ABSTRACT This article analyses the perceptions of adult learners towards the use of constructivist approach in teaching and learning in non-formal education (NFE) centres of KwaZulu-Natal, South Africa. The analysis is based on five principles of the constructivist theory of learning-interactive learning, collaborative learning, facilitating learning, authentic learning and learner-centred learning. The researcher used the mixed of stratified and purposive sampling methods to select six NFE centres and 12 (out of 200) learners who studied skills training and became self-employed. The data collection techniques were semi-structured interviews. From learners’ perceptions, the findings reveal that the use of the constructivist principles enhanced or influenced adult learners’ educational attainment in offering learners with experiences ranging from vocational skills to real-life problem-solving. Therefore, the researchers conclude that adult learners were motivated in learning new skills when facilitated using the constructivist approach. The practical and policy implication of the findings is that adult facilitators and managers of NFE programmes should take into consideration the constructivist approach of teaching and learning when designing the curriculum of non-formal education and training.

中文翻译：

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成人学习者对南非非正规教育中心教学中使用建构主义原则的看法

摘要 本文分析了成人学习者对在南非夸祖鲁-纳塔尔的非正规教育 (NFE) 中心的教学和学习中使用建构主义方法的看法。该分析基于学习互动学习、协作学习、促进学习、真实学习和以学习者为中心的学习的建构主义理论的五个原则。研究人员使用分层抽样和有目的抽样的混合方法选择了 6 个 NFE 中心和 12 名（200 名）学习技能培训并成为自雇人士的学习者。数据收集技术是半结构化访谈。从学习者的认知来看，研究结果表明，建构主义原则的使用增强或影响了成人学习者的教育成就，为学习者提供从职业技能到解决现实生活问题的经验。因此，研究人员得出结论，成年学习者在使用建构主义方法的推动下会更有动力学习新技能。研究结果的实践和政策含义是，非正规教育项目的成人促进者和管理者在设计非正规教育和培训课程时应考虑教学的建构主义方法。