Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Understanding Causes for Jamaican Dropouts from the Career Advancement Program Eron Garfield McLean Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Administration and Supervision Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Eron G. McLean has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Mari Tinney, Committee Chairperson, Education Faculty Dr. Emily Green, Committee Member, Education Faculty Dr. Floralba Arbelo Marrero, University Reviewer, Education Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University May 2020 Abstract Understanding Causes for Jamaican Dropouts from the Career Advancement Program by Eron G. McLean MBA, University of New Orleans, 1999 BA, University of the West Indies, 1994 Doctoral Study Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2020 Abstract In Jamaica, a significant number of at-risk older youths do not attend school, nor are they employed. The government created the Career Advancement Program (CAP) to provide skills and career options for them, but many students drop out of the program. The purpose of this basic qualitative study was to gain a better understanding of the reasons why students were dropping out of CAP and what could be done to retain them longer. The study was designed to explore why students dropped out of the CAP before completion, to what extent experiences in CAP satisfied student needs, and how experienced and prepared the CAP teachers were to teach adult learners. The conceptual frameworks used to inform the study included Mezirow’s transformational learning theory and Freire's pedagogy of the oppressed. Participants were selected through a purposive sampling technique. Data were collected through interviews and questionnaires from 5 current students, 4 dropouts, 6 teachers, and 4 administrators, and data from source documents. Data were analyzed inductively through sorting, coding, and categorizing the responses in ATLAS Ti software. Minor themes that emerged were summarized into 3 broad themes: factors for dropouts, factors for supporting CAP students, and factors for teacher training and preparation. A professional development workshop was created to expose some CAP teachers to the teaching methodology and basic content of adult education theories such as andragogy because most Jamaican teachers in this study had had no previous training on how to teach adults. This project could have a positive impact on the adult education landscape in Jamaica if the local Ministry of Education adopts a policy of requiring improved training for facilitators of adult learners. Understanding Causes for Jamaican Dropouts from the Career Advancement Program by [Eron G. McLean] MBA, University of New Orleans, 1999 BA, University of the West Indies, 1994 Doctoral Study Proposal Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2020 Dedication The pursuit of this study was a long and grueling exercise that required me to draw on my inner strength to keep going, even in the face of significant challenges. I give credit to my mother for inculcating in me the value of self-efficacy. When we were children, we thought that we could not accomplish many tasks that we were assigned. Mother sternly chided us that impossibility was written only in the dictionary of fools. In the end, we did what we thought we could not have done. I wish to dedicate this study to my mother Lola McLean, whose highest level of formal education was an elementary school, but who understood the value of education and never ceased to motivate me through her encouraging words, prayers, and constant inquiry of when the study would be complete? I hope that this work will influence policy directives within the area of adult education, which will impact the quality of educational offerings to adult students. Mom, I dedicate this work to you with love. Acknowledgements I take this opportunity to acknowledge the key persons who have helped, supported, guided, motivated, and challenged me to accomplish perhaps the most formidable task I have ever undertaken. I first acknowledge my dear wife, Grace, and daughter, Eronica (Ronie), for the high level of understanding, support, and patience, they gave me that served as the added strength and motivation I needed to accomplish this arduous task. Grace and Ronie, I did it because I knew that I was not alone. I also wish to acknowledge my niece Julia and my administrative support Antoneshia who regularly came to my office and worked with me until late those many nights. Your presence and assistance made the tasks seem lighter, and the prospect of achieving a doctorate brighter. Julia, I know that you have been impacted personally by lending me your support, which motivated you to register for your master’s degree with Walden University. I am eternally grateful and indebted to my research chair, Dr. Mari Vawn Tinney, and her support, Dr. Green. Dr. Tinney, you have been there for me, incessantly. To me, you were a coach, guide, and motivator. Nothing passed your meticulous eyes, and you ensured that the work was perfect or close enough before I could move on. Dr. Tinney, I always thought of you as my second IRB because you still added your set of requirements for me alongside that of the IRB itself. I have grown tremendously in the process, and I thank you research chair, coach, and mentor. Table of Contents List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii Section 1: The Problem ........................................................................................................1 Background ....................................................................................................................1 Available Career Advancement Program Opportunities ...............................................3 Technical Opportunity A .........................................................................................3 Technical Opportunity B..........................................................................................4 General Opportunity ................................................................................................4 The Problem of Dropouts From Cap .............................................................................5 Suggested Factors in Jamaica That Could Cause Dropouts ...........................................7 Student Needs Transcend Financial Reasons ................................................................8 Local Initiatives to Prevent Dropouts ............................................................................9 Innovative Work Systems ............................................................................................11 Broader Educational Situation in Jamaican National Schools .....................................11 Low or Intermittent Attendance .............................................................................11 The Rationale for the Problem .....................................................................................14 Response to High Dropout Rate ............................................................................15 Definitions of Terms ....................................................................................................17 Significance of the Study .............................................................................................21 Guiding Research Questions ........................................................................................23 Theoretical and Conceptual Framework ......................................................................24 i The Relevance of Selected Theory ........................................................................26 Review of Literature of the Broader Problem ..............................................................27 Search Strategies ....................................................................................................27 Implications..................................................................................................................32 Summary ......................................................................................................................34 Section 2: The Methodology ..............................................................................................37 Qualitative Research Design and Approach ................................................................37 Qualitative Tradition ..............................................................................................38 Justification for Basic Qualitative Research Design ....................................................40