
agree or not to agree to take part in a study for research. This is based on completely understanding
the purpose and the nature of the research.
The researcher received additional consent from the participants for personal data gathering
equipment such as writing information on a notepad and typing in MS word in a laptop. The
researcher also informed the participants what the researcher intended to do with the information
gathered. The researcher and the host of the focus group also held a discussion which also
explained to the participants that they were free to leave the room if they felt uncomfortable during
the study.
2 Ensuring as far as possible of the physical, social and psychological well-being of the
participants taking part in the research or are affected by it (Connolly 2003,p.6). The
researcher made sure that the interests and the wellbeing of the participants in the focus group
discussion would be protected and they would not be affected or harmed as a result of their
participation in the research. The participants were reassured that any personal information given
by them during the study would not be revealed and their identity would be protected. Denscombe
(2003,p.136) and Connolly (2003,p. 20) say it is important to ensure this to the participants in
research because researchers are obligated under the Data Protection Act 1998. It is really
important that the researcher lets the participants know about the whole procedure, the limitations
and protects confidentially in the research.
3. Professional work integrity by the researcher in writing and helping other researchers
with the research findings. Creswell (2002,p.66-77) says that ethical issues in research are not
only involved in collecting data but also in writing the report of the research. It is very important
the words and language used by the researcher will not offend people in term of gender, ethnic
group, sexual orientation, age or disability. The researcher was aware of the cultural diversity in
the focus group. The researcher was fully aware of not using discriminatory language while writing
the report.
9. Methodology used in the current study on the focus group:

19. The remaining part to this chapter is going to focus on the participants in the research, the
documents and equipment used for the research and the research process.
9.1 Participants in the research
In the focus groups age ranged from 20 years to 55 years. 13 people took part in the focus group
discussion (11 female and 2 male). In the focus group 4 women were from the travelling
community, 2 women were members of a local community and youth development project, one
women was a community worker for education, two participants were mature students and the
other participants were voluntary members of a management committee of a local community
project.
9.2. Equipment and documents used for the research
The researcher contacted the participants via the host who arranged the discussion. Through her
people were made aware of the research project and what it consists of by phone. The participants
were told of the equipment to be used during the study. Participants were aware about the
equipment used for the research: phone contact to gain access to them, laptop for typing the
information in MS Word. They also were aware of the research process so that the data was to be
analysed later by the researcher. They also knew about taking down notes on notepads and
questions given to the host to tailor the discussion which would be most helpful for the researcher
and the set of questions to help run the discussion in a systematic way and with relevant discussion
from group involvement.
9.3. Research process
The researcher was accommodated with a room for the focus group by the local community
development project Le Cheile in Dundalk. The researcher made this arrangement because the
people participating in the research would feel comfortable in a known environment. The
researcher was assured by the host that all the participants were at good health and would not be
affected by the research being carried out.
9.4 Data Collection
The researcher collected the data through the focus group meeting which was carried out on the
25th July, 2013. During the meeting a number of issues (personal) were disclosed by the
participants which are not recorded as the participants requested. The host also thanked the
participants on behalf of the researcher. The researcher reassured that their identity will not be
revealed in the report. Connolly (2003, p.20) said that it was important to ensure the well-being of
those who participated in the research. He clearly stated the importance of confidentiality and
anonymity of the participants.

20. 10. Summarising statement
One of the important aspects of the research was to understand and ensure the views of the
participants were noted and heard. Therefore this qualitative research was carried out in a
comprehensive manner.
11. Limitations
The research limitation was that the researcher had time constraints and therefore was unable to
carry out further study with the focus group.
Chapter 4
Findings and Discussions
4.1 The local area
Under the National Development Plan Cox’s in Dundalk is designed as a rapidly growing area
which is also a local authority housing state in Dundalk, Co. Louth in Ireland. Out of the 25
disadvantaged areas in Co. Louth, Cox is one of the very disadvantaged areas. During the research
the researcher had developed a good relationship with the locals in the area especially with the
host who knew more about the local situation. Through the host the researcher asked the local
people to participate in the focus group discussion about their education ( some of them have
returned to education and some have not) and what reasons would drive them to return and avail
of education programmes for adults.
4.2 Clear aims and objectives of the researcher
When the researcher met the host of the discussion and the focus group she had given a list of
questions to the host so that the discussion stays on track. The host on behalf the researcher

21. welcomed and introduced and explained the purpose of the research to the focus group. The
researcher also said at the beginning to the focus group that if they want anything to be changed
and not put in the research this will be done. The researcher reassured the participants that the
whole research work is confidential and the participants names or identity would never be
disclosed in the research.
4.3 Returning to education
The first theme was people's view on returning to education and what are the reasons
encouraging them to return to avail of adult education. This was the very first part of the focus
group discussions. Some respondents started commenting on this. One participant said:
The local CE scheme, I got paid so financially I was comfortable to do course there I wanted. I
was older and did not have to rely on babysitter, time in the evening suited me no commitments,
peer support of friends there was around 8 to 10 of us and felt confident because friends were
from the same background."
Another respondent said:
" I got the opportunity to achieve a third level education I am proud of. I am more confident than
a year ago at times during the course was over my head."
So it is the sense of achievement and encouragement that drives one to return and complete
education.
4.4 Not returning to education: financial difficulties
During the discussion a lot of reasons arose from the focus group as to why they are not returning
to education. One of the main reasons was financial difficulties. A lot of participants said that the
cost and child care availability was a big problem. For example, one participant in the focus group
was from the traveller community and said that
"Travellers are not well educated so how would we get money for the courses".
Also, finance was an issue because of childcare.
4.5 Childcare
Some participants spoke and suggested that:
"Acommunitycrèche forpeople doing courses would be a great idea and anyone doing a childcare
course can work in the crèche".
This way people would be educated and also have practical experience with their
qualifications. This would also help them to get a job because of their work experience.

22. During this whole section of the focus group lack of money and childcare seemed to be a main
problem preventing people going back to education especially for women. This corresponds to the
findings of quite a few studies in this area such as Boice (1993, p.12) and Cousins (1996,
p.68) who say that no childcare provision in place prevented people from returning to education
and training. They also stated that poverty is a big barrier for people returning to education. The
Irish government implemented a childcare supplement in 2006 to help families or individuals with
childcare costs. This encouraged a lot of people return to education. However in 2009 the Irish
government had abolished this supplement in their mini budget. This is another cause which
prevents mothers and fathers of the child returning to education.
However, one participant said:
"In the traveller community people share child care".
This could mean that someone who wanted to return to education could do so and use this culture
resource.
4.6. Literacy Problems
-
Literacy is one of the main difficulties for an adult wishing to return to education. A few
participants in the focus group discussion talked about their fears of literacy problems. One
participant said:
"It is embarrassing if you cannot read or write".
Another participant said:
"Projects should run literacy classes".
This suggestion means that a community project could be a local literacy project. But another
participant said that:
"People won't go as they are embarrassed".
Literacy as a problem is an important finding because it appears to be complex as a solution with
people in the community could still not be successful.
Some of the participants suggested that:
"If one to one in people's home was offered it would be a great idea and this would save
embarrassment".
Another participant said in this regard that;

23. "Asit is an embarrassing time for the learner it would be better if the tutorwas a stranger because
it would be even more embarrassing if you knew them and they could read and you could not".
From the discussion on this theme on people's fear of literacy problem links to National Adult
Literacy Agency findings where Bailey (2008) says in Ireland 92% adults who need support are
not getting it. A stigma and fear attached to people finding out they have literacy problems prevents
people taking part in the literacy lessons. McGivney (1999,p. 32) points out that individual with
literacy problems are disadvantaged when they apply for jobs and especially people who left
school early such as some young people, older workers and homeless people.
4.7. Employment
Some participants suggested a need for accredited courses to:
"Promote self employment".
Other participants suggested training individuals in:
"How to manage accounts".
Some participants from the travelling community mentioned:
"It doesn't matter what training a traveller gets they won't get a job".
However one participant said that the hotel where she was a manager employed travellers. So the
participant from the traveller community replied to that saying:
" I don't want to clean hotels, I want to work with computers. I have 50 refusal jobs and I am well
qualified. But we are like pigeons- holed into lower paying jobs and that is discrimination".
This is a very important point because it shows that education does not overcome prejudice in
society so that this is another problem. It might stop people returning to adult education because
they see no point as they will still not get a job.
Another male participant in the focus group said that:
When you go for a job they ask do you have experience. How can you get experience if they don't
get a job".
This theme of employment shows that some of the participants do not see the importance of
participating in education as the findings show. They said they do not get a job because of their
ethnicity as a traveller or social class. It seems that people's status in society affects their possibility
for gaining employment.

24. 4.7. Cultural attitude
Parents educational attainment reflects on a child's education as one participant said:
"It is hard to push the kid to do it".
Other participants said the high cost of education is a reason people drop out and it is difficult and
terrible that study books change all the time and cost so much and that they cannot be passed on.
There is mixture here between parents not feeling that they are examples to their children. At the
same time, there is worry about the cost of education so that this is like a circle where it would be
difficult to escape from.
Conclusion
From the discussion it is seen that Irish education system was limiting for working class or other
disadvantaged people such as travellers as experienced by the participants in this study. The focus
group qualitative research shows that many barriers there for the adults participants in relation to
returning to education. Financial barriers, literacy barriers, childcare problems, cultural attitudes,
and past experiences stop adults returning to education.
Where Irish people have primary or secondary education, this level of education leads to low paid
jobs, social exclusion or even unemployment. So the education system fails for such people. In
response to that the government has introduced some educational and vocational training courses
to address the low educational attainment of Irish adults. One example is the establishment of the
Vocational Educational Committees with Community and voluntary programmes which help
people who need education and training. The APEL and community projects enable some of the
interested people to return to education and help them complete their study successfully.
Chapter 5
Conclusion
5.1 Summary of findings
Most of the participants in the focus group had more or less similar experience from their
involvement in the education system in Ireland. However, the participants from the travelling
community also had to deal with discrimination in a lot of places be it education or a job possibility
which discouraged them from returning to education. Many focus group participants mentioned
that improving their education will not reflect any positive improvement in their availing of jobs.

25. The main themes that are the reasons which are causing barriers for them to return to avail of
education are:
 childcare,
 financial difficulties and
 literacy problems.
In the final analysis the problem of educational attainment for adults can be overcome by the
supports available and through the right educational programs put in place.
5.2 Recommendations
From this qualitative study some recommendations are:
 The removal of administrative costs or fees,
 removal of part time education fees for mature students getting back to education as a first
step.
 Promote equality for disadvantaged people such as travellers,
 Support people with children so that they get the opportunity to access education and get a
qualification.
 Free child care support in the community crèches for those returning to education should
be implemented and also child care payments should be made to those participating in
childcare.
 Government and local agencies should collaborate together to bring accredited courses to
the community for the people who wants to avail of third level education following Apel.
 Employers should employ social disadvantaged group and this should be made a matter of
rising awareness for the employers.
5.3 Limitations
This is a small study with a small amount of time and hesitations within the focus group was the
main constraint.

26. References
Chapter 2:
Education context in Ireland
Graham,G (2008-p12) Ireland http://encarta.msn.com/encyclopedia%20_761566701_ 4/Ireland_(ireland).html.
Coolahan, J. (1981) Irish Education history and structure.Published by Institute of public administration , Dublin 4 ,
Ireland.
Second chapter references:
Education context in Ireland
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Coolahan, J. (1981) Irish Education history and structure. Published by Institute of public administration , Dublin 4 ,
Ireland.
References for this (failure) part of 2nd chapter:
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Continuing Education. 21 De Montfort Street Leicester Le 7 GE.
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in Lifelong Learning. Published by WRC Social and Economics Consultants Ltd.
AONTAS (2004)Community Education cited in Community Education: AONTAS Policy Series, Dublin
AONTAS(2002) http://www.aontas.com/download/pdf/communityeducation
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agency.
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Methodology
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Chapter 4
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agency.

29. Boice, M. McGragh, S. Payne, S. Lowerson, J. (1993) Out of Sight , Out of Mind,Barriers to Participation ,in Rural
Adult Education. Center for Continuing Education University of Sussex.
Appendix A
Student name: Tamanna Nazneen Rahman
Student ID: 59100397
A list of questions to guide the researcher with the focus group discussion.The host of the discussion programme
introduced the researcher and explained to the participants why people were there. She explained the focus group
was to get people's opinions on returning to education.
A questionnaire for mature students:
1. Please circle yourage range:
23-25 26-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70+
2. How far did you get before you left the education system?
3. What are the reasons for not continuing?
4. What made you decide to continue with youreducation?
5. What are the factors that will encourage,or did encourage you to return to education?
7. Will people take up education or training in their local community or outside? What are the reasons?
9. How do you think third level education can be better?

30. 10. What do you think stops people to further their education after junior certificate or leaving certificate?
11. To sum up, what are the most important things which make people:
leave education -
think about returning –
stop them from putting the plan into action -
finally decide to return and begin their education again -
12. How can families help?
13. How can government help?
[NB: The questions above serve as a guide to the researcher to the focus group investigation to get data and creates
suitable themes relevant to the topic of discussion.And are not unduly followed sequentially.]
The interview was carried out in a mixture of semi-structured and unstructured way. The host used the researcher's
questions to guide the discussion.It allowed the participants to elaborate, talk freely and clarify what has been asked
for.
The research started asking the focus group about their educational experiences,
When did you leave school?
"After my father died my older brother told me I had to leave school, because no one else lived at my home and my
mother no other income and she was living only on a pension and I had to get a job to help out."
Anotherparticipant replied saying,
"I left schoolbefore sitting my leaving cert exams. Because having done badly in my junior certificate I was afraid
that I would fail the leaving certificate and would rather tell people I dropped out than failed. I had no confidence in
my own ability to sit an exam and pass it."
Did you complete your junior or leaving certificate?
Response of one participant was,
"I was 16 years of age and had done my junior certificate and left school."
If not why/ if yes did you go onto third level?
" Got married and had small children, but every year when courses were on in the Tech I would want to do them, but
the kids were going back to school in September with buying books and uniform and I have no money, and the
course started then."
What encouraged you returning to education?
"I had the opportunity over the years to do course interested in, different organisations,no cost and money was big
incentive."
People talked about their past educational experience:

31. "When I was at school, primary secondary,I was not able to keep up with the rest of the class. I always felt like the
stupid one in the class.Any activities that the teacher needed help with in the class,she always picked the smart
children."
Two women commented on their experience in education:
One woman commented: " When you spend a lot of time on as essay and get a poor mark or don't pass it knocks
your confidence."
Anotherwoman commented: "I wanted to leave a few time."
What were your fears/ barriers returning to education?
The fear it's a long time since I left school, everything changed world not be able to fit to cope."
Anotherparticipant commented: "The cost of course, childcare, time of course, will I get time out of work."
What supports were in place (if any) that enabled you to stay in education?
"The local CE scheme, I got paid so financially I was comfortable to do course there I wanted. I was older and did
not have to rely on babysitter, time in the evening suited me no commitments, peer support offriends there was
around 8 to 10 of us and felt confident because friends were from the same background."
Anotherrespondent commented:
" I drive everyone chips in for petrol for less cost,goal is to finish. I have a 16 year old, if I dropped out easily I
would not be a good role model for his future education. His older brother did not stay in education."
Do you think that you would have returned to education if you did not get the opportunity through APEL?
"Out of education a long time, was not overly confident , did not know if I was doing things right."
Anotherparticipant responded to this topic: "I would not go through without the support of tutors,encouragement
from them and the support network."
Anotherrespondent said:" I got the opportunity to achieve a third level education I am proud of. I am more
confident than a year ago at times during the course was over my head."
Is accreditation important to you and would you have completed the course if it was not accredited?
"I am too old to do courses not accredited over the years I did courses not accredited I got now where."
Through your experience where do you prefer to do yourcourse?
In the community like Apel , but I did not mind college because I have a car, other women in the group don't drive.
Achievement:
One participant said: " When I get my degree I will be so proud of myself".
Anotherperson said, " If I get my degree I don't care what level it is at. I will be proud of myself because I have
achieved a life's ambition and know that it was through my own hard work."