Biography, Transition and Learning: TVET Skills Development among Adults

Abstract

Adult learners often faced challenges in participating in lifelong learning activities due to multiple personal and professional commitments. This study examined the factors influencing their active participation in short courses at Hulu Langat Community College. Eight participants were interviewed using the Biographical Method, which enabled them to narrate life stories and connect personal experiences to learning engagement. The interviews were transcribed in Microsoft Word and analyzed manually through thematic analysis, cross-checked against the research questions. The findings indicated that work-related identity strongly shaped participation, with three categories emerging: unemployed participants who pursued vocational skills to manage transitions into unemployment, full-time employees who enhanced career-relevant skills to remain competitive in their professions, and retirees who remained active to contribute meaningfully to family and community life. Across these categories, participants experienced similar transitions, challenges, and coping strategies, while three overarching themes were identified which are coping with life transition, continuous professional development, and togetherness with family and community. The study highlighted the importance of tailoring lifelong learning programs to diverse work-related identities, suggesting that institutions should design flexible, context-sensitive courses that supported adults in transitions, career growth and community engagement.