l W W W -_ we ““1me LIBRARY Michigan State University LHHH M NH This is to certify that the dissertation entitled A DESCRIPTIVE STUDY OF THE PROGRAM PLANNING PROCESS FOR ADULT EDUCATION PROGRAMS IN NASSAU, BAHAMAS presented by Bess Stamps has been accepted towards fulfillment of the requirements for Eh_._D_._ degree in Education Date January 28, 1987. "(II-Zn- Am»: A ' I“ rm ~, g - . 0-12771 MSU RETURNING MATERIALS: Place in boot drop to remove this checkout from LIBRARIES ....:,.... your record. FINES will be charged if 550E is returned after the date stamped below. ffififi“ I AUG 0 3 1999 I'SEEI a 2992 A DESCRIPTIVE STUDY OF THE PROGRAM PLANNING PROCESS FOR ADULT EDUCATION PROGRAMS IN NASSAU, BAHAMAS By Bess Stamps AN ABSTRACT OF A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Educational Administration 1987 ABSTRACT A DESCRIPTIVE STUDY OF THE PROGRAM PLANNING PROCESS FOR ADULT EDUCATION PROGRAMS IN NASSAU, BAHAMAS By Bess Stamps Purpose of The Study The study was conducted with the purpose of determin- ing if there were discrepancies between adult education program planning procedures of adult education program planners in The Bahamas and the theoretical planning cri- teria for adult education programs as proposed by national- ly recognized planning authorities. Methodology for The Study Two surveys were developed for the study. One survey was designed for and administered to fifteen educational planners; the second survey was designed for and adminis- tered to fifty-eight graduates of adult education programs. Responses were examined using a Likert-type scale. The t-test was applied to the differences between the means to determine statistical significance. Maior Findings Adult education planners perceived ten conditions of discrepancies from the theoretically pr0posed criteria for planning. They are: Bess Stamps business leaders provide input for planning; program planning based on consensus of all planning committee members; planning based on economic trends; planning based on needs assessment; planning based on economic needs; planning based on cultural trends; planning based on teaching staff input; current job market influence on planning; future job trends influence on planning; participation of learners in planning through the use of program evaluations. Graduate learners perceived four areas of discrepancies from theoretically proposed criteria for planning: learners should help plan programs; learners should participate in evaluations of programs; programs should have more relevancy to jobs and career choice; business men should have more input in planning. Planners and learners perceived nfilxl discrepancies be- tween most elements of tourism as they exist and as they should be. Both groups perceived tourism as the country's most important industry, but preferred it not to be. Results of the planners' priority rankings indicated a‘ serious need for planners to obtain more information regard— ing planning criteria for adult education programs. DEDICATION Eccleastes 12-13 (American Translation): Furthermore, my son, take heed: of the making of many books there is no end and much study is a weariness of the flesh. The conclusion of the matter, all having been heard; Fear God and keep His commandments; for this ig the whole duty of man. This dissertation is dedicated to Stephanie and Eric, my grandchildren. ii ACKNOWLEDGEMENTS I had a dream. To many people I offer my humble thanks and gratitude for helping me make that dream a reality. To my chairman, Dr. Kenneth Harding, I express deep appreciation for his patience, strong support and willing assistance in helping me to make my dream a reality. His demonstration of the true attributes of an educator will always be remembered. I deeply appreciate Dr. James F. Rainey for stepping in at a crucial time and giving excellent advice and assistance. To my doctoral committee members, Dr. Ben Bohnhorst and Dr. Howard Hickey, for their fine support, advice, sense of humor and understanding, I wish to say thanks. Special thanks are extended to the many individuals in The Bahamas who so graciously assisted me by providing infor- mation and materials. Many thanks to Elder and Mrs. Hugh Roach for their encouragement and assistance. I will never forget Joyce Thompson at the College of The Bahamas for her late night phone call encouraging me not to give up. Finally, I want to give a very special thanks to Nelson George who assisted me diligently throughout my study. Thank you, Nelson. iii TABLE OF CONTENTS LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . vi LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . xii Chapter I. INTRODUCTION . . . . . . . . . . . . . . . . . . 1 Statement of the Problem Review of Related Literature Background History Definition of Terms Research Questions Research Design Validation of the Survey Instrument Statistical Design Limitations of the Study Assumptions Summary II. REVIEW OF RELATED LITERATURE . . . . . . . . . . 17 Theory and Research of Criteria for Planning Adult Education Programs Theory and Research on Adults as Adult Learners Existing Adult Education Programs in The Bahamas Employment In a Tourism-Based Economy Impact of Tourism on the Bahamian Economy Impact of Tourism on the Bahamian Society Summary III. RESEARCH DESIGN PROCEDURES . . . . . . . . . . . 50 Introduction Research Questions The Instrument Planners Survey Adult Learners Survey Population Statistical Design Data Collection Summary iv IV. ANALYSIS OF THE RESULTS. Demographic Data about Participants Data Analysis and Findings Summary of Findings Summary of Analysis V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS AND REFLECTIONS. Summary Conclusions Recommendations Reflections APPENDICES A. Cover Letter for Surveys B. Survey for Planners Survey for Learners REFERENCES 60 .125 .134 .142 LIST OF TABLES Comparison of Planners' Responses to Learners' Responses for Statement "Business leaders provide input for planning adult education programs." Comparison of Planners' Responses to Learners' Responses for Statements Concerning Program Evaluations Used for Planning Programs Comparison of Planners' Responses to Learners' Responses for Statement, "Business leaders should provide input for planning adult educa- tion programs. . Comparison of Planners' Responses to Learners' Responses for Statements Concerning Students' Input for Planning Programs. Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should be for Statement Concerning Business Leaders Pro- viding Input for Planning Adult Education. Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statement Concerning Constructing Education Programs by Concensus of Planning Committee Members.. Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Planning Based on Needs Assessment Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Planning Programs Based on Student Interests . . . . Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Planning Programs Based on Economic Trends vi 63 63 64 65 66 67 67 68 69 10. 11. 12. 13. 14. 15. l6. l7. l8. 19. 20. Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Planning Programs Based on Consideration of Cultural Trends Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Planning Programs with Input from Staff . Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Current Job Market Conditions Influencing Plans Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Future Job Trends Influencing Program Planning. Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Learners Participating in Evaluation of Programs Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Using Program Evalu- ations to Plan. . . . . . . . . Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Business Leaders Providing Input for Planning Programs Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Learners Helping Plan Programs . . Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teachers Knowing What Learners Need to Study . Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Learners Participating in Program Evaluation . . . . . . . Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Academic Skills vii 70 70 71 72 73 73 74 75 76 77 78 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Skills Which are Directly Related to the Job. Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Skills Consistent with Career Choices Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Academic Skills Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Skills Directly Related to the Job Market Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Skills Consistent with Career Choices Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statement Concerning Program Preparing Learners for Current Job. . . . Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Program Preparing Learners for Future Career. . . . Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Designing Programs to Meet the Needs of Learners . . . . Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Business Leaders Knowing What Learners Need to Study Comparison of Planners' Responses to Learners' Responses for Statement, "Tourism is the most important industry in The Bahamas." Comparison of Planners' Responses to Learners‘ Responses for Statement, "Tourism provides Bahamians economic opportunities.". viii 78 79 80 81 82 83 83 84 85 86 86 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. Comparison of Planners' Responses to Learners' Responses for Statement,"Tourism provides Bahamians with social mobility.". . . . . . . Comparison of Planners' Responses to Learners' Responses for Statement,"Tourism-related jobs convey positive esteem to its workes." . Comparison of Planners' Responses to Learners' Responses for Statement,"Bahamians prosper as tourism increases." . . . . . . . . . . . . Comparison of Planners' Responses to Learners' Responses for Statement,"Tourists treat Bahamians with courtesy and respect." . . . . . . . Comparison of Planners' Responses to Learners' Responses for Statement,"Bahamians treat tourists with courtesy and respect.". . . . . . . . Comparison of Planners‘ Responses to Learners' Responses for Statement,"Native Bahamians perceive themselves as victims of tourism." . . . . Comparison of Planners' Responses to Learners' Responses for Statement,"Tourism should be considered the most important industry in The Bahamas." . . . . . . . . . . . . . . . . . . . Comparison of Planners' Responses to Learners' Responses for Statement,"Tourism should be utilized to provide Bahamians with economic opportunities." . . . . . . . . . . . . . . Comparison of Planners' Responses to Learners' Responses for Statement,"Tourism should be utilized to provide Bahamians with social mobility." . . . . . . . . . . . . . . . . . . Comparison of Planners' Responses to Learners' Responses for Statement,"Tourism-related jobs should convey positive esteem to their workers. Comparison of Planners' Responses to Learners' Responses for Statement,"Bahamians should prosper as tourism increases.". . . . . . . . . . . Comparison of Planners' Responses to Learners' Responses for Statement,"Tourists should treat Bahamians with more courtesy and respect.". . . . . Comparison of Planners' Responses to Learners' Responses for Statement,"Bahamians should treat tourists with more courtesy and respect." . . ix 87 88 88 89 9O 90 91 92 93 93 94 95 95 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. Comparison of Planners' Responses to Learners' Responses for Statement, "Native Bahamians should not perceive themselves as victims of tourism.". Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statement Concerning the Importance of Tourism in The Bahamas. Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Utilizing Tourism's Economic Opportunities. Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning the Social Mobility Tourism Provides. Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism.Jobs Providing Self Esteem . Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Increasing Bahamian Prosperity.. Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourists Treating Bahamians with Respect. Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Behamians Treating Tourists with Courtesy and Respect. Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Bahamians Perceiving Themselves as Victims of Tourism. Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning the Importance of Tourism in The Bahamas. . . Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism.Providing Economic Opportunities. X 96 97 98 98 99 100 102 102 103 104 105 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Providing Social Mobility Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Conveying Self Esteem . Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Increasing Prosperity. Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourists Treating Bahamians with Respect. . Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Bahamians Treating Tourists with Respect Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Bahamians Perceiving Themselves as Victims of Tourism. Providing Services for Tourists (Ratings of Groups) Priority Rankings of Statements on Conditions as They Currently Exist Priority Rankings of Statements on Conditions as They Should Be . Planners Comments Learners Comments xi 106 106 107 108 109 109 110 111 112 113 114 C‘Ul-l-‘UJN LIST OF FIGURES The Intention of Using or Applying the Knowledge and Skill . . . . Adults as Learners. Maslow's Hierarchy of Human Needs Reasons for Learning. Perceived Barriers to Learning. Demographics of Planners Responding to the Survey of Adult Education Programs Demographics of Learners Responding to the Survey of Adult Education Programs . xii 27 28 29 32 33 61 61 CHAPTER I INTRODUCTION In The Bahamas, as in other developing nations, adult educators have a critical or challenging mission during this era of increased travel, mass communications, and rapid technological advancement. This mission is to plan effective adult education programs which will produce competent adult workers for their tourism-based economy. Planning successful programs of adult education is a complex process. Essential for the planners is a knowledge and awareness of the linkages between adult learners and the world of work, governmental economic policy, and educa- tional programs for adults. Malcolm Knowles (1980) pointed out that the mission of adult educators can best be described in relation to three distinct sets of needs and goals: (1) need and goals of individuals; (2) needs and goals of the various institu- tions, e.g., schools want to produce responsible citizens, efficient workers; and (3) the needs and goals of the society. In developing nations, the focus of adult education is more than training for personal careers and advancement. It is a means to achieve some of the desired goals of the 2 national government, notably the implementation of govern- mental economic policy. For example, the Bahamian govern- ment has a stated policy which is intended to make the coun- try economically diverse and more self-sufficient in feeding the population (Smith, 1980). To facilitate this policy, the government has provided funds for expanding adult edu- cation and has charged adult educators with the task of planning effective training programs. All planning, however, involves the perceptions and opin- ions of adult planners relative to what they perceive as pri- orities of the society, the economy, and the educational needs of that society. Hendricks and Redlhammer (1980) recorded a Bahamian head- master's opinion relative to the Prime Minister's education mandate. They wrote: He agreed with the changes although he believed that there was still an 'emphasis on the elitist type (academic) education.‘ He noted that the majority of scholarships granted by the ministry in 1975 were in the fields of economics and law. . but very little for scientific or tech- nical education. They further wrote that the headmaster believed it would not be easy to change attitudes to favor more practical skills training. In 1984, Darrell E. Rolle, the Bahamian Minister of Education, told the National Education Conference members, "There is the urgent need to link schooling more closely to the world of work." 3 In The Bahamas, investigation of school enrollment rec- ords show that in spite of that country's critical need for persons trained in a variety of technical and vocational fields, adult students in large numbers are choosing the traditional subjects (Registration Records, College of The Bahamas, 1986). Evidence shows a great deal of overlapping of course offerings among the schools (Nassau Business Aca- demy, New Providence Secretarial School, 1982). All of the courses are designed to provide job-entry-level skills. A look at the latest statistical reports from the Ministry of Labour (1981) reveals a glut of persons with those skills in the unemployed sector of the economy. Official records from government and schools indicate a critical need to examine adult education programs offerings and planning procedures. Statement of the Problem Discrepancies appear between attributes of adult edu- cation programs as they are perceived to exist in The Bahamas and attributes of theoretically "sound" adult educ- ation programs "as they should be" according to leading authorities. These discrepancies seem to mitigate the effec- tiveness of adult education in The Bahamas in terms of their potential positive influence on adult learners who are reci- pients of adult education services. The reduced effective- ness produces program graduates with fewer viable skills for employment and fewer viable skills for improving their quality of life than they might otherwise obtain. 4 Since the underlying premise of the study is that adult education programs in The Bahamas can be significantly im- proved by identifying areas where present education plan- ning practices are significantly discrepant from criteria which represent effective planning for adult education, the purposes of the study will be: 1. to identify criteria which exemplify effective educational planning for adult education programs; 2. to identify current social and economic needs in The Bahamas towards which effec- tive adult educational planning may be helpful; 3. to examine current practices in adult education programming in The Bahamas as perceived by planners and graduate learners; 4. to formulate recommendations which adult education planners and decision-makers in The Bahamas may consider for improving their programs. Review of Related Literature Review of related literature indicates that there is a correlation between effective planning for adult education programs, adult physiological/psychological needs, social climate and the local economic structure. In Toward a Psychology of Being, in 1968, Maslow discussed a theory of human motivation according to physiological and psychologi- cal needs. Maslow's motivation theory included both physi- cal and psychological needs, e.g., the physical needs for shelter, nourishment, warmth, safety; then the psychological need for love, to belong, self-esteem and self-actualization. 5 Houle's (1961) three-way typology of adults' motives for learning focused on the psychological level: (1) to achieve a specific goal; (2) for contact with people; and (3) for the joy of learning something. Houle's study was followed by many others. For instance, in 1974 Morstain and Smart classified the reasons adults study into clusters which included Houle's observations, although Houle was classi- fying groups of people. Various theorists on lifespan development, e.g., Buhler (1962), Erickson (1950) and Neugarten (1963), suggested the importance of incorporating knowledge relative to the phases of life to educational planning. For instance, the develop- mental task of skill acquisition required for job satisfac- tion implies a relationship between an adult's need for achiev- ing personal goals and for obtaining a sense of fulfillment. Writers such as Knowles (1980), and McCall and Schenz (1977) suggested that the fundamental criteria for planning effective adult education programs are the needs of the learners and the needs of factors in the society, which in- clude the economy, cultural beliefs and mores. In the instance of The Bahamas, a search of the litera- ture reveals a paucity of written information related direct- ly to adult education in that country. Therefore, the pre- ponderance of the literature for this study is the result of investigations conducted in countries other than The Bahamas. Studies in motivation, lifespan development, cri- teria for planning adult education and the impact of a large 6 influx of tourists on a society have been conducted primarily in large, industrial nations and smaller nations not located in the Caribbean. However, the results of these studies may be generalized and applied at least to a limited degree to the population and economic conditions in The Bahamas. Background History In this part of the study, a synoptic sketch of The Bahamas is focused on several key events. For example, it appears that the people who in ancient times were indigenous to The Bahamas were slaughtered and driven to extinction by the Spaniards in the early sixteenth century. Therefore, little if any ancient, indigenous cultural influences are present in the late twentieth century (Albury, 1975). The Bahamas has a romantic past, if one considers piracy romantic. For example, Blackbeard is reported to have head- quartered in The Bahamas. The British colonial system.was firmly established in the late eighteenth and nineteenth cen- turies and is still the chief cultural heritage of the islands. However, there is an emergence of American cultural values which has developed in recent years (Albury, 1975). The Bahamian cultural heritage was influenced by the arrival of southern American plantation owners who were British fleeing the Revolutionary War in America. They took their Black slaves with them. Slavery was practiced in the Bahamas until 1834. Since that time, the majority of the island inhabitants have been Black people who comprise 85% of the population today. While English is the dominant 7 language influence, the Bahamian speech integrates other language patterns. Linguists describe the Bahamian patois as English combined with various regional dialects and vocabu- laries from European and African countries (Albury, 1975). Two important historic events of recent times have had major impacts on Bahamian life. The first major historic series of events which impacted The Bahamas actually occurred _in Cuba where the fall of the Cuban dictator Fulgencio Batista resulted in a take-over by Fidel Castro. The vio- lence associated with this power change in Cuba tended to deflect large numbers of American tourists from Havana to The Bahamas where the tourism industry struggled in the early 1950's and 1960's. ‘At that time, a group of Bahamian busi- nessmen known as the "Bay Street Boys" decided to support the development of tourism as a major industry in The Bahamas with the investment of large sums of money. They hired con- sultants and launched a drive to promote The Bahamas as a year-round tourist destination (Albury, 1975). As a result, tourism today provides more than 75% of government revenue (Bahamas Tourism Report, 1984), which makes tourism the major single industry in the Bahamian economy. The second significant historical event was the libera- tion of The Bahamas from colonial rule in 1973, resulting in that nation achieving Commonwealth status. The nation's offi- cial title is now "The Commonwealth of The Bahamas,‘ and it is a nation among the Commonwealth of Nations in the British Empire. Therefore, the ties with Great Britain are still strong, but the policies, goals and social purposes are now 8 much more autonomously determined by the decison-makers who are native to The Bahamas. Personnel who now make up the Bahamian government are almost all Black people. The government now has a mandate to achieve economic diversification and become less dependent on other nations for food and consumer goods (Archer, 1981). Definition of Terms For the purposes of this study, the following defini- tions will be used: Perception: A personal knowledge and image of the world. In this study the economic environment and educational planning based on societal values and mores (Encyclo- pedic Dictionary of Psychology, 1983). Opinion: A view, judgment or appraisal formed mentally about a particular subject, event or circumstance. A belief stronger than an impression, but not necessarily founded on empirical evidence, but what seems to be true, valid to one's oWn mind (Webster's Collegiate Dictionary, 1985). Adult Learners: Individuals in the society who have attri- buted to them the responsibilities of adults in that culture. Those persons who have reached the age where they are expected to provide the necessities of survival for themselves and possibly offspring. Further, they are responsible for cooperating in local and national community development and nation-building (Knowles, 1980). 9 Planners (Educators): Those persons who plan and implement educational programs for the adult learners' consumption. Adult Education: The process which purports to provide in- formation in particular disciplines from adult persons who are vested with relevant knowledge and skills to adult persons who have need of and interest in acquir- ing that information. (Knowles, 1980) Discrepangy: In this study, the operational definition of discrepancy is the condition which reports a difference between the means for the two components of the vari- able being investigated. When the difference yields a T-score from .01 to .05, that difference will be accep- ted as a statistically significant difference. Research Questions 1. Are there discrepancies between adult planners' percep- tions of the planning process as it currently exists for adult education programs in The Bahamas and adult learners' perceptions of the planning process as it currently exists for adult education programs in The Bahamas? 2. Are there discrepancies between adult planners' percep- tions of the planning process as it should be for adult education programs in The Bahamas and adult learners' perceptions of the planning process as it should be for adult education programs in The Bahamas? 10 Are there discrepancies between adult planners' percep- tions of the planning process as it currently exists for adult education programs in The Bahamas and adult plan- ners perceptions of the planning process as it should be for adult education programs in The Bahamas? Are there discrepancies between adult learners' percep- tions of the planning process as it currently exists for adult education programs in The Bahamas and adult learn— ers' perceptions of the planning process as it should be for adult education programs in The Bahamas? Are there discrepancies between adult planners' percep- tions of regularly practiced adult education programs as they currently exist in The Bahamas and adult plan- ners' perceptions of regularly practiced adult educa- tion programs as they should be in The Bahamas? Are there discrepancies between adult learners percep- tions of regularly practiced adult education programs as they currently exist in The Bahamas and adult learners' perceptions of regularly practiced adult education pro- grams as they should be in The Bahamas? Are there discrepancies between adult learners' percep- tions of how existing adult education programs meet their employment needs and how adult education programs should meet their employment needs in The Bahamas? 10. 11. 12. 11 Are there discrepancies between adult planners' percep- tions on elements of tourism as The Bahamas and adult learners' they currently exist in perceptions on elements of tourism as they currently exist in The Bahamas? Are there discrepancies between adult planners' percep- tions on elements of tourism as they should be in The Bahamas and adult learners' perceptions on elements of tourism as they should be in The Bahamas? Are there discrepancies between tions on elements of tourism as The Bahamas and adult planners' of tourism as they should be in Are there discrepancies between tions on elements of tourism as The Bahamas and adult learners' of tourism as they should be in Are there discrepancies between rankings on the elements of the adult planners' percep- they currently exist in perceptions on elements The Bahamas? adult learners' percep- they currently exist in perceptions on elements The Bahamas? adult education planners' planning process as they currently exist and adult education planners' rankings on elements of the planning process as they should be? (See Chapter III, p. 53, for Research Questions Summary) Research Design There was no suitable existing instrument available for surveying the planning criteria for adult education programs in The Bahamas. Therefore the researcher developed the 12 two following instruments (see Appendix A and B): (a) Survey of Adult Education Programs for Planners. (b) Survey of Adult Education Programs for Learners. This study investigated the twelve previously listed research questions in order to examine the effectiveness of adult education programs in The Bahamas as they currently exist compared to how these conditions should be as perceived by adult education program planners and adult education pro- gram service recipients, e.g., adult learners. The investi- gation was accomplished by identifying two basic populations as respondents. First, adult planners were identified by positions they hold in existing adult education programs in The Bahamas as conducted by the College of The Bahamas, the Hotel—Motel Training College, the Industrial Training School, and the Nassau Business Academy. Second, adult learners were identified by official school records of graduates for the years 1985 and 1986. All individuals in the identified pools were eligible to participate. Adult planners received and returned a survey or were approached individually by the researcher or an assistant. Adult learners were surveyed in like manner. Anonymity of the respondents was maintained. The adult planners' survey instrument presented 14 statements which describe conditions as they currently exist relative to adult education programs and tourism in The Bahamas. In addition, there were 14 statements which 13 described conditions as they should be relative to adult edu- cation programs and tourism in The Bahamas. Further, the adult planners' instrument presented two rank-orderings of statements based on respondents' opinions of the importance of statements from a self-selected set of given statements. The first rank ordering elicited responses which rank state- ments that describe conditions as they currently exist in adult education programs in The Bahamas. The second order- ing elicited responses which rank statements that describe conditions as they should be in adult education programs in The Bahamas. The adult learners' survey instrument presented 14 statements which described conditions as they currently ex- ist relative to adult education programs in The Bahamas. Both instruments also presented eight statements relative to elements of tourism as they should be in The Bahamas. There were 16 statements on tourism which manifestly related to adult education programs in The Bahamas. Both instru- ments provided space for suggested changes, best aspects of adult education, and personal feeling about providing services for tourists. Validation of the Survey Instrument The adult education planners' survey instrument was administered to five adult planners in Michigan. Results were analyzed to determine the suitability of each item. Modifications of the items reflected any problems which emerged from the analysis. 14 The adult learners' survey instrument was administered to five adult learners in The Bahamas. Results were anal- yzed to determine the suitability of each item. Modifica- tions of the items reflected any problems which emerged from the analysis. Statistical Design A mean score was calculated for the two variables in- herent in Research Questions 1 through 11. Variable one investigated an attribute of existing adult education pro- grams in The Bahamas; and variable two investigated an attri- bute of adult education programs in The Bahamas as they should be. The data were collected by eliciting responses to statements on a Likert-type scale. To calculate the mean for each statement, "Strongly Agree" was assigned a value of 8 points, "Agree" was assigned a value of 6 points, "Disagree" was assigned a value of 4 points, and "Strongly Disagree" was assigned a value of 2 points. The t-test was applied to the differences between the variable means for each of the eleven research questions to determine the level of statistical significance. Any differ- ence equal to or less than .05 which was generated as a result of applying the t-test was deemed statistically significant. Research Question 12 is answered with data produced from a four-step analysis. First, the statement self- selection was accomplished using a frequency analysis to identify the eleven (11) statements most commonly identified as important. Next, a mean was calculated for the eleven 15 (11) most frequently cited statements. Third, based on those means, a rank order was created to identify the state- ments in order of importance. Finally, a standard devia- tion was calculated for each statement by the respondents. Limitations of the Study Both questionnaires were personally delivered to the respondents. The results were limited to how accurately the planners and learners reported their perceptions of adult education programs and tourism in The Bahamas. The study was further limited to those planners and learners who volunteered to participate in the study by completing the questionnaire. Assumptions It is assumed that the planners and learners responded honestly and accurately according to their individual opin- ions, perceptions and biases. Summary This is a study which focuses on identifying discre- pancies between what is and what ought to be included in adult education in The Bahamas, most particularly with re- spect to educational planning for the training of adults. It has drawn upon: (a) general, theoretical research knowledge about adult education; (b) analyses of current social and economic condi- tions in The Bahamas pertaining to adult 16 education needs; (c) viewpoints of educational decision-makers who currently are in charge of adult education in The Bahamas; and (d) evidence from the programs and those students who are participants in the programs. This study of adult education in The Bahamas was chosen because the relatively isolated and homogeneous conditions of that small society make it an advantageous laboratory in which to study. There are few distracting complexities which might obscure the validity of the findings. CHAPTER 11 REVIEW OF RELATED LITERATURE The review of the related literature will focus on the following six areas: 1. Theory and research of criteria for planning adult education programs. Theory and research on adults as adult learners. Existing adult education programs in The Bahamas. Employment in a tourism—based economy. Impact of tourism on the Bahamian economy. O‘U'I-l-‘UJN Impact of tourism on the Bahamian society. Theory and Research of Criteria for Planning Adult Education Programs Malcolm Knowles, who for years has been recognized as an outstanding leader and practitioner in adult education, wrote The Modern Practice of Adult Education in 1980. In his book, he listed nine criteria for adult education pro- gram planning. His list included a need to consider: 1. An environment conducive to adult learning. 2. Assessment of adult students' needs, (a) basic or organismic needs, and (b) educational needs; (a) organismic needs consist of: (1) physical needs; (2) need for new experiences; (3) growth needs; (4) need for affection; (5) security needs; and (6) need for recog- nition. l7 18 (b) educational needs consist of: (1) the opportunity to learn something for the good of the individual, an organization, and society; (2) the gap between an indivi- dual's current level of competency and a required level of competency; and (3) the distance between aspiration and reality. 3. Interests of students. Those factors within an individual which attract him/her pp or repel him/her from various objects, persons an activ- ities within his/her environment (Encyclopedia of ngchology, 1946). 4. General purposes and program objectives. Program objectives provide guidelines and f0cus for the various activities that make up a comprehensive adult education program. 5. The design of a comprehensivegprogram. Select the format for learning that will effectively accom- plish the objectives of a program. 6. Budgeting and financing a program. Sources of funds: government, tuition, grants, etc. 7. A promotional campaign and public relations. Good promotion does more than merely describe the program. A major function of adult educa- tion is to sell people the idea of continuing to learn. 8. Implementation of the program. 9. Evaluation of the program. Evaluation process consists of: (l) formulating the questions that need to be answered (or establishing cri- teria); (2) collecting data that will enable the educator to answer those questions; (3) anal- yzing the data and interpreting what they mean as questions to the answers; and (4) modifying the plans, operations and programs in light of the findings. These decisions must be made repeat- edly. Knowles (1980) stressed the point that the only valid source of information about the interests of adults is the individual students. He warned the adult educators that too often in actual practice they act on assumptions about what people would be interested in rather than finding out from 19 the learners themselves. In his book, The Modern Practice of Adult Education, Knowles (1980) showed samples of survey questionnaires from which planners can obtain information from the learners and the community which would be helpful for adult education pro- gram planning. McCall and Schenz (1977) wrote that planning for appro- priate adult education programs consists of five essentials: 1. A dynamigy continuous process. To be viable and effective, adult education programs must have continuous evaluation and reappraisal. To meet the challenge of the community and the changes therein a program.must change to pro- vide the educational activities and services required to meet these needs. Involves those directly affected. It is im— perative in developing a program to begin with those who will be affected--the adult students. Opportunity should be provided for student par- ticipation in the development of programs and assessing their effectiveness. Provides for groupgparticipation. The ideas and participation ofimany persons from vari- ous areas of the community who are intimately knowledgeable and concerned with the needs and resources in the community will create a more effective program than one or two persons from just one educational sector. Requires long-term effort. Often planners are very enthusiastic about a program and fail to plan carefully. Such hurriedly begun programs may flounder and impede the progress of the long—term continuance of a much-needed training program. Is a complex of details. Good program planning provides the proper instructional equipment, learning setting, guidance opportunities, and student-teacher relationship, which are necess- ary for successful adult learning. Furthermore, a positive attitude of persons, groups and vari- ous organizations within the community helps provide a climate necessary for adult education programs. 20 In his book, The Design of Education, Cyril O. Houle (1978) wrote: The learner or the educator must therefore examine all available evidence and make his appraisal of how much the educational program has accomplished in terms of his sense of the realities of the situ- ation. The basic questions he must ask of himself are simple and direct. How well was each objective achieved? If I did better than expected, why? Was the goal too high or was the design poorly planned and executed? If the latter, what specifics were wrong? If the objective was reached would I have done better if I had set higher levels of accomp- lishment? If goals changed during the course of learning, should they have? What additional cri- teria of evaluation should have been used? Can I make an estimate of how well I would have done on them? Houle in 1978 developed a program design which is summarized as follows: 1. Identifying possible educational activity. The awareness that a learning activity might occur can come from many sources and in many ways. Particularly in the education of adults, such an awareness may also arise in a context of which makes a negative determination at least as likely and as wise as a positive one. Ex- ternal events can create needs, present chal- lenges, or offer opportunities. 2. Deciding to proceed. The decision to proceed involves an analysis that varies from one situ- ation to another. The decision to proceed is essentially a matter of subjective judgment, for it is impossible to demonstrate in advance that either a positive or negative choice of programs will be wise. Those who make the choice as planners or those who are recipients of the planning must consider all the aspects of the situation and then decide what to do. 3. Identifying and refining objectives. The identi- fication of the objectives to be sought in the learning experience is usually a major step in designing or analyzing it. The shaping of ob- jectives are at the heart of an activity, not on its surface. Even if objectives are not stated explicitly, they always give focus and direction to the program. The complexity of objectives 21 and goals is present in all educational settings, but it is especially evident in programs planned for adults. A really good adult education pro- gram must have careful attention given to the unique nature of the situation and skill in iden- tifying the objectives which are uniquely appro- priate to it. 4. Developing a format. When a decision has been made to proceed with a particular adult educa- tion program and objectives have been refined, the mind of the planner is darting ahead to con- sider the components of the proposed design. A format blends together the various elements, such as decisions about roles and relationships (i.e. relationship of job training to the local economy), each interacting with each other. In analyzing an education program, either during or after its completion, judgments about its relative success often will center on one or more of the format elements, such as scheduling, sequence, etc. The planner must realize that he/she must be aware of all the elements of his/her format if he/she is to have the greatest possible success. 5. Fitting programs into life patterns. In a logi- cal sequence ofprogram planning, a format might first be devised, then fitted into large patterns of individuals or groups. This rationale is not often followed. The establishment of the proper relationship of learning to the rest of life re- quires a planner to take many details into account --the learner, the educator, and the institution. 6. Effectingpprogram. An effective adult education program is not merely carrying out the plans and an evaluation that has been prepared, but it is both accomplishment of plans and a constant re- adjustment of such plans. 7. Measuring and appraisipg results. This is an- other way of stating evaluation. While the pro- gram is in process, its quality is being con— stantly appraised by the participants. At its completion, the learner and the educator must examine all available evidence and make an apprai- sal of how much the program has effectively reached its goals in terms of their sense of realities of the situation. Houle (1978) believed the most central concern of adult education is the learner, and the effect of the educational 22 process can be most directly measured by what changes occur in the learner. Therefore, the program planner must make an effort to design and conduct a program which will precipitate individual growth. A synopsis of the contributions to literature related to adult education program planning by such writers as Knox (1976), Johnson (1972), and Verdium (1980) is listed in the following five steps: 1. analysis (who, why, need, what, funds); 2 design (goals, objectives, tasks); 3. development (resources, materials, facilities); 4 implementation (instructors, instructional strategies); and 5. evaluation (follow-up, methods of evaluation). It should be pointed out that adult education writers suggested fundamentally the same criteria for planning effec- tive adult education programs. Each placed emphasis on the needs of the learners and relating those needs to society. Theory and Research on Adults As Adult Learners Lifespan research indicates that there is a strong need for adults to make sense out of their lives, to understand their environment, along with the relevancy of others in that environment, to be autonomous and self-directed. Charlotte Buhler (1962) proposed that there is a rela- tionship between an individual's success in setting and ac- complishing personal goals and a sense of fulfillment or frustration in later life. Erickson (1950) suggested that a 23 healthy personality must be able to resolve major crises as it progresses from young adulthood to old age. Neugarten's studies (1963, 1969) built on Erickson's earlier formula- tions and elaborated on the role of age and timing in adult development. Cross (1981) stated in her book, Adults as Learners, that there is a continuity among researchers regard- ing the role of age in lifespan development starting as far back as the 1920's and continuing to the present time. She mentions Levinson and associates (1974) who believed that there are "relatively universal, genotypic, age-linked, adult developmental persiods." However, Lowenthal and her coll- eagues (1975) defined their research groups by social role rather than age. They grouped their subjects into four cate- gories: high school seniors, newlyweds, middle-aged parents, and preretirement couples. Cross noted that Levinson found similarities for age-defined groups, whereas Lowenthal arrived at the conclusion that chronological age is gener- ally less significant than socially defined roles. Cross concludes that most educators, counselors, educational re- searchers and those who work directly with adult learners find the age-linked description useful. The various theorists' lifespan development research highlights the importance of incorporating information about the life span itself into educational planning. For in- stance, the developmental task of acquiring work-related competency and status implies the need for adults to grow throughout their life spans. Those abilities can be aided 24 by appropriate educational programs. However, adult educa- tors should be aware of the limitations of those studies. Most of the literature on lifespan development surveyed for this study revealed such limitations as: 1. Most research generalized from small samples (Levinson generalized from 40 men). 2. Some studies have not been empirically validated (Erickson's for example, although he influenced much of the later research) (Cross, 1981). 3. Few studies have researched the entire life span (most explored set stages from preadolescence to 60 years). 4. Most studies have been limited to White, middle- class Americans. Because most studies have been conducted with Whites, there is a dearth of information yet undis- covered about lifespan development of Blacks, Hispanics and other minorities. In spite of the aforementioned limitations of studies in lifespan development, the findings can be used by adult edu- cation planners in The Bahamas as an operational general basis from which to generalize about adult learners. Fur- ther, the past developmental findings can be a premise for research into lifespan development of persons in The Bahamas and other Caribbean societies. In addition to understanding lifespan development,.adult educators should also be able to identify the adult learn— ers, why they study, and the characteristics of their needs. Malcolm Knowles (1980) describes the adult learner as 25 the individual who is performing social roles typically assigned by a culture to those persons in that culture whom it considers to be adults. Such roles include worker, pouse, parent, responsible citizen, member of the armed ser- vice, etc. According to KnoWles (1980), adult learners: 1. are persons who range from 18 to 80+ years (in Wester, developing nations the age range may start at 16); are at different stages of psychosocial and physical development; have a variety of life experiences; value personal experiences which establish self-identity; are people whose readiness to learn is close- ly related to the tasks of their social roles; are more problem—centered in their approach to learning; are people who prefer to study for immediate use of knowledge; are capable of participating in the planning and implementation of their education pro- grams; and think they are unique, independent, and can make useful contributions. Cyril O. Houle (1961) laid the foundation for research into why adults study. He interviewed 22 men and women rela- tive to their reasons for studying. His conclusion resulted in a three-way typology, as follows: 1. Goal-oriented learners. Those who desire to achieve specific goals such as preparation for work, job promotion, dealing with family or personal problems, etc. 26 2. Activity-oriented learners. Those who partici- pate in study for contact with people, to avoid being at home, just to gain course credits or to escape boredom, etc. 4. Learning-oriented learners. Those who study for the joy of learning something. They desire to know and grow through studying and they study throughout their lives. Alan Tough (1968) used interviews with individuals to understand people's motives for undertaking self-directed learning projects. His study of 35 learners indicated the reason they studied was motivated by the desire to learn something specific. Tough's findings were common to other such studies; that is, adult learners are most often moti- vated by the pragmatic desire to use or apply the knowledge or skill. (See Figure l for Touch's diagram illustrating his findings.) Morstain and Smart (1974) used a factor analysis of the Educational Participation Scale (EPS) and found six fac- tors (see Figure 2). Cross (1981) pointed out that Morstain and Smart extend and give some support to Houle's more sub- jective observations. However, there is an important differ- ence: Houle was classifying groups of people; Morstain and Smart were identifying clusters of reasons. It is easy to see Houle's three subgroups in the six factors of Morstain and Smart. Professional Advancement is inherent in Factor IV; Escape/Stimulation is inherent in Factor V; and Cognitive Interest is inherent in Factor VI. Abraham Maslow (1968) developed the well-known hier- archy of needs which begins with biological/physiological 27 Why People Learn A During the episodes of a learning project, the person will perform certain activities such as reading, listening, watching, practicing. B As a result of these learning episodes, he will retain certain knowledge and skill. C This knowledge and skill will be used for performing some responsibility or action at a higher level (or faster). Pleasure Self-esteem Others D He will receive a promotion, higher pay, or some other material reward. Pleasure Self-esteem Others (directly, or from whatever is purchased from money) (Alan Tough, Monographs in Adult Education 3, 1971) Figure l. The Intention of Using or Applying the Knowledge and Skill. 28 Factor 1. Social Relationships — To fulfill a need for personal associations and ‘ friendships - To make new friends - To meet members of the opposite sex Factor II. External Expectations - To comply with instructions from someone else - To carry out the expectations of someone with formal authority - To carry out the recommendations of some authority Factor III. Social Welfare - To improve my ability to serve mankind - To prepare for service to the community - To improve my ability to participate in community work Factor IV. Professional Advancement - To give me higher status in my job - To secure professional advancement - To keep us with competition Factor V. Escape/Stimulation - To get relief from boredom - To get a break in the routine of home or work - To provide a contrast to the rest of my life Factor VI. Cognitive Interest - To learn just for the sake of learning - To seek knowledge for its own sake - To satisfy an inquiring mind (Morstain and Smart, Adult Education, 1974) Figure 2. Adults as Learners. 29 needs and continues upward psychologically to the level of self-actualization. Maslow structured his theory into a five-level triangle, as indicated in Figure 3. Those five needs are: (l) biological or physical needs; (2) safety or security needs (3) love and belonging or social needs; (4) esteem needs; and (5) self-actualization needs. Maslow emphasizes On the whole that the need for an individual self-actualization cannot satisfy is a healthy person's prime motivation. any level unless needs below are satisfield. needs for Self- actual- ization Self-actualization means actualizing one's potential, becoming everything one is capable of Esteem Needs becoming Love, Affection and Belonging Needs ¥ Safety Needs Physiological or Survival Needs Most basic needs have to do with survival physically and psychologically Figure 3. Maslow's Hierarchy of Human Needs, 1968. 30 Maslow described the biological/physiological needs as necessary for existence. Although the human needs to satisfy thirst, hunger, and shelter are separate, satisfac- tion in these areas are primary for individuals before they focus on satisfying the needs of safety. Safety needs, such as security, stability, freedom from fear, need for order, structure, and law become more important in society. With respect to the issues of program planning safety needs become relevant when a student may feel justifiably com- fortable and safe when the educational programs provide the learner with appropriate skills for the job market. The need to belong may motivate a learner to join school clubs which would provide more career information, or to join professional organizations which invite students to join. The feeling of safety and belonging supports the desire for enhancing an individual's self-esteem, such as striving to be more competent in employment skills, or greater achievement in the work world and the community. The second kind of self-esteem includes a need for recog- nition from one's peers. As the aforementioned needs are met, a person will develop self-confidence and a feeling of being useful and worthwhile in his/her personal and com- munity setting. Self-actualization is the highest level of development a person can obtain in any culture. An individual is self- actualized when that individual has reached a high level of 31 potential personal achievement. Maslow consi-ered the average person to be 85% satisfied with his/her biological/ physiological needs, about 70% with his/her safety needs, 50% with personal affection needs, and 40% with his/her self-actualization needs. It should be remembered that Maslow's studies were conducted on Americans. Therefore, the aforementioned percentages do not necessarily apply to persons living in developing nations with tourist-based economies. However, Maslow's theory of satisfaction for persons living in more developed nations with diverse econ- omies would provide a premise by which planners could set reasonable achievement goals for their adult education participants. In addition, the findings (see Figure 4 and 5) of re- searchers such as Carp, Peterson and Roelfs (1974) may pro- vide information that can be generalized for adults living in Western societies. Figure 4 shows a list of reasons why adults study, while Figure 5 lists perceived barriers to learning. Both charts can be used by Bahamian educators to develop a checklist to study individuals' priorities and obstacles relative to attending school. In addition, Bahamian educators need to be aware of Perez's (1975) analysis of the Black Servility Theory. This theory describes individuals who view tourism as an industry which pressures workers to be accommodating, fawning, and knee-bending toward the foreign visitor. Perez's analysis starts with two statements: (1) tour- ism is a service industry which pressures workers in the 32 Percent of Percent of Would-Be Learners Learners Checking Checking Why They Reasons "Very Important" Participated Knowledge Goals Become better informed 56 55 Satisfy curiosity 35 32 Personal Goals Get new job 25 18 Advance in present job 17 25 Get certificate or license 27 14 Attain degree 21 9 Communitinoals Understand community problems 17 9 Become better citizen 26 11 Work for solutions to problems 16 9 Religious Goals Serve Church 12 10 Further spiritual well-being 19 13 Social Goals Meet new people 19 18 Feel sense of belonging 20 9 Escape Goals Get away from routine l9 19 Get away from personal problems 11 7 Obligation Fulfillment Meet educational standards 13 4 Satisfy employer 24 27 Personal Fulfillment Be better parent, spouse 30 19 Become happier person 37 26 Cultural Knowledge Study own culture 14 8 Other Reasons 4 2 No Response or Other Response 14 3 NOTE: Columns do not total 100 because Respondents gave multiple reasons. (Carp, Peterson and Roelfs, 1974) Figure 4. Reasons for Learning 33 Percent of Potential Barriers . Learnersl Situational Barriers COst, including tuition, books, child care, and so on 53 Not enough time 46 Home responsibilities 32 Job responsibilities 28 No child care , 11 No transportation 8 No place to study or practice 7 Friends or family don't like the idea 3 Institutional Barriers Don't want to go to school full-time 35 Amount of time required to complete program 21 Courses aren't scheduled when I can attend 16 No information about offerings l6 Strict attendance requirements 15 Courses I want don't seem to be available 12 Too much red tape in getting enrolled 10 Don't meet requirements to begin program 6 No way to get credit or a degree . 5 Dispositional Barriers, Afraid that I'm too old to begin 17 Low grades in past, not confident of my ability 12 Not enough energy or stamina Don't enjoy studying Tired of school, tired of classrooms Don't know what to learn or what it would lead to Hesitate to seem too ambitious WU'IO‘OO 1Potential learners are those who indicated a desire to learn by those who are currently engaged in organized instruction. (Carp, Peterson and Roelfs, 1974) Figure 5. Perceived Barriers to Learning host country to adopt accommodating manners at an undesir- able level; and (2) in the Caribbean most visitors are 34 White Americans, whereas the local workers are Black. Perez asserts that American society has always been racist, and the Anglo community defines the prOper role for non-Whites as menial. Perez contends that Americans take those atti- tudes with them when they visit Caribbean nations. He fur- ther contends some island governments have fallen victim to this psychology. One example he cites is a Jamaican Tour- ist Board advertisement which stated: You can rent a lovely life in Jamaica by the week. It starts with a country house or a beach cottage hilltop hideaway that comes equipped with gentle people named Ivy or Maude or Malcolm who will cook, tend, mend, diaper, and launder for you. Who will 'Mr. Peter, please.‘ The Black Servility proponents believe that whether or not authorities make statements such as those mentioned, mass tourism promotes the norms and values regarding race rela- tions (Perez, 1975). On the other hand, Erisman (1983) states that locals in the developing Caribbean nations have never passively accepted the inferior social status forced upon them by imperialist powers. Therefore, there is no reason to believe they would accept these indignities from a mob of tourists (Erisman, 1983). A heritage of struggle against racism has been supported by Black Power ideology imported from American Blacks in the 1960's. Caribbean Blacks enhanced their pride and sense of dignity along with the achievement of independence. Nationalism has also be- come a significant element in the Caribbean society. Black 35 Servility, the opposing Black Power ideology, nationalism, and independence, may all play a significant role in the attitudes and behavior of the locals who work in the service industry (Erisman, 1983). The Bahamas Tourism Exit Report (1980) indicated a continuous rise in the number of tour- ists who checked "below average" in the "Attitude of People" category from 1978 through 1980. The 1985 report indicated some improvement, about half checked "better" and "much better." The other half checked "some" through "much worse" categories. The "much worse" category was 11 percent of the second group. The Tribune, a Bahamian newspaper, reported on September 13, 1985, that Mrs. Lawrence, the Grand Bahama Tourism Chief, in a speech before the Rotary Club, had stressed the need for a change in the attitudes of those who work in the service field if tourism is to continue its growth in Grand Baham. The Nassau Guardian on July 25, 1986 reported a speech given by Mr. Clement T. Maynard, Minister of Foreign Affairs and Tourism, in which he stated that there was a definite need to improve service and salesmanship so that the economy could benefit from such efforts. On May 25, 1985, The Nassau Guardian reported a speech given by Sir Lynden O. Pindling, Prime Minister of The Bahamas, in which he emphasized "a no-manners waiter or waitress can give an entire hotel, indeed an entire destina- tion, a bad name." He further stated that some persons 36 place service above self, and there is, indeed, a need for persons with such attitudes. The report quoted the Prime Minister: I realize, he stated, that in this whole affair there can be difficult, even obnoxious tourists; but even in a shipment of new cars you find a lemon! I realize, too, that there is a signifi- cant role for management to play. Sir Pindling talked about the poor examples set by managers in their relationships with the rest of their staffs. He contended that managers often "snap" at workers when ques- tions are asked of them by the staff members. Both local newspapers often print complaints from visit- ors regarding the poor attitudes of workers in the "Letters to the Editor" column. In view of such reports, there is presently a critical need for adult education planners and the tourist industry to combine efforts to establish ways to assist the workers in all levels and positions with alter- ing their antisocial behavior toward the consumer. There is a serious need for an in-depth study relative to the Black Servility Theory, the Opposing Black Power ideology, nation- alism, and the workers' behavior because those elements im- pact seriously on the economy. The findings from this study may provide valuable information for consideration when edu- cators plan adult education programs. Existing Adult Education Programs In The Bahamas In response to the government mandate for national econ- omic and social development, some adult education programs have been instituted. Four of the more notable institutions 37 are: College of The Bahamas, established in 1974; Hotel- Motel Training College, founded in 1974; Nassau Business Academy, founded in 1972; and Industrial Training Center, founded in 1980 (College of The Bahamas Catalog, Bulletins from H-MTC, NBA, ITS). College of The Bahamas The College of The Bahamas is a publicly financed, locally oriented, multipurpose community college. There are six teaching divisions, the Division of Continuing Education and Extension Services, and a Library Division (College of the Bahamas Catalogue 1985-1987). The Division of Continu- ing Education, in cooperation with other divisions, offers degree courses to adults who are not interested in specific programs but are interested in upgrading themselves. Such persons are designated as "unclassified" students. To be ad- mitted to the Continuing Education Division, the applicant must: 1. be employed in a specific field; 2. be registered in a post-secondary educational institution; or 3. hold a first degree; and 4. be at least 21 years old. Admission to the other divisions is open to persons who have completed the Senior Secondary School and those who are 25 years old and who have greater potential, rather than ear— lier school standing only. The College offers an Associate Degree, General Certificate, Diploma, and a combined College of The Bahamas and University of the West Indies Bachelor of 38 Education. Enrollment reaches about 1,700 individuals per semes- ter, many of those on a part-time basis (College of The Bahamas Catalogue 1985-1987). The most popular programs are business administration and secretarial science. In addition to the business programs, the College offers pro- grams in the humanities, natural science, social science, teacher education, and technology. Technology includes plant maintenance, motor vehicles, construction engineering, applied electronics, and refrigeration. Hotel-Motel Training College The Hotel-Motel Training College is jointly funded by business and government. The objectives of the College are (H-MTC, Bulletin): 1. to upgrade the technical skills of existing and new entrant workers; 2. To establish a recognized regional standard of qualification for middle management per- sonnel; 3. to provide a training facility to enable students to transfer to institutions of higher education in the United States, Canada, the United Kingdom, and Europe; 4. to provide a training facility for personnel teaching in secondary technical schools or vocational colleges in the area; and 5. to maintain the teaching and training re- source facility to assist with the develop- ment of other training activities. The program offered combines both academic and occu- pational training directly related to the management and operation of hotels. There are approximately 200 full-time 39 students and 1,100 on-the-job training participants. Ages range from 18 to 28 years for full-time students, and 17 to 50 years for hotel personnel. Most graduates go right into positions in local hotels. The program is vigorously pro- moted; however, the director has expressed concern about the "lack of seriousness" in the behavior of Bahamian stu- dents. Nassau Business Academy The Nassau Business Academy is a private school which offers an entry-level secretarial program for currently em- ployed adults. The owner and director stated that enroll- ment is approximately 325 per semester. Admission is an open-door policy, however, students must take math and English placement tests. Upon graduation, students seek entry into the world of work. The Academy offers a certifi- cate in recognition of the completed courses. The Nassau Business Academy is one of several private business schools in The Bahamas. Industrial Training Center The Industrial Training Center is a government- supported school which offers courses in construction, car- pentry, and electrical wiring. Its enrollment is usually less than 100 students. Upon graduation, students seek jobs in the growing Bahamian construction industry (Princi- pal Industrial Training Center). 40 Employment In A Tourism-Based Economy A tourism-based economy requires a variety of personnel. Floyd (1974) noted that "the tourist industry is an untidy one, sprawling inconsiderately over a number of academic dis- ciplines and industrial classifications." Tourism has three component parts: (1) transportation, (2) hospitality, and (3) recreation. Within each one of these components exist many jobs, some requiring more skills than others, but all necessary parts of the industry. The tourist industry is so large and extensive that job opportunities are many and varied. Employment levels range from building and ground maintenance, direct service, super- visory, and middle management to executive levels. Preparation for job opportunities include college, vocational, or technical education, and on-the-job training. An overview of the many books relative to careers in tourism would be of value to adult educators who plan adult education in a tourist-based economy. Impact of Tourism on the Bahamian Economy Tourism provides about 75 percent of the government's revenue and about 80 percent of households' income (Baham- Tourism Report, 1981). Labor and Tourism reports indicate more than two-thirds of all employment is directly affec- ted by tourism. Archer's (1981) study revealed more than 44 percent of employment in The Bahamas is created by tour- ism. 41 The Ministry of Labour's Statistical Survey (1980) described jobs distributed as follows: 30 percent being in hotels; 49 percent being in commercial establishments (retail stores, restaurants, etc.); and 21 percent being in the public sector. Banking and finance employ 10 percent of the work force, while agriculture and fisheries generate about 5 percent of the revenue and 3 to 6 percent of the jobs. Small bakery and manufacturing represent about 2 percent of households' income, and less than 2 percent of the labor market. Tourism expenditures form revenue for hotels, casinos, shops, restaurants, and other local business establishments. Although some funds travel out of the country to purchase imports, the majority remain in The Bahamas and create fur- ther economic activity. The increase in wages, salaries, rents, dividends and profits effects an increase in personal incomes; therefore, consumers' expenditures rise (Archer, 1981). This process continues with a ripple effect. At each stage some revenue accrues to the government in the form of taxes, duties, licenses and fees, both from the many business establishments which deal directly with visit- ors, and from those whose revenue is increased by or is de- pendent upon them. For example, many of the customs duties collected by the government derive from levies on goods pur- chased by visitors. The local pOpulation purchases impor- ted goods which they pay for out of income earned directly or indirectly from tourism (Archer, 1981). 42 Approximately two-thirds of all employment in The Bahamas is dependent in some way on tourism. Without it, the employment rate would fall to less than half the level it is now. For every direct job in hotels, tourist spend- ing creates an additional 3.4 jobs in other sectors of the economy, over half of which are due to the secondary effects of tourism. In 1979 an average $100,000.00 spent by stOp- over visitors created almost seven jobs (four of which were secondary ones). For tourism as a whole that year, the amount of visitors' spending needed to create the equivalent of one full-time job in the economy was $14,472.00, which was generated by 44 visitors. In the case of stop-over visitors alone, the equivalent of one full-time job was cre- ated by 30 visitors (Bahamas Tourism Report, 1981). Tourist spending in 1979 generated over $448 million. Over $400 million of this was income for the general popula- tion, less than a quarter went to workers in the hotel in- dustry. The remaining 10 percent formed local gross profits and other forms of income, much of which was earned from secondary effects of the industry. The value of imports in 1979 was calculated to be $415 million. Only 24 percent was to serve the direct needs of the visitors, whereas 76 percent was purchased by Bahamian households from incomes earned directly or indirectly through tourism (Bahamas Tour- ism Report, 1981). Statistical reports from the Ministry of Labour (1980) and the Ministry of Tourism (1980-1982) reveal that with 43 more than two-thirds of all employment related in some ways to tourism, employment would diminish to half its present rate without tourism. The reports indicate that most of the industry's funds remain in the country with a small percent- age used to finance foreign travel, i.e., airplanes. Records appear to indicate that a tourist-based econ- omy will remain the foundation of The Bahamas' economic structure for some time. Tourism records demonstrate the impact the tourist industry has on the Bahamian economy. Impact of Tourism on The Bahamian Society In The Bahamas, there is a paucity of publications in any area. Comitas (1978), in Work and Family, West Indian Perspectives, excluded The Bahamas because "publications on this group are very limited." A computer search for litera- ture about Bahamian social life since 1978 revealed condi- tions have not changed. Collingwood (1981) stated "willful exclusion of The Bahamas is found in the first Caribbeana published in 1970." For the aforementioned reasons, factors that impact on a society with a large influx of tourists will be based mostly on studies conducted in countries other than The Bahamas. Some sociologists tell us that tourism affords social and cultural exchanges between nations. On the other hand, a social scientist from the University of the West Indies, in speaking of Jamaica, commented: 44 The tourist does not come here because he re- spects the culture, the peOple or the level of development of the society. He does not come here expecting to learn anything, expecting to be enhanced in any way by the experience. (Linton, 1976) Many sociologists and anthr0pologists have tended to perceive socio-cultural changes brought about by tourism in host countries as negative (Boissevain, 1977; UNESCO, 1976). Britton (1978) comments: . Academic observers and industry 'experts' cite the substantial economic benefits of tourism and the absence of marketable resources or industrial possibilities as the principal reasons for the establishment of a tourism industry. PrOponents note three major benefits: accumulation of for- eign exchange, the effects of an expenditure multiplier on domestic growth, and employment. Professor Figuero (1971) from the University of the West Indies stated in his book, Society and Progress in the West Indies, that the tourism industry is a hopeful aspect economically in helping educational reform in the Caribbean. Professor Figuero does not state how the economic aspect of tourism will help reform education. Therefore, one may assume he meant that funds from tourism would support an in- crease in a nation's education budget. Smith, the Bahamian Headmaster of the Hotel-Motel Training College, in 1972 pointed out that in broad terms frequently stated tourism objectives in a developing country are: l. Earning foreign exchange to finance other development and growth. 2. Increasing employment within the country. 45 3. Improving the income distribution of the resi- dent population. 4. Increasing government revenue without addi- tional taxes. 5. Assisting the regional development of the country. 6. Promoting international good-will, peace and cultural exchange between countries. 7. Encouraging growth and appreciation of indi- genous culture. 8. Encouraging the local population to work harder to achieve a higher level of prosperity. 9. Encouraging local people to increase their skills and entrepreneurial capabilities. 10. Conserving the environment, historic sites, wildlife Sanctuaries, etc. with revenue from visitors. Smith agreed that ideally these are excellent objectives, but they are not being met in The Bahamas. He stated there is a need to improve the local environment and historic sites. He further contended that people needed more encour- agement and direction in reaching for a better lifestyle. The encouragement and direction should come from government, education and the churches. Smith praised the various community organizations for activities that were occurring, e.g., local composers' music being aired on the radio, the performing arts center hosting a series of plays, and the newly formed culinary associa- tion's goal to develop a Bahamian/Caribbean/Tropical cuisine. The problem, he stated, is these activities are conducted in a piecemeal fashion, frequently in opposition to each other. He concluded with the suggestion that for more effective 46 results all sectors of Bahamian tourism must work in closer cooperation and harmony. Britton (1978) suggested that social distinctions pre- vent the community from organizing and participating in act- ivities designed to solve their problems. Studies of other countries show tourism tends to heighten tensions between classes among the local population. The upper class appears to identify more with the tour- ists' consumption preferences and behavior (Britton, 1978). The tourist presents an illusion of wealth, overindulgence, self-centeredness, and a carefree lifestyle (Britton, 1978). Consumption preferences are the most damaging element of the effects of tourism (Britton, 1978). An English writer, Patrick Rivers (1973), noted the perverse mobility of the demonstration effect: The community strives to adept the obvious marks of affluence: transistors, sunglasses, pop, imported food and drink. In Dominica . . . the status climb begins by switching from the excel- lent local rum to higher-priced Barbados or Trinidad imports and from there to still more costly Scotch. At many a modest hotel in the Leeward Islands the menu will offer hamburger, chips, and imported frozen vegetables. This is not from a shortage of local breadfruit, avocado, plantain, yam, tomato, or pimento, but because such a menu is foreign and therefore desirable. The consequences of this sort of imitation are not just cultural--the loss of faith in local solutions--but economic, since domestic agriculture tends to decline as the result of increased food imports (Britton, 1978). The Bahamian gov- ernment has attempted with some success to curb the importa- tion of foreign food by promoting the development of 47 agriculture. Presently, most of the chickens consumed in The Bahamas are raised locally. There is a heavy tax lev- ied against imported chickens. However, imported American fast-food restaurants with the required franchised menus are very popular with the local population. Recently, Florida stores began to advertise in the Bahamian news- papers to encourage local citizens to shop in Florida. Shopping in Florida is an old custom that is growing with the increasing influx of tourists and funds. An observer needs only to look around to see the impact of American visitors, e.g., dress, fast food, hair styles, slang terms, music, movies, and Americanpopular dances. Studies conducted by Britton (1978) and LaFlamme (1973) show that many factors other than imitation impact on host countries which determine the local population's behavior, perceptions, and attitudes. In the Caribbean, most of the developing island nations have predominantly Black populations, and there is a general feeling that service occupations are degrading and lacking in dignity. When couples with a colonial background, his- tory of fighting racism, majority of visitors being White North Americans, local social problems, and misconceptions about the foreign visitors, the result can be animosity and resentment in the citizens. A Bahamian training officer for a large, popular, local hotel explained that many members of her staff are not able to correlate bad manners with low guest return rates, which result in fewer jobs. 48 In LaFlamme's (1973) study on the impact of tourism in Green Turtle Cay, he reported: Tourists who range beyond the limited confines of their 'ecological bubbles' are usually ig- nored by most adults in the community. A few residents coldly stare at strangers. The major- ity politely nod and quietly go about their business. Such behavior indicates that roles vis-a-vis tourists are poorly developed and may not emerge without difficulty. According to LaFlamme (1973) the influx of tourists forces residents in the host country to interact with per- sons from other cultures about whom they know little and often have misleading conceptions. In many instances, the contacts are momentary, such as food service or gift pur- chases. Those moments, however, can be mutually acceptable interactions, or they can be negative encounters. In The Bahamas and other developing nations there is considerable ambivalence toward tourists and tourism. Among many citizens of host countries, there appears to be a de- sire for tourism's material benefits, but not its social interaction (LaFlamme, 1973). It is a question of the ex- tent and kind of social interaction about which LaFlamme is speaking. If one is strictly interested in altering behav- ior of workers to improve customer service education is one factor to be considered. The primary factor that is cur- rently facing the adult education planners in The Bahamas is their effort to provide a work force with appropriate skills and behaviors. Without doubt, mass tourism will be an in- tegral part of the Bahamian society for many years. This is a fact that must not be ignored. - 49 Summary A review of the selected literature indicates that there is a strong relationship between the economy and education in The Bahamas. In addition, any attempt to iden- tify any weak areas in planning adult education in The Bahamas will provide helpful information for adult educa- tOI'S . CHAPTER III RESEARCH DESIGN AND PROCEDURES Introduction The purpose of this descriptive study was to examine current practices in adult education programming in The Bahamas. Two survey instruments were developed for this study, the Survey for Adult Education Programs for Planners and Survey for Adult Education Programs for Learners. The following twelve research questions were formula- ted and answered by the means of responses from the planners and learners to the survey statements. Research Questions 1. Are there discrepancies between adult planners' percep- tions of the planning process as it currently exists for adult education programs in The Bahamas and adult learn- ers' erce tions of the lannin rocess as it currently ____ P P P 8 P exists for adult education programs in The Bahamas? 2. Are there discrepancies between adult planners' percep- tions of the planning process as it should be for adult education programs in The Bahamas and adult learners' perceptions of the planning process as it should be for adult education programs in The Bahamas? 50 51 Are there discrepancies between adult planners' perceptions of the planning process as it currently exists for adult education programs for The Bahamas and adult planners perceptions of the planning process as it should be for adult education pro- grams in The Bahamas? Are there discrepancies between adult learners' per- ceptions of the planning process as it currently exists for adult education programs in The Bahamas and adult learners' perceptions of the planning process as it should be for adult education pro- grams in The Bahamas? Are there discrepancies between adult planners' perceptions of regularly practiced adult education programs as they currently exist in The Bahamas and adult planners' perceptions of regularlyypracticed adult education programs as they should be? Are there discrepancies between adult learners' perceptions of regularlyypracticed adult education programs as they currently exist in The Bahamas and adult learners' perceptions of regularly practiced adult education programs as they should be in The Bahamas? Are there discrepancies between adult learners' per- ceptions of how existing adult education programs meet employment needs and how adult education pro- grams should meet employment needs? 10 11 12 10. ll. 12. 52 Are there discrepancies between adult planners' per- ceptions on elements of tourism as they currently exist in The Bahamas and adult learners' perceptions on elements of tourism as they currently exist in The Bahamas? Are there discrepancies between adult planners' per- ceptions on elements of tourism as they should be in The Bahamas and adult learners' perceptions on elements of tourism as they should be in The Bahamas? Are there discrepancies between adult planners' per- ceptions on elements of tourism as they currently exist in The Bahamas and adult planners' perceptions on elements of tourism as they should be in The Bahamas? Are there discrepancies between adult learners per- ceptions on elements of tourism as they currently exist in The Bahamas and adult learners perceptions on elements of tourism as they should be in The Bahamas? Are there discrepancies between adult education planners' rankings on the elements of the planning process as they currently exist and adult education planners' rankings on elements of the planning process as they should be in The Bahamas? 53 Research Questions Summary Question Comparative Perception Concept Measured No. Strategy by Group 1 Planners to Planning process as it currently Learners exists 2 Planners to Planning process as it should be Learners 3 Planners Planning process as it currently exists compared to what it should be 4 Learners Planning process as it currently exists compared to what it should be 5 Planners Regularly practiced adult education programs as they currently exist compared to what they should be 6 Learners Regularly practiced adult education programs as they currently exist compared to what they should be 7 Learners Existing programs meeting employment needs compared to what should be in meeting employment needs 8 Planners to Elements of tourism as they currently Learners exist compared to elements of tourism as they should be 9 Planners to Elements of tourism as they should be Learners compared to elements of tourism as they currently exist 10 Planners Elements of tourism as they currently exist compared to elements of tourism as they should be 11 Learners Elements of tourism as they currently exist compared to elements of tourism as they should be 12 Planners Rankings of planning process elements as they currently exist compared to elements as they should be 54 The Instrument A survey instrument was used to collect the data for this study. There was no suitable existing instrument available for measuring the perceptions and opinions of adult education programs and elements of tourism in The Bahamas. Therefore, two survey instruments were develOped, the Survey for Adult Education Programs for Planners and the survey for Adult Education for Learners (See Appendix A). Planners Survgy The survey for the adult education planners included two sections, A and B, to which participants responded, in- dicating the degree to which they agreed/disagreed on a four- point Likert-type scale. Section A had 44 statements. Statements 1 through 14 were related to conditions that ppp; rently exist in adult programs in The Bahamas. Statements 15 through 22 were related to elements about tourism that currently exist in The Bahamas. Statements 23 through 36 were related to conditions as they should be in adult educa- tion in The Bahamas. Statements 37 through 44 were related to elements in tourism as they should be in The Bahamas. The planners responded to each of the 44 statements with the following descriptions: strongly agree, agree, disagree, strongly disagree. Section B, Part I required two responses from the par- ticipants. First, the planner respondents had to rank order statements that described conditions that currently exist, 55 and rank order statements as they should exist, based on their opinions of the importance of each statement on a scale of one to eleven. Planner respondents were instruc- ted that 11 represented the most important statement and 1 represented the least important statement. The second part of Section B was three open-ended statements and a scale to determine respondents' feelings, relative to tourism in The Bahamas. The open-ended statements required the planner re- spondents to list three important statements that should be made in adult education in The Bahamas. Second, they were asked to list three best aspects of adult education in The Bahamas. Third, they were asked to make additional comments. Finally, planner participants were asked to rate on a scale of 100 to 0 their feelings about service for tourists, with 100 indicating, very warm or favorable feelings and 0 indi- cating very cold or unfavorable feelings. Adult Learners Survgy The adult learners' survey included two sections, A and B, to which learner participants responded, indicating the degree which they agreed/disagreed on a four-point Likert- type scale. Section A had 44 statements. Statements 1 through 14 were related to conditions that currentlyyexist in adult programs in The Bahamas. Statements 15 through 22 were related to elements about tourism that currently exist in The Bahamas. Statements 23 through 36 related to condi- tions as they should be in adult education in The Bahamas. Statements 37 through 44 relate to elements in tourism as 56 they should be in The Bahamas. The learners responded to each of the 44 statements with the following descriptions: strongly agree, agree, disagree, strongly disagree. Section B required the learners to respond to two parts. The first part required the learners to answer two open- ended statements. For statement one, the learners de- scribed a change that should be made in adult education in The Bahamas. In statement two learner participants de- scribed the best aspect of adult education in The Bahamas. Finally, learner respondents were asked to rate on a scale of 100 to 0 their feelings about services for tourists, with 100 indicating very warm or favorable feelings and 0 indi- cating very cold or unfavorable feelings. Before responding to the survey statements, the plan- ners were asked to indicate their (1) age range, (2) gender, (3) position. Before the learners responded to the survey instrument they were asked to indicate their (1) age group, (2) gender, (3) completed program. Population The planners population for this study consisted of fif- teen adult planners who responded to the survey. The popu- lation of learners for this study were fifty-eight gradu- ates of adult education programs for 1985 and 1986. The survey for planners was validated by a pilot group of five adult education planners in Michigan. Where necessary, 57 revision or changes were made. The final draft for the adult learners' survey was validated by five adult learners in The Bahamas. Statistical Design A mean score was calculated for the two variables in- herent in Research Questions 1 through 11. Variable one investigated an attribute of existing adult education pro- grams in The Bahamas and variable two investigated an attri- bute of adult education programs in The Bahamas as they should be. Data were collected by eliciting responses to state- ments on a Likert-type scale. To calculate the mean for each statement, "Strongly Agree" was assigned a value of eight points; "Agree" was assigned a value of six points; "Disagree" was assigned a value of four points; and "Strongly Disagree" was assigned a value of two points. The t-test was applied to the differences between the variable means for each of the elven research questions to determine the level of statistical significance. Any differ- ence equal to or less than .05 which was generated as a result of applying the t-test was deemed statistically significant. Research Question 12 was answered with data produced from a four-step analysis. First, the statement self- selection was accomplished using a frequency analysis to identify the eleven statements most commonly identified as being important. Next, a mean was calculated for the eleven most frequently cited statements. Third, based on those 58 means, a rank order was created to identify the statements in order of importance. Finally, a standard deviation was calculated for each mean to determine the range of values assigned to each statement by the respondents. Data Collection Data for this study were obtained by a personal visit to Nassau, Bahamas. They surveys with cover letters were personally handed to some adult education planners, while others were left at the planners' offices and collected later. The surveys with cover letters were personally handed to learners by the researcher and an assistant. Graduate learners were identified through private and public school records. The learners were contacted by telephone or place of employment to obtain their participation in the study. Summary The study's research design was presented in this chap- ter. Through the implementation of this design, the re- search questions were presented, the statistical design was analyzed and interpreted. The chapter was divided into six sections: the intro- duction which included the twelve research question and plan- ners interview questions; section two was a summary of the research questions; section three included the description of the research instrument; section four included the popu- lation selected for this study; section five described the 59 data collection process; and section six contained the statistical design and data analysis. CHAPTER IV ANALYSIS OF THE RESULTS Introduction The purpose of this chapter is to analyze data collected from planners' and learners' perceptions of adult education planning as it exists compared to how it should be in The Bahamas. Section I: Participants Fifteen planners responded to the Survey for Adult Education; thirteen responded to all statements while three did not rank order the priority items for planning. Fifty-eight learners who had completed adult education programs from the College of The Bahamas.The Technical Training Center, The Hotel-Motel Training College, The Nassau Business Academy, and The New Providence Secretar— ial School responded to the Survey for Adult Education. The demographic information concerning planners and learn- ers follows. 60 61 Position No Planners Age Range MALES Director 1 30-35 Principal 1 36-41 Supervisor 0 0 Dept. Head 4 42-47 Support Staff 2 48 Total —8_ FEMALES D1rector 2 36—41 Principal 1 42-47 Supervisor 0 0 Dept. Head * 1 42-47 Support Staff _3_ 48-49 Total 7 (*Support staff would be Vice-President, Registrar, Assistant Supervisor, or Assistant Director) Figure 6. Demographics of Planners Responding to the Survey of Adult Education Programs. Position No. Learners Age Range MALES 11 18-23 2 24-29 1 42-47 Total 14 FEMALES 29 18-23 9 24-29 2 30-35 3 36-41 1 42-47 Total 44 Figure 7. Demographics of Learners Responding to the Survey of Adult Education Programs. 62 Section II. Research Questions The survey statements were designed to investigate 12 research questions. The data which follow reports responses from planners to learners in research questions one, two, eight, and nine. The research questions three, five, ten and twelve are responded to by planners only. The research questions four, six, seven and eleven are responded to by learners only. RESEARCH QUESTION 1: Are there discrepancies between adult planners' perceptions of the planning process as it current- ly exists for adult education programs in The Bahamas and a ult learners' perceptions of the planning process as it currently exists for adult education programs in Teh Bahamas?‘ The planners and learners responded to Research Question 1 through statements 4, 4, and l4, 14. Table 1 compared planners' responses to learners' re- sponses for the statement, "Business leaders provide input for planning adult education programs." The mean of plan- ners' responses was 5.29. The mean of learners' responses was 4.98. The standard deviation for the mean of the state- ment relative to planner responses was 2.40. The standard deviation for the mean of the statement relative to learner responses was 1.77. The T value was-—.53, which generated a probability statistic of .60. Since this statistic did not meet the criterion of .05, the difference between the means was not statistically significant. 63 Table 1 Comparison of Planners' Responses to Learners' Responses for Statement, "Business leaders provide input for planning adult education programs." Groups Ca§89 Mean S/D T D/F P Planners 14 5.29 2.40 Learners 52 4.98 1.77 -°53 64 '60 S/D = Standard Deviation D/F = Degrees of Freedom P = Probability Table 2 compared Planners' responses to Learners' re- sponses for statements concerning program evaluations used for planning programs. The mean of planners' responses was 6.00. The mean for learners' responses was 4.33. The standard deviation for the mean of the statement relative to planner responses was 1.31. The standard deviation for the mean of the statement relative to learner responses was 1.77. The T value was -.3.39, which generated a probability statistic of .00. Since this statistic did meet the criter- ion of .05, the difference between the means was statistic- ally significant. Table 2 Comparison of Planners' Responses to Learners' Responses for Statements Concerning Program Evaluations Used for Planning Programs Groups No. Mean S/D T D/F P Cases Planners 15 6.00 1.31 -.3.39 67 .00 Learners 54' 4.33 1.77 64 RESEARCH QUESTION 2: Are there discrepancies between lan- nersr perceptions of the planning process as it should be for adult education programs in The Bahamas and adult learners' perceptions of the planning process as it should b3 for adult education programs in The Bahamas? Planners and learners responded to Research Question 2 through statements 26 and 36. Table 3 compared planners' responses to learners' re- sponses for the statement, "Business leaders should provide input for planning adult education programs." The mean of planners' responses was 7.43. The mean of learners' re- sponses was 6.93. The standard deviation for the mean of the statement relative to planner responses was .94. The standard deviation for the mean of the statement relative to learners' responses was 1.07. The T value was -l.59 which generated a probability statistic of .09. Since this statistic did not meet the criterion of .05, the difference between the means failed to reach statistical significance. Table 3 Comparison of Planners' Responses to Learners' Responses for Statement, "Business leaders should provide input for planning adult education programs." Groups No. Mean S/D T D/F P Cases Planners 14 7.43 .94 _ Learners 58 6793 'I107 1'59 70 '09 4 Table 4 compared planners' responses to learners' re- sponses for the statements concerning students' input for planning programs. The mean of planners' responses was 7.00. The mean of learners' responses was 6.67. The standard 65 deviation for the mean of the statement relative to planner responses was 1.04. The standard deviation for the mean of the statement relative to learner responses was 1.39. The T value was -.82, which generated a probability statistic of .41. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 4 Comparison of Planners' Responses to Learners' Responses for Statements Concerning Students' Input for Planning Programs Groups No. Mean S/D T D/F P Cases Planners 14’ 7.00 1.04 Learners 58 6.67 1.39 "82 7° '41 RESEARCH QUESTION 3: Are there discrepancies between adult plannersT perceptions of the planning process as it current- lygexists for adult education programs in The Bahamas and adult planners' perceptions of the planning process as it should be for adult education programs in The Bahamas? Planners responded to Research Question 3 through state- ments 4, 5, 6, 7, 8, 9, 10, 11, 12, l3, l4, and 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36. Table 5 compared planners' responses on questions as they exist to conditions as they should be for the state- ments concerning business leaders providing input for plan- ning adult education programs. The standard deviation for the mean of the statements relative to responses on condi- tions as they exist was 2.40. The standard deviation for the mean of the statement relative to responses on condi- tions as they should be was .94. The T value was -2.92, 66 which generated a probability statistic of .01. Since this statistic does meet the criterion of .05, the difference between the means was statistically significant. Table 5 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Business Leaders Providing Input for Planning Adult Education Conditions No. Mean S.D. T D/F P Cases EXiSt 14 5.29 2.40 Should be 14 7.53 .94 “2'92 13 ~01 Table 6 compared the planners responses for the state- ments on conditions as they exist to conditions as they should be for statements concerning constructing education programs by consensus of all planning committee members. The mean score for conditions as they exist was 4.00. The mean score for conditions as they should be was 7.00. The standard deviation for the mean of the statement relative to planners' responses concerning conditions as they exist was 2.15. The standard deviation for the mean of responses relative to the statement on conditions as they should be was 1.04. The T value was -4.70, which generated a proba- bility statistic of .00. Since this statistic does meet the criterion of .05, the difference between the mean was significant. 67 Table 6 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statement Concerning Constructing Education Programs by Consensus of Planning Committee Members Conditions No. Mean S/D T D/F p Cases EXiSt 14 4.00 2.15 Should be 14 7.00 1.94' ‘4-70 13 -00 Table 7 compared planners' responses on conditions as they exist to conditions as they should be for statements concerning planning bases on needs assessment. The mean score for conditions as they exist was 5.50. The mean score for conditions as they should be was 7.29. The stand- ard deviation for the mean of the statement relative to plan- ners' responses concerning conditions as they exist was .79. The standard deviation for the mean of the statement rela- tive to responses for conditions as they should be was .99. The T value was -3.00 which generated a probability statis- tic of .01. Since this statistic does meet the criterion of .05, the difference between the means was statistically significant. Table 7 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Planning Based on Needs Assessment Conditions No. Mean S/D T D/F P Cases p, q ' i ' Ex1st 14 5.50 1.79 -3.00 13 .01 Should be 14 7.29‘ '.99 68 Table 8 compared planners' responses on conditions as they exist to conditions as they should be for statements concerning planning programs based on students' interests. The mean for conditions as they exist was 5.43. The mean for conditions as they should be was 6.14. The standard deviation for the mean of the statement relative to planners' responses concerning conditions as they exist was 1.22. The standard deviation for the mean of the statement relative to planners' responses concerning conditions as they should be was 1.23. The T value was -2.11, which generated a proba- bility statistic of .06. Since this statistic did not satis- fy the criterion of .05, the difference between the means failed to reach statistical significance. Table 8 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Planning Programs Based on Student Interests Conditions No. Mean S/D T D/F P Cases Exist 14 5.43 1.22 Should be 14 6.14 1.23 ‘2-11 13 -06 Table 9 compared planners' responses on conditions as they exist to conditions as they should be for statements concerning planning programs based on economic trends. The mean for conditions as they exist was 5.21. The mean for conditions as they should be was 7.14. The standard devia- tion for the mean of the statement relative to planners' re- sponses concerning conditions as they exist was 1.67. The 69 standard deviation for the mean of the statement relative to planners' responses concerning conditions as they should be was 1.29. The T value was -3.33, which generated a prob- ability statistic of .00. Since this statistic did meet the criterion of .05, the difference between the means failed to reach statistical significance. Table 9 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Planning Programs Based on Economic Trends Conditions No. Mean S/D T D/F P Cases Exist 14 5.21 1.674 -3.33 13 .00 Shouldbbe 14 7.14 1.29 Table 10 compared planners' responses on conditions as they exist to conditions as they should be for statements concerning planning programs based on consideration of cul- tural trends. The mean for conditions as they exist was 4.79. The mean for the conditions as they should be was 6.71. The standard deviation for the mean of the statement relative to planners' responses concerning conditions as they exist was 1.67. The standard deviation for the mean of the statement relative to conditions as they should be was 1.49. The T value was -2.97, which generated a probability statistic of .01. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. l Cf’lffl cc fc ti tl CE ('3 I [£2] FTJI 70 Table 10 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Planning Programs Based on Consideration of Cultural Trends Conditions No. Mean S/D T D/F P Cases Exist 14 4.79 1.67 Should be 14 6.71 1.49 '2 97 15 -01 Table 11 compared planners' responses on conditions as they exist to conditions as they should be for statements concerning planning programs with input from staff. The mean for conditions as they exist was 5.50. The mean for condi- tions as they should be was 7.00. The standard deviation for the mean of the statement relative to planners responses con- cerning conditions as they exist was 1.79. The standard de- viation for the mean of the statement concerning conditions as they should be was 1.04. The T value was -3.50, which generated a probability statistic of .00. Since this statis- tic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 11 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Planning Programs with Input from Staff Conditions No. Mean S/D T D/F P Cases Ex1st 144 5.50 1.79 _3.50 13 .00 Should be 14 7.00 1.04 71 Table 12 compared planners' responses on conditions as they exist to conditions as they should be for statements concerning current market conditions influencing plans. The mean for conditions as they exist was 5.50. The mean for conditions as they should be was 7.14. The standard devia- tion for the mean of the statement relative to planners re- sponses concerning conditions as they exist was 1.79. The standard deviation for the mean of the statement relative to planners' responses concerning conditions as they should be was 1.03. The T value was -3.37, which generated a proba- bility statistic of .00. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 12 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Current Job Market Conditions Influencing Plans Conditions No. Mean S/D T D/F p Cases EXISt l4 5.50h 1.79 Should be 14 7.14 1403 “3.37 13 .00 Table 13 compared planners' responses on conditions as they exist to conditions as they should be for statements concerning future job trends influencing program planning. The mean for conditions as they exist was 5.07. The mean for conditions as they should be was 7.29. The standard de— viation for the mean of the statement relative to planners' responses concerning conditions as they exist was 1.69. The standard deviation for the mean of the statement relative to 72 planners' responses concerning conditions as they should be was 1.27. The T value was -4.49, which generated a proba- bility statistic of .00. Since this statistic did satisfy the criterion of .05, the difference between the two means was statistically significant. Table 13 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Future Job Trends Influencing Program Planning Conditions No. Mean S/D T D/F p Cases ExiSt 14 5.07 1.69 Should be 14 7.29 1.27 ‘4-49 13 ~00 Table 14 compared planners' responses on conditions as they exist to conditions as they should be for statements concerning learners participating in evaluation of programs. The mean for conditions as they exist was 5.79. The mean for conditions as they should be was 7.29. The standard de— viation for the means of the statement relative to planners' responses concerning conditions as they exist was 1.67. The standard deviation for the mean of the statement relative to planners' responses concerning conditions as they should be was 1.27. The T value was -2.77, which generated a proba- bility statistic of .02. Since this statistic did satisfy the criterion of .05, the difference between the two means was statistically significant. 73 Table 14 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Learners Participating in Evaluation of Programs Conditions No. Mean S/D. T D/F p Cases Exist l4 5.79 1.67 Should be 14 7.29 1.27 '2 77 13 -02 Table 15 compared planners' responses on conditions as they exist to conditions as they should be for statements concerning using program evaluations to plan programs. The mean for conditions as they exist was 5.86. The mean for conditions as they should be was 7.00. The standard devia- tion for the mean of the statement relative to planners' re- sponses concerning conditions as they exist was 1.23. The standard deviation for the mean of the statement relative to planners responses concerning conditions as they should be was 1.04. The T value was -2.28, which generated a proba- bility statistic of .04. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 15 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Using Program Evaluations to Plan Conditions No. Mean S/D T D/F P Cases EXlSt IL 45.867 1.23 '2.28 13 .04 Should be 14 7.00 1:04 74 RESEARCH QUESTION 4: Are there discrepancies between adult LearnersT perceptions of the planning process as it current- 1 exists for adult education programs in The Bahamas and a ult learners' perceptions of the planning process as it shouldhbe fOr adult education programs in The Bahamas? Learners responded to Research Question 4 through state- ments 4, 8, 9, l4 and 26, 30, 31, 36. Table 16 compared learners' responses on conditions as they exist to conditions as they should be for statements concerning business leaders providing input for planning programs. The mean for conditions as they exist was 4.98. The mean for conditions as they should be was 7.00. The standard deviation for the mean of the statement relative to learners' responses concerning conditions as they exist was 1.77. The standard deviation for the mean of the state- ‘ment relative to learners' responses concerning conditions as they should be was 1.09. The T value was -6.81, which generated a probability statistic of .00. Since this statis- tic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 16 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Business Leaders Providing Input for Planning Programs Conditions No. Mean S/D T D/F P Cases _ ' Ex1st 52 4.98 1.77 -6.81 51 .00 Should be 52 ' 7.00 1.09 75 Table 17 compared learners' responses on conditions as they exist to conditions as they should be for statements concerning learners helping plan programs. The mean for conditions as they exist was 4.84. The mean for conditions as they should be was 6.44. The standard deviation for the mean of the statement relative to learners' responses con- cerning conditions as they exist was 1.70. The standard de- viation for the mean of the statement relative to learners' responses concerning conditions as they should be was 1.32. The T value was -5.35, which generated a probability Statis- tic of .00. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 17 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Learners Helping Plan Programs Conditions No. Mean S/D T D/F p Cases Exist 57* 4.84 1.70 Should be 57 6.44 1.32 '5-35 56 -00 Table 18 compared learners' responses to conditions as they exist to conditions as they should be for statements concerning teachers knowing what learners need to study. The mean for conditions as they exist was 5.41. The mean for conditions as they should be was 6.52. The standard de- viation for the mean of the statement relative to learners' responses concerning conditions as they exist was 1.36. The 76 standard deviation for the mean of the statement relative to learners' responses concerning conditions as they should be was 1.41. The T value was -4.72, which generated a prob- ability statistic of .00. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 18 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teachers Knowing What Learners Need to Study Conditions No. Mean S/D T D/F P Cases Exist 56 5.41 1.36 Should be 56 6.52 1.41 '4-72 55 ~00 Table 19 compared learners' responses to conditions as they exist to conditions as they should be for statements concerning learners participating in program evaluation. The mean for conditions as they exist was 4.33. The mean for conditions as they should be was 6.65. The standard de- viation for the mean of the statement relative to learners' responses concerning conditions as they exist was 1.77. The standard deviation for the mean of the statement relative to learners' responses concerning conditions as they should be was 1.42. The T value was -7.97, which generated a prob- ability statistic of .00. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. 77 Table 19 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Learners Participating in Program Evaluation Conditions No. Mean S/D T D/F P Cases Exist 54 4.33 1.77 Should be 54 6.65 1.42 ‘7 97 53 ~00 RESEARCH QUESTION 5: Are there discrepancies between adult planners' perceptions of regularly practiced adult education programs as they currently exist in The Bahamas and adult planners' perceptions of regularly practiced adult education programs as they should be in The Bahamas? Planners responded to Research Question 5 through state- ments 1, 2, 3 and 23, 24, 25. Table 20 compared planners' responses to conditions as they exist to conditions as they should be for statements concerning teaching learners' academic skills. The mean for conditions as they exist was 5.25. The mean for condi- tions as they should be was 6.17. The standard deviation for the mean of the statement relative to planners' respon— ses concerning conditions as they exist was 1.77. The stand— ard deviation for the mean of the statement relative to plan- ners' responses concerning conditions as they should be was 1.34. The T value was -1.78, which generated a probability statistic of .10. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. 78 Table 20 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Academic Skills Conditions No. Mean S/D T D/F P Cases Exist 12 5.25 1:77 Should be 12 6.I7 1.36 ‘1-78 11 -10 Table 21 compared planners' responses to conditions as they exist to conditions as they should be for statements concerning teaching learners skills which are directly rela- ted to the job. The mean for conditions as they exist was 6.15. The mean for conditions as they should be was 7.23. The standard deviation for the mean of the statement relative to planners' responses concerning conditions as they exist was 1.52. The standard deviation for the mean of the state- ment relative to planners' responses concerning conditions as they should be was 1.01. The T value was -2.50, which generated a probability statistic of .03. Since this statis- tic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 21 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Skills Which are Directly Related to the Job Conditions No. Mean S/D T D/F P Cases EXISt 13 6.15 1.527 -2.50 12 .03 Should be 13 7.23 1.01 79 Table 22 compared planners' responses on conditions as they exist to conditions as they should be for statements concerning teaching learners skills consistent with career choices. The mean for conditions as they exist was 6.00. The mean for conditions as they should be 7.14. The stand- ard deviation for the mean of the statement relative to plan- ners' responses concerning conditions as they exist was 1.36. The standard deviation for the mean of the statement rela- tive to planners' responses concerning conditions as they should be was 1.03. The T value was -2.83, which generated a probability statistic of .01. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 22 Comparison of Planners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Skills Consistent with Career Choices Conditions No. Mean S/D T D/F P Cases Exist 14 6.00 1.36 Should be 14 7T14 1.03 ’2-83 13 -01 RESEARCH QUESTION 6: Are there discrepancies between adult learners' perceptions of regularly practiced adult education programs as they currently exist in The Bahamas and adult learners' perceptions of regularly practiced adult education programs as they should be in The Bahamas? The learners responded to Research Question 6 through statements 1, 2, 3 and 23, 24, 25. Table 23 compared learners' responses on conditions as they exist to conditions as they should be for statements 80 concerning teaching learners academic skills. The mean for conditions as they exist was 6.23. The mean for conditions as they should be was 6.91. The standard deviation for the mean of the statement relative to learners' responses con- cerning conditions as they exist was 1.21. The standard deviation for the mean of the statement relative to learn- ers' responses concerning conditions as they should be was 1.07. The T value was -3.24, which generated a probability statistic of .00. Since this statistic does satisfy the criterion of .05, the difference between the means is statis- tically significant. Table 23 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Academic Skills Conditions No. Mean S/D T D/F P Cases Exist 57 6.23 1:21 ShouId be 57 6.91 1007* '3.24 56 .00 Table 24 compared learners' responses on conditions as they exist to conditions as they should be for statements concerning teaching learners skills directly related to the job. The mean for conditions as they exist was 5.75. The mean for conditions as they should be was 6.88. The stand— ard deviation for the mean of the statement relative to learners' responses concerning conditions as they exist was 1.68. The standard deviation for the mean of the statement relative to learners' responses concerning conditions as they should be was 1.26. The T value was -3.98, which 81 generated a probability statistic of .00. Since this statis- tic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 24 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Skills Directly Related to the Job Market Conditions No. Mean S/D T D/F P Cases Exist 57 5.75 1.687 Should be 57 6.88 1.26 ‘3-98 55 ~00 Table 25 compared learners' respOnses on conditions as they exist to conditions as they should be for statements concerning teaching learners skills consistent with career choices. The mean for conditions as they exist was 5.85. The mean for conditions as they should be was 6.80. The standard deviation for the mean of the statement relative to learners' responses concerning conditions as they exist was 1.62. The standard deviation for the mean of the state- ment relative to learners' responses concerning conditions as they should be was 1.25. The T value was -3.87, which generated a probability statistic of .00. Since this statis- tic did satisfy the criterion of .05, the difference between the means was statistically significant. 82 Table 25 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Teaching Learners Skills Consistent with Career Choices Conditions No. Mean S/D T D/F P Cases Exist 55 5.85 1.62 Should7be 55 6.80 1.25 '3-87 54 '00 RESEARCH QUESTION 7: Are there discrepancies between adult learnersT perceptions of how existing adult education pro- grams meet their employment nee s an how adult education programs should meet their employment needs? Learners responded to Research Question 7 through state- ments 5, 6, 7, 10 and 27, 28, 29, 32. Table 26 compared learners' responses on conditions as they exist to conditions as they should be for the statement concerning program preparing learners for current job. The mean for conditions as they exist was 4.32. The mean for conditions as they should be was 6.34. The standard devia- tion for the mean of the statement relative to learners' re- sponses to conditions as they exist was 2.23. The standard deviation for the mean of the statement relative to learners' responses to conditions as they should be was 1.49. The T value was -6.03, which generated a probability statistic of .00. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically signi- ficant. 83 Table 26 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statement Concerning Program Preparing Learners for Current Job Conditions No. Mean S/D T D/F p Cases Exist 56 4.32* 2.23 Should be 56 6.347 1.49 '6-03 55 ~00 Table 27 compared learners' responses on conditions as they exist to conditions as they should be for statements concerning program preparing learners for future career. The mean for conditions as they exist was 5.51. The mean for conditions as they should be was 6.80. The standard de- viation for the mean of the statement relative to learners' responses to conditions as they exist was 2.15. The stand- ard deviation for the mean of the statement relative to learners' responses to conditions as they should be was 1.13. The T value was -3.80, which generated a probability statistic of .00. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 27 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Program Preparing Learners for Future Career Conditions No. Mean S/D T D/F P Cases ‘ Ex1st 55 5.51 2.15 -3.80 54 .00 Should be 55 6.80 1.13 84 Table 28 compared learners' responses on conditions as they exist to conditions as they should be for statements concerning designing programs to meet the needs of learners. The mean for conditions as they exist was 5.91. The mean for conditions as they should be was 7.03. The standard de- viation for the mean of the statement relative to learners' responses to conditions as they exist was 1.35. The stand- ard deviation for the mean of the statement relative to learn- ers' responses to conditions as they should be was 1.08. The T value was -5.61, which generated a probability statistic of .00. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically signi- ficant. Table 28 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Designing Programs to Meet the Needs of Learners Conditions No. Mean S/D F D/F P Cases Exist 58 5.91 1.35 Should7be 58 7.03 1.08 "5°61 57 -00 Table 29 compared learners' responses on conditions as they exist to conditions as they should be for statements concerning business leaders knowing what learners need to study. The mean for conditions as they exist was 5.37. The mean for conditions as they should be was 6.74. The stand- ard deviation for the mean of the statement relative to learn- ers responses to conditions as they exist was 1.55. The 85 standard deviation for the mean of the statement relative to learners' responses to conditions as they should be was 1.17. The T value was -5.42, which generated a probability statistic of .00. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 29 Comparison of Learners' Responses on Conditions as They Exist to Conditions as They Should Be for Statements Concerning Business Leaders Knowing What Learners Need to Study Conditions No. ‘Mean S/D T D/F P Cases Exist 57 5.373 1.55 Should Be 57 76.74 1.17 ‘5-42 56 ~00 RESEARCH QUESTION 8: Are there discrepancies between adult planners‘ perceptions on elements of tourism as they current- 1% exist in The Bahamas and adult learners' perceptions on e ements of tourism as they currently exist in The Bahamas? Planners and learners responded to Research Question 8 through statements 15, 16, 17, 18, 19, 20, 21, 22. Table 30 compared planners' responses to learners' re- sponses for the statement, "Tourism is the most important industry in The Bahamas." The mean for planners' responses was 7.47. The mean for learners' responses was 7.24. The standard deviation for the mean of the statement relative to planners' response was 1.19. The standard deviation for the mean of the statement relative to learners' response was 1.57. The T value was -.52, which generated a probability statistic of .55. Since this statistic did not satisfy the criterion 86 of .61, the difference between the means failed to reach statistical significance. Table 30 Comparison of Planners' Responses to Learners' Responses for Statement, "Tourism is the most important industry in The Bahamas." Groups No. Mean S/D T D/F P Cases Planners 15 7.47 1.19 Learners 58 7.24 1.57 "'52 71 '61 Table 31 compared planners' responses to learners' re- sponses for the statement, "Tourism provides Bahamians econ- omic opportunities." The mean for planners' responses was 7.20. The mean for learners' responses was 6.91. The stand- ard deviation for the mean of the statement relative to planners' responses was 1.27. The standard deviation for the mean of the statement relative to learners' responses was 1.14. The T value was -.85, which generated a proba- bility statistic of .40. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 31 Comparison of Planners' Responses to Learners' Responses for Statement, "Tourism provides Bahamians economic opportunities." Groups No. Mean S/D T D/F P Cases Planners 15 7.20 1.273 Learners 57 6.91 1.14’ ‘-85 70 ~40 87 Table 32 compared planners' responses to learners' responses for the statement, "Tourism provides Bahamians with social mobility." The mean for planners' responses was 6.27. The mean for learners' responses was 6.25. The standard de- viation for the statement relative to planners' responses was 1.49. The standard deviation for the statement relative to learners' responses was 1.15. The T value was -.05, which generated a probability statistic of .96. Since this statis- tic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 32 Comparison of Planners' Responses to Learners' Responses for Statement, "Tourism provides Bahamians with social mobility." Groups No. Mean S/D T D/F P Cases Planners 15 6.27 1.49 Learners 56 6.25 1.15 “'05 69 '96 Table 33 compared planners' responses to learners' re- sponses for the statement, "Tourism-related jobs convey positive esteem to its workers." The mean for planners' re— sponses was 6.00. The mean for learners' responses was 5.72. The standard deviation for the mean of the statement relative to planners' responses was 1.07. The standard deviation for the mean of the statement relative to learners' responses was 1.60. The T value was -.63, which generated a probability statistic of .53. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. 88 Table 33 Comparison of Planners' Responses to Learners' Responses for Statement, "Tourism-related jobs convey positive esteem to its workers." Groups No. Mean S/D T D/F P Cases Planners 15 6.00 1.07 Learners 54 5.72 1.60 -'63 69 ‘53 Table 34 compared planners' responses to learners' re- sponses for the statement, "Bahamians prosper as tourism in- creases." The mean for planners' responses was 6.13. The mean for learners' responses was 6.54. The standard devia- tion for the mean of the statement relative to planners' re- sponses was .915. The standard deviation for the mean of the statement relative to learners' responses was 1.63. The T value was -.92, which generated a probability statistic of .36. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statis- tical significance. Table 34 Comparison of Planners' Responses to Learners' Responses for Statement, "Bahamians prosper tourism increases." Groups No. Mean S/D T D/F P Cases Planners 15 6.13 .915 Learners 56 6.54’ 1.63 ' - 92 69 '36 Table 35 compared planners' responses to learners' re- sponses for the statement, "Tourists treat Bahamians with courtesy and respect." The mean for planners' responses was 5.53. The mean for learners' responses was 5.48. The standard deviation for the mean of the statement relative 89 to planners' responses was 1.55. The standard deviation for the mean of the statement relative to learners' responses was 1.22. The T value was -.14, which generated a proba- bility statistic of .89. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 35 Comparison of Planners' Responses to Learners' Responses for Statement, "Tourists treat Bahamians with courtesy and respect." Groups No. Mean S/D T D/F P Cases Planners 15 5.53 1155 Learners 56 5.48 1.22 -’14 69 ‘89 Table 36 compared planners' responses to learners' re- sponses for the statement, "Bahamians treat tourists with courtesy and respect." The mean for planners' responses was 5.43. The mean for learners' responses was 5.93. The standard deviation for the mean of the statement relative to planners' responses was 1.22. The standard deviation for the mean of the statement relative to learners' responses was 1.56. The T value was 1.12, which generated a proba- bility statistic of .27. Since this statistic did not satis- fy the criterion of .05, the difference between the means failed to reach statistical significance. 90 Table 36 Comparison of Planners' Responses to Learners' Responses for Statement "Bahamians treat tourists with courtesy and respect." Groups No. Mean S/D T D/F P Cases Planners 14 5.43 1.22 Learners 56 5.93 1.56 1'12 68 '27 Table 37 compared planners' responses to learners' re- sponses for statement "Native Bahamians should not perceive themselves as victims of tourism." The mean of planners' responses was 4.93. The mean of learners' responses was 3.44. The standard deviation for the mean of the statement relative to planners' responses was 1.69. The standard deviation for the mean of the statement relative to learners' responses was 1.87. The T value was -2.72, which generated a probability statistic of .01. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 37 Comparison of Planners' Responses to Learners' Responses for Statement "Native Bahamians perceive themselves as victims of tourism." Groups No. Mean S/D T D/F P Cases Planners 14 4.93 1.69 -2.72 69 .01 Learners 57 3.44 1.87 91 RESEARCH QUESTION 9: Are there discrepancies between adult plannersT perceptions on elements of tourism as they should be in The Bahamas and adult learners' perceptions on ele- ments of tourism as they should be in The Bahamas? Planners and learners responded to Research Question 9 through statements 37, 38, 39, 40, 41, 42, 43, 44. Table 38 compared planners' responses to learners' re- sponses for the statement, "Tourism should be considered the most important industry in The Bahamas." The mean of plan- ners' responses was 6.00. The mean of learners' responses was 5.95. The standard deviation for the mean of the state- ment relative to planners' responses was 1.57. The standard deviation for the mean of the statement relative to learners' responses was 2.34. The T value was -.08, which generated a probability statistic of .94. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 38 Comparison of Planners' Responses to Learners' Responses for Statement, "Tourism should be considered the most important industry in The Bahamas." Groups No. Mean S/D T D/F P Cases Planners 14 6.00 1.57 Learners 58* 5.95 2.34 "03 7° '94 Table 39 compared planners' responses to learners' re- sponses for the statement, "Tourism should be utilized to pro— vide Bahamians with economic opportunities." The mean of planners' responses was 6.29. The mean of learners' re- sponses was 6.47. The standard deviation for the mean of the 92 statement relative to planners' responses was 1.54. The standard deviation for the mean of the statement relative to learners' responses was 1.28. The T value was .47, which generated a probability statistic of .64. Since this statistic did not satisfy the criterion of .05, the differ- ence between the means failed to reach statistical signi- ficance. Table 39 Comparison of Planners' Responses to Learners' Responses for Statement, "Tourism should be utilized to provide Bahamians with economic opportunities." Groups No. Mean S/D ' T D/F P Cases ‘ Planners 14 6:29 1.54 Learners 57 6.47 1.28 '47 69 '64 Table 40 compared planners' responses to learners' re- sponses for the statement, "Tourism should provide Bahamians with social mobility." The mean of planners' responses was 6.27. The mean of learners' responses was 6.25. The stand- ard deviation for the mean of the statement relative to plan- ners' responses was 2.08. The standard deviation for the mean of the statement relative to learners' responses was 1.23. The T value was .23, which generated a probability statistic of .82. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. 93 Table 40 Comparison of Planners' Responses to Learners' Responses for Statement, "Tourism should be utilized to provide Bahamians with social mobility." Groups No. Mean S/D T D/F P Cases Planners 14 6.27 72.08 Learners 58 6.25 1.28 '23 7° '82 Table 41 compared planners' responses to learners' re- sponses for the statement, "Tourism-related jobs should con- vey positive esteem to their workers." The mean for planners' responses was 6.25. The mean for learners' responses was 7.14. The standard deviation for the mean of the statement relative to planners' responses was 1.03. The standard de- viation for the mean of the statement relative to learners' responses was 1.20. The T value was -2.57, which generated a probability statistic of .01. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 41 Comparison of Planners' Responses to Learners' Responses for Statement, "Tourism-related jobs should convey positive esteem to their workers." Groups No. Mean S/D T D/F P Cases Planners 14 6.25 1.03 Learners 57 7.14 1.20 -2’57 69 '01 Table 42 compared planners' responses to learners' re- sponses for the statement, "Bahamians should prosper as tourism increased." The mean for planners' responses was 94 6.71. The mean for learners' responses was 6.31. The stand- ard deviation for the mean of the statement relative to plan- ners' responses was 1.49. The standard deviation for the mean of the statement relative to learners' responses was 1.59. The T value was -.86, which generated a probability statistic of .39. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 42 Comparison of Planners' Responses to Learners' Responses for Statement, "Bahamians should prosper as tourism increases." Groups No. Mean- S/D‘ T D/F P Cases Planners 14 6.71 1.49 Learners 55’ 6.31 1.59 -'86 67 '39 Table 43 compared planners' responses to learners' re- sponses for the statement, "Tourists should treat Bahamians with more courtesy and respect." The mean for planners' re- sponses was 6.36. The mean for learners' responses was 6.32. The standard deviation for the mean of the statement rela— tive to planners' responses was 1.50. The standard deviation for the mean of the statement relative to learners' responses was 1.58. The T value was -.09, which generated a probabil- ity statistic of .93. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. 95 Table 43 Comparison of Planners' Responses to Learners' Responses for Statement, "Tourists should treat Bahamians with more courtesy and respect." Groups No. Mean S/D T D/F P Cases Planners 11 6.36 1.50 Learners 57‘ 6.32 1.58 -'09 66 '93 Table 44 compared planners' responses to learners' re— sponses for the statement, "Bahamians should treat tourists with more courtesy and respect." The mean for planners' re- sponses was 7.23. The mean for learners' responses was 6.83. The standard deviation for the mean of the statement rela- tive to planners' responses was 1.01. The standard deviation for the mean of the statement relative to learners' responses was 1.13. The T value was -1.l9, which generated a proba- bility statistic of .24. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 44 Comparison of Planners' Responses to Learners' Responses for Statement, "Bahamians should treat tourists with more courtesy and respect." Groups No. Mean S/D T D/F P Cases Planners 13 7.23 1.01 LEarners 58 6.83 1.13 “1'19 69 '24 Table 45 compared planners' responses to learners' re- sponses for the statement, "Native Bahamians should not perceive themselves as victims of tourism." The mean for 96 planners' responses was 7.08. The mean for learners' re- sponses was 2.95. The standard deviation for the mean of the statement relative to planner responses was 1.55. The standard deviation for the mean of the statement relative to learner responses was 2.06. The T value was -6.78, which generated a probability statistic of .00. Since this statis- tic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 45 Comparison of Planners' Responses to Learners' Responses for Statement, "Native Bahamians should not perceive themselves as victims of tourism." Groups No. Mean S/D T D/F P Cases Planners 13 7.08 1.55 Learners 55 2.95 2.06 “6'78 66 '00 RESEARCH QUESTION 10: Are there discrepancies between adult plannersT perceptions on elements of tourism.as they current- 1% exist in The Bahamas and adult planners' perceptions on e ements of tourism as they should be in the Bahamas? Planners responded to Research Question 10 through statements 15, 16, 17, 18, 19, 20, 21, 22 and 37, 38, 39, 40, 41, 42, 43, 44. Table 46 compared planners' responses to the statement on elements as they exist to elements as they should be con- cerning the importance of tourism in The Bahamas. The mean for elements as they exist was 7.43. The mean for elements as they should be was 6.00. The standard deviation for the statement relative to planners' responses concerning elements as they exist was 1.22. The standard deviation 97 for the statement relative to planners' responses concern- ing elements as they should be was 1.57. The T value was 2.69, which generated a probability statistic of .01. Since this statistic did satisfy the criterion of .05, the differ- ence between the means was statistically significant. Table 46 Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statement Concerning the Importance of Tourism in The Bahamas Element No. Mean S/D T D/F P Cases Exist 14 7.437 1.22 Should be 14 6.00 1.57 2°69 13 -01 Table 47 compared planners' responses to the statement on elements as they exist to elements as they should be concerning utilizing tourism's economic opportunities. The mean for planners' responses for elements as they exist was 7.14. The mean for planners' responses for elements as they should be was 6.29. The standard deviation for the statement relative to planners' responses concerning ele- ments as they exist was 1.29. The standard deviation for the statement relative to planners' responses concerning elements as they should be was 1.54. The T value was 2.12, which generated a probability statistic of .05. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. 98 Table 47 Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Utilizing Tourism's Economic Opportunities Elements No. Mean S/D T D/F P Cases Exist 14 7.14 1.29 Should be 14 6.29 1.54 2-12 13 -05 Table 48 compared planners' responses to the statement on elements as they exist to elements as they should be concerning the social mobility tourism provides. The mean for planners' responses for elements as they exist was 6.29. The mean for planners' responses for elements as they should be was 6.21. The standard deviation for the statement rela- tive to planners' responses concerning elements as they exist was 1.54. The standard deviation for the statement relative to planners' responses concerning elements as they should be was 2.08. The T value was .16, which generated a probability statistic of .88. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 48 Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning the Social Mobility Tourism Provides Elements No. ' Mean S/D T D/F P Cases Exist 14’ 6.29 1.54 Should be 14 6.21 2.08 '16 13 ~33 99 Table 49 compared planners' responses to the statement on elements as they exist to elements as they should be concerning tourism jobs providing esteem. The mean for planners' responses for elements as they exist was 5.36. The mean for planners' responses for elements as they should be was 7.14. The standard deviation for the statement rela- tive to planners' responses concerning elements as they exist was .949. The standard deviation for the statement relative to planners' responses concerning elements as they should be was 1.03. The T value was -3.80, which generated a probability statistic of .02. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 49 Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Jobs Providing Self Esteem Elements No. Mean S/D T D/F p Cases Exist 14 5.86 .949 Should be 14 7.14 1.03 '3-80 13 :02 Table 50 compared planners' responses to the statements on elements as they exist to elements as they should be con- cerning tourism increasing Bahamian prosperity. The mean for planners' responses for elements as they exist was 6.14. The mean for planners' responses for elements as they should be was 1.49. The standard deviation for the statement rela- tive to planners' responses concerning elements as they exist 100 was .95. The standard deviation for the statement relative to planners' responses concerning elements as they should be was 1.49. The T value was —l.75, which generated a probability statistic of .10. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 50 Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Increasing Bahamian Prosperity Elements No. Mean S/D T D/F p Cases Exist 14 6.14' .955 Should be 14 6.71 1.49 ‘1-75 13 -10 Table 51 compared planners' responses to the statements on elements as they exist to elements as they should be concerning tourists treating Bahamians with respect. The mean for planners' responses for elements as they exist was 5.36. The mean for planners' responses for elements as they should be was 6.36. The standard deviation for statements relative to planners' responses concerning ele- ments as they exist was 1.80. The standard deviation for statements relative to planners' responses concerning ele- ments as they should be was 1.50. The T value was -1.13, which generated a probability statistic of.28. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. 101 was .95. The standard deviation for the statement relative to planners' responses concerning elements as they should be was 1.49. The T value was -1.75, which generated a probability statistic of .10. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 50 Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Increasing Bahamian Prosperity Elements No. Mean S/D T D/F P Cases Exist 14 6.14 .95 7* Shou1d7be 147* 6.71 1.49 ‘1-75 13 ~10 Table 51 compared planners' responses to the statements on elements as they exist to elements as they should be concerning tourists treating Bahamians with respect. The mean for planners' responses for elements as they exist was 5.36. The mean for planners' responses for elements as they should be was 6.36. The standard deviation for statements relative to planners‘ responses concerning ele- ments as they exist was 1.80. The standard deviation for statements relative to planners' responses concerning ele- ments as they should be was 1.50. The T value was -l.13, which generated a probability statistic of .28. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. 102 Table 51 Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourists Treating Bahamians with Respect Elements No. Mean S/D T D/F p Cases EX1§t 11" 5.36 1.80 Should be 11 6.36 1.50 '1-13 10 ~23 Table 52 compared planners' responses to the state- ments on elements as they exist to elements as they should be concerning tourists treating Bahamians with respect. The mean for planners' responses for elements as they ex- ist was 5.50. The mean for planners' responses for ele- ments as they should be was 7.17. The standard deviation for statements relative to planners' responses concerning elements as they exist was 1.24. The standard deviation for statements relative to planners' responses concerning elements as they should be was 1.03. The T value was -2.80, which generated a probability statistic of .02. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 52 Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Bahamians Treating Tourists with Courtesy and Respect Elements No. Mean S/D T D/F P Cases Ex1st 12 5.50 1.24 —2.80 11 .02 ShoUld be 12 7.17 1.03 103 Table 53 compared planners' responses to the state- ments on elements as they exist to elements as they should be concerning Bahamians perceiving themselves as victims of tourism. The mean for planners' responses for elements as they exist was 5.33. The mean for planners' response for elements as they should be was 7.00. The standard de- viation for statements relative to planners' responses concerning elements as they exist was 1.30. The standard deviation for statements relative to planners' responses concerning elements as they should be was 1.60. The T value was -2.42, which generated a probability statistic of .03. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 53 Comparison of Planners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Bahamians Perceiving Themselves as Victims of Tourism Elements No. Mean S/D T D/F P Cases Exist 12 5.33 1.30 Should be 12 7.00 1.607 ‘2-‘2 11 ~03 RESEARCH QUESTION 11: Are there discrepancies between adult learners' perceptions on elements of tourism as they currently exist in the Bahamas and adult learners' perceptions on elements of tourism as they should be? Learners responded to research question 11 through statements 15, 16, 17, 18, 19, 20, 21, 22 and 37, 38, 39, 40, 41, 42, 43, 44. 104 Table 54 compared learners' responses to the statements on elements as they exist to elements as they should be concerning the importance of tourism in The Bahamas. The mean for learners' responses for elements as they exist was 7.24. The mean for learners' responses for elements as they should be was 5.95. The standard deviation for statements relative to learners' responses concerning ele- ments as they exist was 1.57. The standard deviation for Statements relative to learners' responses concerning ele- ments as they should be was 2.33. The T value was 5.21, which generated a probability statistic of .00. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 54 Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning the Importance of Tourism in The Bahamas Elements No. Mean S/D T D/F p Cases EXiSt 58 7.24 1.57 Should be 58 5.95 2.33 5-21 57 ~00 Table 55 compared learners' responses to the statements on elements as they exist to elements as they should be concerning tourism providing economic opportunities. The mean for learners' responses for elements as they exist was 6.91. The mean for learners' responses for elements as they should be was 6.47. The standard deviation for state- ments relative to learners' responses concerning elements 105 as they exist was 1.14. The standard deviation for state- ments relative to learners' responses concerning elements as they should be was 1.28. The T value was 2.88, which generated a probability statistic of .01. Since this sta- tistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 55 Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Providing Economic Opportunities Elements No. . Mean S/D T D/F P Cases - Exist 57 6.91 1.14 Should be 57 6.47 1.28 2-33 55 .01 Table 56 compared learners' responses to the statements on elements as they exist to elements as they should be con- cerning tourism.providing social mobility. The mean for learners' responses for elements as they exist was 6.25. The mean for learners' responses for elements as they should be was 6.32. The standard deviation for statements relative to learners' responses concerning elements as they exist was 1.15. The standard deviation for statements relative to learners' responses concerning elements as they should be was 1.25. The T value was -.44, which generated a proba- bility statistic of .66. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. 106 Table 56 Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Providing Social Mobility Elements No. Mean S/D T D/F P Cases Exist 56 6.25 1.15 Should be 56 6.32 1.25 ‘ 4“ 55 '66 Table 57 compared learners' responses to the state- ments on elements as they exist to elements as they should be concerning tourism conveying self esteem. The mean for learners' responses for elements as they exist was 5.72. The mean for learners' responses for elements as they should be was 6.26. The standard deviation for statements relative to learners' responses concerning elements as they exist was 1.61. The standard deviation for statements relative to learners' responses concerning elements as they should be was 1.24. The T value was -2.47, which generated a prob- ability statistic of .02. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 57 Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Conveying Self Esteem Elements No. Mean S/D T D/F P Cases Ex1st 53 5.72 1.61 _2.47 52 .02y Should be 53 16.26 1.24 107 Table 58 compared learners' responses to the state- ments on elements as they exist to elements as they should be concerning tourism increasing prosperity. The mean for learners' responses for elements as they exist was 6.53. The mean for learners' responses for elements as they should be was 6.32. The stnadard deviation for statements relative to learners' responses concerning elements as they exist was 1.66. The stnadard deviation for statements relative to learners' responses concerning elements as they should be was 1.57. The T value was .91, which generated a probability statistic of .37. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 58 Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourism Increasing Prosperity Elements No. Mean S/D T D/F P Cases Exist 55 6.53 1.66 Should be 53 6.32 1.57 -91 52 ~37 Table 59 compared learners' responses to the state- ments on elements as they exist to elements as they should be concerning tourists treating Bahamians with respect. The mean for learners' responses for elements as they exist was 5.47. The mean for learners' responses for elements as they should be was 6.33. The standard deviation for state- ments relative to learners' responses concerning elements 108 as they exist was 1.23. The standard deviation for state- ments relative to learners' responses concerning elements as they should be was 1.61. The T value was -2.79, which generated a probability statistic of .01. Since this sta- tistic did satisfy the criterion of .05, the difference between the means was statistically significant. Table 59 Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Tourists Treating Bahamaians with Respect Elements No. Mean S/D T D/F P Cases Exist 55 5.47 1.23 Should be 55 6.33 1.61 '2 79 54 -01 Table 60 compared learners' responses to the state- ment on elements as they exist to elements as they should be concerning Bahamians treating tourists with respect. The mean for learners' responses for elements as they exist was 5.93. The mean for learners' responses for elements as they should be was 6.82. The standard deviation for statements relative to learners' responses concerning ele- ments as they exist was 1.56. The standard deviation for statements relative to learners' responses concerning ele- ments as they should be was 1.30. The T value was -3.27, which generated a probability statistic of .01. Since this statistic did satisfy the criterion of .05, the difference between the means was statistically significant. 109 Table 60 Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Bahamians Treating Tourists with Respect Elements No. Mean S/D T D/F P Cases Exist 56 5.93 1.56 Should be 56 6T82 A 1.30 ’3'27 55 '01 Table 61 compared learners' responses to the statements on elements as they exist to elements as they should be con- cerning Bahamians perceiving themselves as victims of tourism. The mean for learners' responses for elements as they exist was 3.44. The mean for learners' responses for elements as they should be was 2.95. The stnadard deviation for state- ments relative to learners' responses concerning elements as they exist was 1.84. The standard deviation for state- ments relative to learners' responses concerning elements as they should be was 2.06. The T value was 1.61, which generated a probability statistic of .11. Since this statistic did not satisfy the criterion of .05, the difference between the means failed to reach statistical significance. Table 61 Comparison of Learners' Responses on Elements as They Exist to Elements as They Should Be for Statements Concerning Bahamians Perceiving Themselves as Victims of Tourism Elements No. Mean S/D T D/F P Cases Ex1st 55 3.44 1.84 1.61 54 .11 Should be 55 2.95 2.06 110 Section 111 Table 62 Providing Services for Tourists (Ratings of Groups) Planner Group Learner Group Totals No. 2 No. 2 No. 1— Very Warm 100° 6 40.0 28 49.1 34 47.2 Quite Warm 85° 5 33.3 19 33.3 24 33.3 Fairly Warm 70° 2 13.3 4 7.0 6 8.3 A Bit Warm 60° 0 o 2 3.5 2 2.8 No Feelings 50° 0 o 2 3.5 2 2.7 A Bit Cold 40° 0 o 1 1.8 l 1.4 Fairly Cold 30° 0 o o o o 0 Quite Cold 15° 0 o o o o 0 Very Cold 0° 2 13.3 1 1.8 3 4.2 Total No. Responses 15 57 72 100.02 Mean of the Ratings 780 870 The mean of the responses ranking the degrees on the thermometer equaled 780 for the planners and 870 for the learners. Table 63 contains 11 statements which indicate criteria used for program planning on conditions as they currently exist in The Bahamas. A review of the table reveals plan- ners perceived statement 2 as having the highest priority with an 11 ranking. The other statements follow in order of importance down to statement 5 with a ranking of 1. 111 Table 63 Priority Rankings of Statements on Conditions as They Currently Exist Statement Statement Mean Ranking No. Score 2. Adult learners are taught skills directly related to the job marker 10.13 11 3. Adult learners are taught skills consistent with their career choice 8.13 10 1. Adult learners are taught academic skills. 7.60 9 13. Adult learners participate in an evaluation of adult education programs. 7.25 8 11. Current job market conditions influ- ence plans for adult education. 7.00 7 4. Business leaders provide input for planning adult education programs. 6.29 6 8. Adult education programs are planned based on trends in the economy. 5.67 5 6. Plans for adult education programs are based on results of need assessments. 5.63 4 14. Program evaluations are used to plan future adult education programs. 5.00 3 7. Plans for adult education programs are based on student interests. 4.60 2 5. Plans for adult education programs are constructed by consensus of all planning committee members. 4.40 1 Table 64 contains 11 statements which indicate criteria used for program planning on conditions as they should be in The Bahamas. A review of the table reveals planners Prior 112 Table 64 ity Rankings of Statements on Conditions as They Should Be Statement Statement Mean Ranking No. Score 25. Adult learners should be taught skills consistent with their career choice. 9.63 11 24. Adult learners should be taught skills directly related to the job market. 9.25 10 36. Program evaluations should be used to plan future adult education programs. 7.00 9 28. Plans for adult education programs should be based on results of need assessments. 6.63 8 31. Adult education programs should be planned with consideration to cultural trends. 6.60 7 35. Adult learners should participate in an evaluation of adult education programs. 6.00 6 26. Business leaders should provide input for planning adult education programs. 5.86 5 30. Adult education programs should be planned based on trends in the economy.5.83 4 29. Plans for adult education programs should be based on student interest. 5.60 3 33. Current job market conditions should influence plans for adult education. 5.50 2 34. Future job market trends should dic- tate plans for adult education. 5.40 l perceived statement 25 to have the highest priority with an 11 ran importanc king. The other statements follow in order of e down to statement 34 with a ranking of 1. 113 .mamaofinmm ua xoou Hosom ca omo£u %Hao «H .oouom uaouOQ m ma cowumoowo ufiav< .voum>HH low hauooa can .woNHamwuo mauoom .Hmofiwoaaa ma mafiaamam .mamuwoum waaawmuu ous“ panda cosoaam on muonaoa mHHm was xcmu who: mmcoa osu How mufiamsv musmaw ou maouwoum Houwaoa ou mos m nowanoumm .uaoaaoam>mv Hmaoammom Iona uam3 Pam wood oaaomm .mmoaamdn o>HumuosH oucw wcwaoounmsa cofiumoswm uaav< .mEmumona omaonacH .mamfiuouma wafiomou voou .muozummu wwHMHHmoo .momusoo mo humfiuo> ocHB .waauommo omusoo wcfiumoumunH .muoxuoa who: oaaoahv 30m .mommmao wawam>m .moauficauuomdo umoumo pom aowmfi>oum .huacsaaoo msu a“. mamuwoum mo huwafinwwouo .memuwoum oHEopmom mo huHHHanfim>< .oouufiaaoo kuoma>vm o>wuommmo whoa QoHo>on .voufiawooou on vasofim cowuwoswo uasu< .mamuwoud uasvm How Popcoaxm mwasm who: .woawwumnxm uaowm uaouuao mo aowumoam>m .moomam Ho>ma swan cw nowumoswm uanvm How cmamoxoaw m wooz .mcoaunufiumca noosuon coaumuoaooo who: .soa mmoawmsn Eouw unmaw>ao>afi ouoz .wafiacmam oHumHHmou who: .huowoom mo mHo>oH Ham Bonn uaoaufiaeou ouoz .maocousm whoa coma muoaamam muflmafiou HQQOHHHVQ< muomam< umom vmcooz mowamno «Nwwmmwuomwm mo mmou< madman—00 . mhmfifimflm mo mHan 114 .m: mwooc huuasoo use "mamow Hogwas Pam aoHumUSPo whoa woo: muH=v< .stdaon mum mmamnmm 658 MO owoaaou um onSuomH umoz .mumm% HH a“ zm3 wcoa oaoo won mmamnmm och mo mwoaaoo .Hoonum How» Insow mmemnmm 03H mo owoaaoo oxma “Hana: mo >uwmuo>aas ou mewuwoum .<.m aunuom .mumnuo zoos How uo: .oaom you oaamvuommm ma cowuwnfi .hms %am aH dowumosco pasvm suw3 mam: ou mafiaaaz .mmemsom 659 a“ coaumosvm uasvm mo mucusm msu Mom modom .moHuu Imsvcw 36c mo mumwum> o co msoow wasonm :ofiumosuo uasw< .mnon umaaou osan co Poomam on Pasosw mammnmam who: .wcfiaamaa a“ wo>Ho>ca on vasozm Goa mmmafimon ouoz .wawcfimuu HocOHumuo> .mmemnmm 65H aa coaumusvo Honwfis uow ou ooamnu .waficfimuu penloxulao .mHoonom oum>fium .momuooo mmocfimsn no and mammndEm one .mofiaovmom hPSum ou ooamno .moamfimm oSu mo oonHou .moHPSum mafiuluumm. .moHufiGSuuoaao Hmcowumospm uamfiao>coo .uooumo m Mow oumdoum oamoma mmaom .mmmuaoo Hmaofimmomouq Hmofiuomum mo owcwu umwfiz .mmamnmm osH mo mwoaaoo How muamBmHHDvou huuao Hoaoq .unmzmu so: mamuwoua mumsam>mlom .mommmao Ga muaspm Macao owsaoaH .owumno mom m usoaufis mommmao whoa ummmo .mwusoo oocm>vm zu=um ou huwanuuoaao one: .ams mmocfiwnn aoum usmcfi who: .mamuwoua aouoo muoz .mamuwoud ous“ usaaw ucmvnum who: .moum non ou whoa oumaou ou coma mamuwoum muaoaaoo Hmcofiuflvw< muooam< umom vowmoz mowcmso "aoammouomfin mo mmou< muGGEOU . mhmgmmfl co manna 115 Section IV Summary of Findings for Research Questions Research Comparison Concept Measures Comparison Signif. Question Groups Statement Finding Number Numbers 1 Planners Planning process as 4 vs. 4 no to it currently exists 14 vs. 14 yes Learners 2 Planners Planning process as 26 vs. 26 no to it should be 36 vs. 36 no Learners 3 Planners Planning process as 4 to 26 yes it currently exists 5 to 27 yes compared to what it 6 to 28 yes should be 7 to 29 no 8 to 30 yes 9 to 31 yes 10 to 32 yes 11 to 33 yes 12 to 34 yes 13 to 35 yes 14 to 36 yes 4 Learners Planning process as 4 to 26 yes it currently exists 8 to 30 yes compared to what it 9 to 31 yes should be 14 to 36 yes 5 Planners Regularly practiced 1 to 23 no programs as they 2 to 24 yes currently exist 3 to 25 yes compared to what they should be 6 Learners Regularly practiced 1 to 23 yes programs as they 2 to 24 yes currently exist 3 to 25 yes compared to what they should be 7 Learners Existing programs 5 to 27 yes meeting employment 6 to 28 yes needs compared to 7 to 29 yes what should be in . 10 to 32 yes meeting employment needs Summary of Findings 8 Planners Elements of tourism 15 to as they currently 16 Learners exist l7 l8 19 20 21 22 9 Planners Elements of tourism 37 to as they should be 38 Learners 39 40 41 42 43 44 10 Planners Elements of tourism 15 as they currently 16 exist compared to 17 elements as they 18 should be 19 20 21 22 11 Learners Elements of tourism 15 as they currently 16 exist compared to 17 elements as they 18 should be 19 20 21 22 12 The finding for research question 12 116 for Research Questions cont. VS. VS. VS. VS. VS. VS. V8. V8. VS. VS. VS. VS. VS. VS. VS. V3. t0 t0 to to t0 t0 t0 t0 t0 t0 t0 t0 t0 t0 t0 to no no no _no no no no yes no no no yes no no no yes yes yes no yes no no yes yes yes yes no yes no yes yes no is reported in table numbers 63 and 64, pp. 111 and 112. 117 Summary of Statistical Analysis by Research Questions RESEARCH QUESTION 1: Are there discrepancies between adult planners' perceptions of the planning process as it currently exists for adult education programs in The Bahamas and adult learners' perceptions of the planning process as it currently exists for adult education programs in The Bahamas? There were two pairs Of statements comparing planners' to learners' responses on the planning process as it exists in The Bahamas. The difference in mean scores between plan- ners and learners was statistically significant for one pair of statements. The discrepancy between the planners' and learners' perceptions on the condition as it exists suggests that the learners did not agree with the planners. The specific condition on which discrepancies were reported included: program evaluations are used for planning programs. RESEARCH QUESTION 2: Are there discrepancies between adult planners' perceptions of the planning process as it should be for adult education programs in The Bahamas and a u t lEarners' perceptions of the planning process as it should be for adult education programs in The Bahamas? There were two pairs of statements comparing planners' to learners' responses on the planning process as it should be. The difference in mean scores between planners and learners failed to reach statistical significance for either pair of statements. 118 RESEARCH QUESTION 3: Are there discrepancies between adult planners' perceptions of the planning process as it current- 1§ exists for adult education programs in The Bahamas and a ult planners' perceptions of the planning process as it should be for adult education programs in The Bahamas? There were 11 pairs of statements comparing responses on the planning process as it exists to the planning process as it should be in The Bahamas. The differences in the mean scores of perceptions on the planning process as it exists compared to perceptions of the planning process as it should be was statistically significant in 10 pairs of statements. These discrepancies suggest that planners‘ perceptions of the conditions of the planning process was not consistent with conditions of how the planning process should be. The specific conditions on which discrepancies were reported on the planning process included: business leaders provide in- put for planning adult education; program planned based on consensus of all committee members; planning based on needs assessment; planning based on trends in the economy; planning based on cultural trends; planning with staff input; planning influenced by current job market; planning influenced by future job trends; participation in program planning by learners; use program evaluations for planning. RESEARCH QUESTION 4: Are there discrepancies between adult learners‘ perceptions of the planning process as it current- lv exists for adult education programs in The Bahamas and Sault learners' perceptions of the planning process as it should be for adult education programs in The Bahamas? There were 4 pairs of statements comparing learners' responses on the planning process as it exists to the plan- ning process as it should be in The Bahamas. The differences 119 in mean scores of perceptions on the planning process as it exists compared to perceptions of the planning process as it should be was statistically significant in 4 pairs of statements. These discrepancies suggest that the learners' perceptions of the conditions on planning process was not consistent with conditions of how planning process should be. The specific conditions which discrepancies were re- ported on the planning process included: business leaders provide input in planning; learners help plan programs; teachers know what learners need to study; learners parti- cipate in program evaluations. RESEARCH QUESTION 5: Are there discrepancies between adult planners perceptions of regularly practiced adult education programs as they currently exist in The Bahamas and adult planners' perceptions of regularly practiced adult education programs as they should be in The Bahamas? There were 3 pairs of statements comparing planners' re- sponses on regularly practiced programs as they exist to regu- larly practiced programs as they should be in The Bahamas. The differences in the mean scores of perceptions on the regu- 1arly practiced program as it exists compared to perceptions of regularly practiced programs as it should be was statistic- ally significant in two pairs of statements. These discrepan- cies suggest that planners' perceptions of regularly practiced programs were not consistent with how conditions should be. The specific conditions which discrepancies were reported on included: learners are taught skills directly related to the job; learners are taught skills related to career choices. 120 RESEARCH QUESTION 6: Are there discrepancies between adult learners' perceptions of regularly practiced adult education programs as they currently exist in The Bahamas and adult learners' perceptiOns of regularly practiced adult education programs as they should be in The Bahamas? There were 3 pairs of statements comparing learners' re- sponses on regularly practiced programs as they exist to regu- larly practiced programs as they should be in The Bahamas. The differences in the mean scores of perceptions on regu- larly practiced programs as they exist compared to regularly practiced programs as they should be was statistically signi- ficant in 3 pairs of statements. These discrepancies suggest that learners' perceptions of regularly practiced programs were not consistent with conditions of how they should be. The specific conditions which discrepancies were reported on regularly practiced programs included: learners are taught academic skills; learners are taught skills directly related to the job market; learners are taught skills consistent with career choices. RESEARCH QUESTION 7: Are there discrepancies between adult learners' perceptions of how existing adult education pro- grams meet their employment needs and how adult education programs should meet their employment needs? There were 4 pairs of statements comparing learners' responses on how existing programs meet their employment needs as they exist to how programs should meet their needs in The Bahamas. The differences in the mean scores of per- ceptions on how programs meet employment needs as they exist compared to how programs meet employment needs as they should be was statistically significant in 4 pairs of statements. These discrepancies suggest that learners' perceptions of how 121 existing programs meet their employment needs was not con- sistent with conditions as they should be. The specific con- ditions on which discrepancies were reported included: programs prepared learners for jobs; programs prepared learn- ers for careers of their choice; programs are designed to meet adult needs; business leaders know what learners need to study. RESEARCH QUESTION 8: Are there discrepancies between adult planners' perceptions on elements of tourism as they current- ly exiSt in The Bahamas and adult learners' perceptions on e ements of tourism as they currently exist in The Bahamas? There were 8 pairs of statements comparing planners' to learners' responses on elements of tourism as they exist in The Bahamas. The difference in mean scores of perceptions on elements of tourism as they exist was statistically signi- ficant in 1 pair of statements. The discrepancy suggests that planners' and learners' perceptions were not consistent with conditions as they exist. The specific condition which a discrepancy was reported on was: Bahamians perceive them- selves as victims of tourism. RESEARCH QUESTION 9: Are there discrepancies between adult planners' perceptions on elements of tourism as they should be in The Bahamas and adult learners' perceptions on ele- ments of tourism as they should be ifi The Bahamas? There were 8 pairs of statements comparing planners' to l-arners' responses on elements of tourism as it should be in The Bahamas. The difference in mean scores of percep- tions on elements of tourism as they should be was statis- tically significant in 2 pairs of statements. These dis— crepancies suggest that planners' and learners' perceptions 122 were not consistent with conditions as they should be. The specific conditions which the discrepancies reported included: tourism jobs convey esteem and Bahamians should not perceive themselves as victims. RESEARCH QUESTION 10: Are there discrepancies between adult planners' perceptions on elements of tourism as they current- ly exist in The Bahamas and adult planners' perceptions on elements of tourism as they should be in The Bahamas? There were 8 pairs of statements comparing planners' responses on elements of tourism as they exist to elements as they should be in The Bahamas. The difference in mean scores of perceptions on elements of tourism as they exist compared to elements as they should be was statistically significant in 5 pairs of statements. These discrepancies suggest that planners' perceptions of elements in tourism was not consistent with how the elements should be. The specific elements on which discrepancies were reported included: tourism is the most important industry; tourism provides economic opportunities; tourism jobs convey esteem; Bahamians treat tourists with respect; Bahamians view them- selves as victims of tourism. RESEARCH QUESTION 11: Are there discrepancies between adult learners' perceptions on elements of tourism as they current- ly exist in The Bahamas and adult learners' perceptions on elements of tourism as they should be in The Bahamas? There were 8 sets of statement comparing learners' re- sponses on elements of tourism as they exist to elements that should be in The Bahamas. The difference in mean scores on elements in tourism as they exist compared to 123 elements as they should be was statistically significant in 5 sets of statements. These discrepancies suggest that learners' perceptions of elements in tourism was not con- sistent with how the elements should be. The specific ele- ments on which discrepancies were reported included: tour- ism is the most important industry; tourism provides econ- omic opportunities; tourism related jobs convey esteem; tourists treat Bahamians with respect; Bahamians treat tourists with respect. RESEARCHyQUESTION 12: Are there discrepancies between adult education planners' rankings on the elements of the planning process as they currently exist and adult education planners' rankings on elements of the planning process as they should be? The planners' priority rankings of statements 1 through 14 relative to elements of planning as they currently exist and priority rankings of statements 22 through 36 relative to elements of planning as they should be was reported by Rankings Chart on pages 111 and 112. 124 Summary Chapter IV was divided into four sections: Section one presented demographics which described the participant population. Section two reported the descriptive data from the responses to the survey. Section three contained tables rating the services for tourists, charts showing the most frequent comments, best aspects and additional comments relative to adult education programs in The Bahamas and the priority rankings by planners. Section four contained a summary of findings for the research ques- tions and a summary of statistical analysis. CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND REFLECTIONS This chapter presents a summary of the study, conclu- sions that were derived from the reported findings, recom- mendations and reflections for adult education planners in Nassau, Bahamas. Summary This study was conducted in Nassau, Bahamas and focused on: (a) the planning process of adult education; and (b) the influence of tourism, the major economic industry, on adult education programs, as perceived by the planners and learners. In this developing nation adult educators have a serious and far—reaching mission. This mission is to plan effective adult education programs which will produce competent adult workers. In The Bahamas the focus of adult education is more than training persons for personal careers. Education is a vehicle through which national goals, notably the gov- ernment mandate to improve and diversify the economy, are achieved. Planning successful adult education programs is a com- plex process. Essential for the planners is a knowledge and awareness of the linkages between the adult learners, the world of work, governmental policies, and educational programs. 125 126 A review of the literature supported the theory that planners and learners would benefit from the knowledge and awareness of the criteria for planning adult education pro- grams as set forth by authorities such as Malcolm Knowles (1980), Ray McCall and Robert Schenz (1977), and Cyril 0. Houle (1978). The research instruments developed specifically for this study and administered to selected planners and learners were the Planners' Survey of Adult Education Programs and the Learners' Survey of Adult Education Programs. Inherent in the survey statements were criteria which exemplified meth- ods for planning adult education programs as proposed by the aforementioned authorities. Data were collected by eliciting responses to statements using a Likert type scale. To calculate the mean for each statement, "Strongly Agree" was assigned a value of 8 points; "Agree" was assigned a value of 6 points; "Disagree" was assigned a value of 4 points; "Strongly Disagree" was as- signed a value of 2 points. The t-test was applied to differ- ences between the variables for each of 11 research questions to determine statistical difference. Any difference equal to or less than .05 was deemed statistically significant. Research Question 12 was answered with data produced from a three-step analysis. First, the statements' self-selection was accomplished by using a frequency analysis to identify the 11 statements most commonly identified as being im- portant. Next, a mean was calculated for the 11 most 127 frequently cited statements. Third, based on those means, a rank order was created to identify the statements in order of importance. The findings of the study have generated some conclu- sions and recommendations that may have immediate applica- tion to the planning process of adult education programs in The Bahamas, provided that the conclusions and recommendations are accepted and implemented by persons involved in adult education. Conclusions The data from this descriptive study provided the following conclusions: 1. Planners perceived strong discrepancies from theoretically proposed criteria for adult edu- cation planning between what currently exists and what should be in the following ten specific conditions: - business leaders should provide more input in planning; - program planning should be bases on consensus of all planning committee members; - planning should be based on economic trends; - planning should be based on needs assessment; - planning should be based on economic trends; - planning should be based on cultural trends; - teaching staff should have more input into planning process; - current job market should influence planning; 128 - future job trends should influence planning; - learners should participate in planning through the use of program evaluations. The mean for the planners' perceptions regarding the statement concerning the use of consensus of all planning committee members was the strongest discrepancy between what currently exists and what should be, which seems to indicate planners' strong interest in having input from all educators. The mean for the planners perceptions on planning programs based on students' interest failed to achieve statistical significance which suggested that planners showed less interest in considering the students' interests while planning education programs. The graduate learners perceived strong discre- pancies from theoretically proposed criteria in the following four specific conditions: - learners should help plan education programs; - learners should participate more in program evaluation; - education programs should be more relevant to their jobs and career choices; - business men should have more input in planning. The learners' responses indicated their strongest perceptions were related to learners having input in the planning process, and programs having more relevancy to the learners' jobs and career choices. 10. 11. 12. 129 An analysis of the data relative to the plan- ning process as it currently exists indicated a general agreement between planners and learners that there should be changes made in current conditions. Planners and learners generally perceived mild discrepancies between what currently exists and what should be in the elements of tourism in The Bahamas. The summary of the findings in regard to the elements in tourism as'they currently exist and as they should be indicated 19 of the 32 statements failed to achieve statistical signi- ficance. A notable discrepancy emerged when both groups indicated they perceived that tourism is the‘ most important industry in The Bahamas, but both groups perceived that it should not be the most important industry in The Bahamas. The second notable discrepancy emerged when planners and learners disagreed on statements that Bahamians treat tourists with courtesy and respect. Planners perceived that there should be more courtesy and respect given to tourists. Learners perceived the existing condition to be acceptable indicating their opinion that tourists are currently treated with respect l3. 14. 130 and courtesy. There was strong agreement between both groups that Bahamians do not perceive themselves as victims of tourism. The findings of the planners' priority rank- ings of existing planning conditions revealed a serious need for planners to experience more exposure to information regarding the criteria for planning adult education programs. Recommendations Comments from several planners indicated a need for high level government administrators to exhibit more interest in adult education. Because of the criti— cal part government administrators play in the operations of adult education, it is recommended that several seminars be conducted to inform those officials who make policy and dispense funds of the relevance and importance of adult education to economic diversification and nation building. The prioritization for planning by the planners sug- gested a lack of awareness of the theoretically essential criteria for effective program planning. The theoretical base for adult education program planning should be presented to persons involved in planning adult education programs. This exposure of program planning theory should be part of a system— atic effort to retrain involved professions on the 131 adult education program planning process. The consistent agreement between planners and learners regarding what should be, relative to business leaders' input into planning programs, leads to the recommendation that educators should plan and initiate continuous articulation pro- grams with the business community. Statements that investigated job skills and career needs generated data that indicated adult educa- tion programs had not provided learners with ade- quate job skills nor proper training for careers of their choice. Therefore, it is recommended that adult education planners re-evaluate the cur- rent programs in all institutions, private and public, with special efforts being made to include appropriate input from learners. Further, it is recommended that courses be designed and developed specifically for all adults residing in a tourism—based economy. These courses should provide information which would address the critical need for participants to understand "service" and all of its implications for a sutcessful, productive and competitive economy. It is recommended that additional research of adult education services in The Bahamas be conducted by a committee consisting of members from the appro- priate departments of government and the public and 132 private schools to determine the extent of changes needed to meet more realistically the needs of the learners, the economy and the linkages thereof. Reflections The researcher noted business programs are the most popu- lar programs offered at The College of The Bahamas. In addi- tion, there is a proliferation of private business schools in Nassau. By contrast, in the fields of agriculture and fisheries, the researcher observed a minimum of interest from planners or learners in those areas. That provokes the question, "How soon will the nation be able to feed itself, and thereby diminish significantly the high cost of import- ing food?" It suggests planners have a serious obligation to assist learners in becoming more aware and accepting of careers other than those which require one to sit at a desk. Let it be noted that Kwasi Amphere (1981) pointed out that many newly independent nations of The Commonwealth rushed into giving Colonial pattern of education that paid little heed to the challenges of the local environment. The effect, he wrote, was that large numbers of adults were trained for positions the economy could not support. Condi- tions suggest The Bahamas is moving toward the same serious situation unless a sincere effort is undertaken to re- evaluate and plan adult education programs to meet the needs of the learners, the economy and the society. 133 The researcher further noted planners' and learners' responses indicated they were comfortable with giving direct services to tourists. However, tourists' responses from the Ministry of Tourism Exit Reports indicate many think Baha- mians exhibit poor attitudes towards tourists. A review of the daily newspaper has often revealed letters to the editor from tourists who complain of poor attitudes and service from Bahamian workers. In contrast to this perspective Bahamian learners' responses indicated that they perceived tourists as having poor attitudes and behavior toward citizens of The Bahamas. This conflicting situation suggests a critical need for an in-depth study by persons involved in planning for adult education programs. APPENDIX A COVER LETTER FOR QUESTIONNAIRES 134 APPENDIX A COVER LETTER OF QUESTIONNAIRES Dear Sir/Madam: As an adult educator, I am interested in the various factors that contribute to the planning process of adult education programs in countries with a tourist-based economy. A part of my doctoral dissertation at Michigan State University is to examine the relationship of adult education planners' perceptions and opinions of adult education program planning as it is and as it should be in The Bahamas. In addition, I hope to examine the adult graduate learners' perceptions and opinions of adult education programs as they currently exist and as they should be. To assist me in this effort I would appreciate your responding to the statements on the attached survey. Please do not write your name on the instrument so that your anonymity will be assured. It is important to the validity of the study that you be as candid as possible Your return of this completed questionnaire constitutes your informed consent to participate in this research. This research should help planners construct more appropriate programs which should result in adult educational programs which will better serve the government, community, and the citizens. Completing this survey is voluntary, there is no penalty for declining to parti— cipate. Thank you for your assistance. Sincerely, Bess Stamps Adult Educator Detroit, Michigan APPENDIX B SURVEY FOR ADULT EDUCATION PROGRAMS FOR PLANNERS AND SURVEY FOR ADULT EDUCATION PROGRAMS FOR LEARNERS until: 1:] 11 a 1:1 on DD 135 APPENDIX B SURVEY FOR ADULT EDUCATION PROGRAMS FOR PLANNERS ‘ . Survey for Adult Education Progress PLANSERS ' . Age23 (Check One) - - ' Gender (check One) _ Position (Check One) . 18-23 ' . ' Hale , ' . Director ~ 24- 29 female _ Principal 30-35 . ‘ . Supervisor 347 : ~ ' Support Sta i?____ ' ' a , Support Staff would be Vice-Principal, Registrar. Assistant Supervisor/Director Please read each statuent below and circle the symbol which best describes how you feel. SA I Strongly Agree A I ree D I D segree SDI IS-trongly Disagree . Section A Conditions As They CurrentLy ist 1.. Adult learners are taught acadeaic skills. .4 . . ’ SA ,A D SD 2. Adult learners are taught skills directly related to the Job . - ' . urket. . - SA A D so 3. Adult learners are taught skills consistent with their career . ' choices. _ SA A D SD 4. business leaders provide input for planning adult education - ' ' P'PUWB- SA _A D SD 5. Plans for ecu lt education progress are constructed by consensus ‘ . - ‘ of all planning conei .tee oezbers. SA A -D so 6. i-Plans for adult education progans’ere based on results of need ' ' assessments. SA A D " SD '7. Plans for adult education prograas are based on student interests. ' SA A D SD D. Adult education progress are planned based on trends in the econoq. SA A D SO 9. Adult education programs are planned with consideration to ' . cultural trends. SA A D SD 10. Adult education prograns are planned with inputfrol staff. SA A D ' SD ii. Current 3ob aerket conditions influence plans for adult education. SA A D- SD 12. “Future Job narket trends influenceiplens for adult education. SA A D SD £013. ‘DM. 15. 16. .—l7. 18. 19. 20. 21. 22. 1236 Adult learners participate in an evaluation of adult education programs. . Program evaluations are used to plan future adult education PTOD'AIS- Tourisa is the nest inportant industry in The Bahamas. Tourisn provides Bahdnians econouic opportunities., Tourism provides Bahamians with social nobility. . Tourisntreleted Jobs convey positive esteen to its workers. Bahamians prosper as tourisn increases. Tourists treat aaheniens with courtesy and respect. lahenians treat tourists with courtesy and respect. Native Bahamians perceive themselves as victias of tourism. Conditions As They Should Be ; C] 2:. g 24. '[j 25. ; U 26. . D 27. D 28. E] 29.. 0-36. {3 3:. g 32. CI 33. [334. Adult learners should be taught acadenic skills. . Adult learners should be taught skills directly related to the Job market. Adult learners should be taught skills consistent with their career choices. Business leaders should provide input for planning adult education prograls. Plans for adult:education programs should be constructed by consensus of all planning colonittee nenbers. Plans for adult education programs should be based on results of need assessments. . . Plans for adult tducetion progress should be based on student interests. Adult education programs should be planned based on trends in the _econony. Adult education progr ans should be planned with consideration to cultural trends. Adult education progress should be planned with input from staff. Current Job narket conditions should influence plans for adult education. Future Job aarket trends should influence plans for adult education. SA SA SA SA SA ' SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA >>>>”">> SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD “ .. 35. 1J37 Adult learners should participate in an evaluation of adult education programs. SA A D so 36. Program evaluations should be used to plan future adult education programs. SA A D SD 37. Tourism should be considered the most important industry in The ' _ Bahamas. SA A 0- SD 38. Tourism should be utilized to provide Bahamians with economic . - opportunities. SA A D SD _39. Tourism should be utilized to provide Bahamians with social mobility. ' SA A D SD 40. Tourismerelated jobs should convey positive esteem to their workers. SA A D SD 41. Bahamians should prosper as tourism increases. SA A D SD 42. Tourists should treat Bahamians with more courtesy and respect. SA A D SD 43. Bahamians should treat tourists with more courtesy and respect. SA A D SD 44. Native Bahamians should not perceive themselves as victims of tourism. SA A D SD Section B Ranking Statements That Describe Conditions AS THEY CURRENTLY EXIST. Read statements 1 through 11 again. Rank order the statements based on your opinion of the importance of each statement. In the box next to each statement. write the number for the value you assigned to the statement on a scale of l to 11; Ii will represent the most important statement and 1 will represent the least important statement. : Ranking Statements That Describe Conditions AS THEY SHOULD BE. Read statements 23 through 36 again. Rank order the statements based on your opinion of the importance of each statement. In the box next to each statement write the number for the value you assigned to the statement on a scale of l to II; Ii will rtpresent the most important statement and I will represent the least important a atement. 138 Section C - COMMENTS 1. List the three most important changes that you think should be made in adult education in The Bahamas. The three best aspects of adult education currently in The Bahamas are: I Additional comments Finally; how do,you feel about providing services for tourists? Place a line through . the number on the thermometer to indicate your level of feelings. 100 - Very warm or favorable feelings as - Quite warm or favorable feelings . 70 - Fairly warm or favorable feelings so - A bit more warm or more favorable than cold feelings so - No feelings at all 40 - A bit more cold or unfavorable feelings 30 - Fairly cold or unfavorable feelings 15 - Quite cold or unfavorable feelings O - Very cold or unfavorable feelings 1J39 APPENDIX B SURVEY FOR ADULT EDUCATION PROGRAMS FOR LEARNERS Survey for Adult Education Programs ADULT LEARNERS Age (Check One) Bender (Check One) Name of Program 1 -23 Male You Completed: ze-zr— Fen-17— 30-35—— — 36-41 4247— 48 + Please read each statement below and circle the symbol which best describes how you feel. SA I Strongly Agree A I ee D I D segree SO I Strongly Disagree Section A Conditions as They Currently Exist 1. Adult learners are taught academic skills. 1 SA A D so 2. Adult learners ire taught skills directly related to the Job market. SA A D so 3. Adult learners are taught skills consistent with their career choices. ' ' SA A D so ' 4. Business leaders provide input for planning adult education programs. . SA A D SD 5. An adult education program prepared me for the Job I have. SA A D SD 6. An adult education program prepared me for the career I want. SA A D SD 7. Adult education programs are designed to meet the needs of adult learners. . SA A D 50 8. Adult learners help plan adult education programs. SA A D SD 9. Teachers know what adult learners need to study. SA A D SD 10. Business leaders know what adult learners need to study in adult education programs. SA A D SD 11. Planners seek help from government leaders in creating adult education programs. . SA A 0 SD 12. The best adult education programs offer classes which teach skills for Jobs that are available. SA A D SD 13. The best adult education programs offer classes which prepare me for a career of my choice. . SA A D . SD 14. IS. 16. 17. 18. 19. 2D. 21. 22. 1130 I have participated in the evaluation of an adult education program. Tourism is the most important industry in The Bahamas. Tourism provides Bahamians economic opportunities. Tourism provides Behamians with social mobility. Tourism-related Jobs convey positive esteem to its workers. Bahamians prosper as tourism increases. Tourists treat Bahamians with courtesy and respect. Bahamians treat tourists with courtesy and respect. Native Bahamians perceive themselves as victims of tourism. Conditions As They Should Be 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. Adult learners should be taught academic skills. Adult learners should be taught skills directly related to the Job market. Adult learners should be taught skills consistent with their career choices; Business leaders should provide input for planning adult education programs. I My adult education program should have prepared me for the Job I have. ‘ :y adult education program should have prepared me for the career Hint. Adult education programs should be designed to meet the needs of adult learners. Adult learners should help plan adult education programs. Teachers should know what adult learners need to study. Planners should seek help from business leaders in creating adult education programs. Planners should seek help from government leaders in creating adult education programs. Adult education programs should offer classes which teach skills ’for Jobs that are available. Adult education programs should offer classes which prepare students for a career of their choice. Students should participate in the evaluation of adult education programs. SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA >)>>>>>>)’ OUUUODOOU SD SD SD SD SD SD SD SD SD SD SD _ SD SD SD SD SD SD SD SD SD SD SD SD 141 37. Tourism should be considered the most important industry in The Bahamas. SA A D SD 38. Tourism should provide Bahamians with economic opportunities. SA A D SD 39. Tourism should be utilized to provide Bahamians with social SA D SD mobility. 40. Tourismrrelated Jobs should convey esteem to their workers. SA A D SD 41. Bahamians should believe that they prosper es tourism increases. SA A D SD 42. Tourists should treat Bahamians with more courtesy and respect. SA A D SD 43. Bahamians should treat tourists with more courtesy and respect. SA A D SD 44. Native Bahamians should not perceive themselves as victims of SA A D so tourism. ' Section B COMMENTS I. A change that I think should be made in adult education in The Bahamas is Z. The best aspect of adult education in The Bahamas is 3. Additional comments 4. Finally; how do you feel about providing services for tourists? Place a line through the number on the thermometer to indicate your level of feelings. IOO - Very warm or favorable feelings 85 . Quite warm or favorable feelings 70 - Fairly warm or favorable feelin s 60 - A bit more warm or more favoreb a then cold feelings SO - No feelings at all 40 - A bit more cold or unfavorable feelings 30 - Fairly cold or unfavorable feelings is - Quite cold of unfavorable feelings O - Very cold or unfavorable feelings LIST OF REFERENCES LIST OF REFERENCES Albury, Paul. (1975). The Story of The Bahamas. London: Macmillan Educational, Ltd. Amphere, Kwasi. (1981). Reading unreached adults. In Alexander Charters & Associates, Eds., Comparing Adult Education Worldwide. San Francisco; Washington, D.C.: Jossey-Bass. Apps, Jerald W. (1981). The Adult Learner on Campus. Chicago: Follett Pfiblishing Co. Archer, B. H., & Sadler, P. G. (1975). The economic impact of tourism in developing countries. Annals of Tour- ism Research 3(1), 15-32. Archer, Brian. (1981). Employment and Tourism in The Bahamas. Institute of Economic Research, University College of North Wales. Badley, John H. (1982). Victims of Progress. Menlo Park, California: Benjamin/Cummings. Bahamas Tourism Exit Report, 1980 and 1985. Bahamas Tourism Statistic Summary Report, 1981. Baker, George, & Moore, Kay M. (1983). The critical link: From plans to programs. In G. Myran (Ed.), New Direc- tions for Community Colleges: Strategic Management in the Community College, No. 44. San Francisco: Jossey- Bass. Boissevain, J. (1977). Tourism and development in Malta. Development and Change 8(4), 523-38. Boyle, Patrick C. (1981). Planning Better Programs. New York; St. Louis; Toronto: McGraw-Hill. Britton, Robert Allen. (1978). International tourism and indigenous development objectives: A study with special reference to the West Indies. Doctoral dis— sertation, University of Minnesota, p. 226. Bryan, Farrell, H. (1979). Tourism's human conflicts: Cases from the Pacific. Annals of Tourism Research 6(2), 122. 142 143 Buhler, Charlotte. (1962). Psychology for Contemporary Living. Munich: Drolmer-Knauer. Bullough. R. V., Stanley, L., & Goldstein, H. (1984). Human Interests in Curriculum. New York: Teacher's College, Columbia University. Burns, Barbara B. (1980). Expanding the International Dimen- sion of Higher Education. San Francisco; Washington; London: Jossey-Bass Publishers. Carp, A., Peterson, R., & Roelfs, P. (1974). Adult learning interests and experiences. In K. P. Cross, J. R. Valley & Associates, Planninngon-Traditional Pro- grams: An Analysis of Issues for Post Secondary Education. San Francisco: Jossey-Bass. Centre for the Study of Education in Changing Societies (Ed.). (1969). CESO Hogue: Walters-Noordhoff Publishing Co. Charters, Alexander, & Associates (Eds). (1981). Comparing Adult Education Worldwide. San Francisco; Washing- ton, D.C.: Jossey-Bass. College of The Bahamas Catalogue, 1981-83. College of The Bahamas Catalogue, 1985-87. Comitos, Lambros, & Lowenthal, David (Eds.). (1973). Work and Family Life: West Indian Perspectives. Anchor Press7Doub1eday. Cross, Patricia. (1981). Adults as Learners. San Francisco; Washington: Jossey-Bass Publishers. Craham, Margaret (Ed.), Knight, E., & Franklin, W. (1979). Africa and the Caribbean. The John Hopkins Press. Curle, Adam. (1969). Educational Problems of Developing Societies. New York; Washington: Praeger Publishers. Currie, Lauchlin. (1966). Accelerating Development. New York; London: McGraw-Hill Series in International Development. deKadt, Emanuel. (1979). Tourism: Passport to Development. UNESCO Study. London: Oxford University Press. Department of Statistics of The Bahamas, 1981. Economic and Social Progress in Latin America 1980-81. Washington, D.C.: Inter-American Development Bank, Washington, D.C. 20577. 144 Edgar, Boone J. (1985). Developing Programs in Adult Edu- cation. Englewood CliffS, New Jersey: Prentice- Hall, Inc. Erickson, Erik. (1950). Childhood and Society. New York: W. W. Norton. Erisman, Michael H. (1983). Tourism and cultural dependency. Annals of Tourism Research 10(2), 338-360. Figuero, John J. (1971). Sociepy, Schools and Progress in The West Indies. Oxford; New York: Pergamon Press. Freire, Paulo, (1970). Pedagogy of the Oppressed. New York: Herder and Herder. Grabowski, Stanley M. (1981). Preparing Educators of Adults. San Francisco; Washington: Jossey—Bass Publishers. Hanson, John W., & Brembeck, Cole 8. (1966). Education and the Development of Nations. New York; Chicago; Lon- don: Holt, Rinehart and Winston. Hefferman, James M. (1981). Educational and Career Services for Adults. Lexington, Massachusetts: Lexington Books. Hendricks, Robert E., & Redlhammer, Paul D. (1980). Educa- tional change in the Islands; An assessment of Bahamian trends. Journal of Negro Education 49(1). Horowitz, Michael M. (1971). Peoples and Cultures of the Caribbean. Garden City, New York: The Natural History Press. Houle, Cyril O. (1961). The Inquiring Mind. Chicago: Chicago University Press. Houle, Cyril O. (1977). The Design of Education. San Fran- cisco; Washington; London; Jossey-Bass Publishers. Hughes, Colin. (1981). Race and Politics in The Bahamas. St. Lucia; London: University of Queensland Press. Hunt, Chester 1. (1966). Social Aspects of Economic Develop- ment. New York; LondOn: ‘McGraw-HilliBook Co. Jensen, Gale Liverright, & Hallenbeck, A. A. Wilber. (1964) Adult Education. Adult Education Association of the U.S.A. Jud, Donald G. (1974). Tourism and economic growth in Mexico since 1950. Inter-American Economic Affairs 28(1), 22. 145 Kaplan, Max, & Basserman, Phillip. (1971). Technology Human Values and Leisure. Nashville; New Yolk: Abingdon Press. Knowles, Malcolm S. (1980). The Modern Practice of Adult Education. Revised. Chicago: Follett Publishing Company. Knox, Alan B. (Ed.) (1980). Teaching Adults Effectively: New Directions for Continuing Education. San Fran- cisco; Washington; London: Jossey-Bass Publishers. LaFlamme, Alan G. (April-June, 1979). The impact of tour- ism: A case from The Bahamas Islands. Annals of Tourism Research 6(2), 137-47. Latin-American and Caribbean 1981-82. World Information. Registered in England, Essex, England. Lefebure, Henri. (1972). Everyday Life in the Modern World. New York: Harper & Row. Levinson, Daniel J. (1978). The Seasons in a Man's Life. New York: Knopf. Linton, Neville. (1976). Tourism in the Commonwealth: An overview. Caribbean Issues 2(1), 36-47. Lowe, John (Ed.). (1970). Adult Education and Nation Build- ing. Edinburgh University Press. Lowenthal, M. F. (1976). Four Stages of Life. San Francis- co: Jossey-Bass. Maslow, Abraham M. (1968). Toward a Psychology of Being. 2nd ed. Toronto: Van Nostrand Reinholdl McCall, Ray, & Schenz, Robert. (1977). Planning a Balanced Curriculum. Washington, D.C.: National Assoéiation for Public School Adult Education. McClelland, David C. (1961). The Achieving Society. Prince~ ton, New Jersey: D. Von Nostrand Co., Inc. Mee, Graham, & Wiltshire, Harold. (1978). Structure and Performance in Adult Education. London; New York: Longman Group Limited. Millett, Richard (Ed.) (1979). The Restless Caribbean. New York; London; Toronto; Prager-Special Studies. Ministry of Labour Force Reports 1975 and 1979. Nassau, IBahamas. 146 Ministry of Labour Force Reports, 1986. Nassau, Bahamas. Ministry of Tourism Report, 1980. Nassau, Bahamas. Moore, William S. (1974). Emotions and Adult Learning. England: Saxon House, D. C. Heath Ltd. Morstain, Barry R., & Smart, J. C. (1974). Adult Education 24(2), 83-98. Nassau Business Academy Brochure, 1984. Neugarten, Bernice. (1976). Adaptation and the life cycle. The Counseling Psychologist 6, 16-20. New Links with neighbors. (1973-75). International Educa— tional and Cultural Exchange. V61. 9-10. New Providence Secretarial School Brochure, 1982. Okah, Samuel E. N. (Spring 1980). Education as a source of economic growth and development: An essay. Depart- ment of Economics and Business Studies, University of Benin. The Journal of Negro Education 49(2), 105. Papson, Stephen. (August 1979). Tourism; World's biggest industry in the twenty-first century. The Futurist, 249-57. Perez, Louis A. (1974). Aspects of underdevelopment: Tour— ism in the West Indies. Science and Society 37, 473- 80. Perez, Louis A., Jr. (1975). Underdevelopment and Dependency Tourism in the West Indies. University of El Paso: Center for Inter-AmeriEhn Studies. Phillips, James, & Pearl, Carl (1973). Elements of Econ- omics. New York: ‘Macmillan Company. Rich, John Martin. (1975). Innovations in Education. Boston; London; Sidney; Toronto: ’Allyn andiBacon. Rivers, Patrick. (Feb. 1, 1973). Tourist troubles. New Society, 539. Seers, Dudly. (1979). The meaning of Development. Speech for Eleventh World Conference of the Society for International Development. New Delhi. Shaw, Nathan C. (Ed.) (1969). Administration of Continuing Education. Washington, D.C.: National Association for Public Continuing and Adult Education. 147 Sherlock, Philip. (1966). West Indies. London: Thomas and Hudson Ltd. Sherlock, Philip. (1973). West Indian Nations: A New History. New York: St. Martins Press. Shulty, Theodore W. (1963). The Economic Value of Education. New York: Columbia University Press. Smith, 0. H. Michael. (1980). The change process necessary to maximize the benefits of tourism in the Caribbean. Paper presented at the 1980 Conference of the Asso- ciation of Caribbean Studies, Nassau, Bahamas. Smith, Valene L. (Ed.). (1977). Hosts and Guests: The Anthropology of Tourism. Philadelphia: University of Pennsylvania Press. Steiner, Stan. (1974). The Islands. New York; Evanston: Harper. Steward, Francis. (1975)n Employment, Income Distribution and Development. London: Poors Publication. Sudman, Seymour, & Bradburn, Norman M. (1983). Asking Questions. San Francisco; Washington: Jossey Bass. Symonette, Michael A. (1981) Publishers. The Bahamas Financial Digest 8(5) May-February. Tabah, Leon. (1975). Population Growth and Economic Develop— ment in the Third World, Vol. 2. 4830 Dolhain (Bélgium). Thelen, Herbert A. (1972). Education and the Human Quest. Chicago; London: The University of Chicago Press. Todaro, Michael P. (1978). Economic Development in the Third World. London: Longman Group Limited. Tough, Alan. (1968). Why adults learn: A study of the major reasons for beginning and continuing education: A learning project. Monographs in Adult Education, No. 3. Toronto: Ontario Institute for Studies in Education. Tough, Alan. (1971). The adult's learning projects: A fresh approach to theory and practice in adult learn- ing. Research in Education Series, No. 1. Toronto: Ontario Institute for Studies ih Education. UNESCO. (1971). Report on National Education Policy for the Bahamas, p. 1227. 148 UNESCO. (1972). The School and Continuing Education. Paris. UNESCO. (1976). The effects of tourism on socio—cultural values. Annals of Tourism Research 4(2), 75-100. United Nations Publishing Service. 1979 Demographic Year- book. New York, New York 10017. U.S. Department of State. (Dec. 1984). The Bahamas. (Background notes). Washington, D.C.: Bureau of Public Affairs. Verduin, John R., Jr., Miller, Harry G., & Greer, Charles E. (1977). Adults Teaching Adults. Austin, Texas. Wilgus, Curtis A. (1960). The Caribbean Contem.orapy Education. Gainesville: University of Florida Press. Williams, Anthony, & Zelinski, Wilber. (1970). On some patterns in international tourist flows. Economic Geography 46, 549. Williams, Eric. (1970). From.Columbus to Castro: The His- torypof the Caribbean 1492-1969} New York; Evanston: Harper & Row. Williams, Peter. (1974). The School Leavers in Developing Countries. London: University ofiLondon, Institute of Education, March, 1974. Wilson, Peter J. (1973). Crab Antics. New Haven; London: Yale University Press. "1111111111'1111