Analyzing Constructivist Teaching and Learning in Adult Non-Formal Education Centers in KwaZulu-Natal, South Africa.

This article provides graduates' views on teaching and learning methods for skills acquisition in adult nonformal education (NFE) centers in KwaZulu-Natal province. It analyzes how adult facilitators applied the principles of constructivist theory in teaching and assessing the learners. The researchers used a mixture of stratified and purposive sampling to select six NFE centers and twelve (out of 200) adult learners who studied skills training and became selfemployed. The data collection techniques consisted of semi-structured interviews, observation, and document analysis. The evidence from the adult learners reveals that facilitators applied the constructivist theory principles of interactive learning, collaborative learning, facilitating learning, authentic learning, and learner-centered learning while teaching and accessing the learners. The researchers conclude that in the majority of the NFE centers, the teaching and learning methods were of high quality because the training delivery encompassed practice-oriented approaches in workshops and field trip activities to businesses and companies for learners to obtain real-world experience. This article contributes to the literature by demonstrating the importance of five principles of the constructivist theory of learning and authentic assessment for effective teaching and learning in adult NFE programs. [ABSTRACT FROM AUTHOR]