Background of respondents
She is a lecturer at a private college in the state of Malacca. She became interested in studying the process of making and cake business after losing a cake decorating contest in 2004 at the college where he worked. As a result of the unchallenged and her sense of curiosity arises about how the process of making the cake. In addition, she also would like to seize the business opportunities associated with making the cake. The following are specific details of the respondents.
| Name | : Juliah Mohamat |
| Age | : 36 years |
| Day of birth | : March 19, 1973 |
| | Status: Married 5 children (3 boys 2 girls) Store name is the name of his children Anis, Nadhirah, Imran, Saiful and Shukri) |
| Education | : Diploma in Computer Science (UTM, 1994), Bachelor of Computer Science (UTM, 1996); Master of IT (UKM, 2004) |
| Vision | : To become a producer of advanced and indigenous cake known |
| E- | mail: juliah@live.kym.edu.my |
| Website | : anissskek.blogspot.com |
| Company name | : Aniss Cake House |
| Address | : No1865A, Jalan Pulau Nibong, |
| Tel No | : 0196418700 |
Detail information about the interview, ask:
| Date | : August 15, 2010 |
| Time | : 10 am |
| Venue | : Cake Shop |
Types of learning-process of making the cake
At first she wanted to study leisure as well as for children only. But after the first course to learn to make the cake, she had a motivation to increase family income. She has deep learning about the process of making the cake by attending several courses and obtain certificates from a variety of social institutions. In between is the "cake base course (6 types of cake - vanilla sponge, fruit cake, carrot cake, moist chocolate cake, animal cake and butter cake) organized at the Hotel Princess Resort on February 24, 2004. Fees at that time was RM 180.
Then she had the courage to show her talents to friends in the office where he worked. But there is a few orders from friends in the office. His motivation increased when she received encouraging feedback from friends who have made reservations. Starting from this, she has started to be brave to make the sale widely.
Where and How
Learning about the process of making the cake has been further enhanced by attending several courses and workshops. Some of the courses attended were awarded certificates. These is several workshop attended by Ms Juliah Mohamed:
- Basic cake making; Princess Resort, Ayer Keroh; 24 February 2004
- Cake Decoration Course; Puchong Bandar Puteri; August 2004
- Course 'Cake Making "; MARA Negeri Melaka: 2 September 2005
- Cake Decoration course of the child; Puchong Bandar Puteri, January 2006
- Basic fondant; Bandar Puteri Puchong, April 2007
- Course 'Chocolate Making'; Puchong Bandar Puteri, May 2007
- The course "Basic cake decoration": Cakes Class Khing Hin; Jalan Bukit
- Course: Kek Lapis "Class Keh Khing Hin, Jalan Bukit
- Basic course fondant: Bakery solidarity;
- August 2007
- The course "Intermediate fondant cake"; Bake With Yen, Puchong Bandar Puteri,
At first the business done on a small scale in 2004. It started from. from home. But after working very hard now he has a 20 x 16 foot workshop. This workshop was the price of RM15, 000 through bank loans. Monthly instalments of RM 450 for 5 years.
Now she has several employees namely:
1. Juliah Mohamat: Production and Quality
2. Shafi bin Nordin: Logistics Division
3. Mohamat bin Umar: Packing and cleaning
4. Bainah bin Muhd: Packing and Cleaning
5. Junaidah bin Mohamat: Accounts and Inventories
Challenges:
1. Order is cancelled at the last minute after the cake ready
2. Receive short notice to book the cake
3. Fussy Customer
4. The cake is not so because the crude supply switch suppliers
5. Forgot to forget the cake for not recording messages
Strengths:
1. Increasing order
2. Positive feedback from customers
3. Customers from all races and ages
4. Cash payments so capital is not a problem
Why She learn
The main goal now is because he wants to increase the family income. Furthermore, he sold the low price in order to share with our customers to taste the delicious cakes and most importantly clean. This is because not many Malays who ventured into the industry to make the cake. According to Mrs Juliah, as a Muslim is obliged him assume responsibility in fulfilling the obligatory kifayah. In addition, it is also a business opportunity should be grabbed. He also has conducted community activities such as celebrating birthdays of orphans in the House of As-Fatimah Al-Zahra each month to give the cake to the students concerned.
Tools in the workshop cake:
There are many different sizes of machine mixer:
o a machine mixer 5 liter price of RM 1100
o a 10 liter mixer machine RM 1900
o a 30 liter mixer machine RM 2200
o a large oven includes 6 seed cake per kg purchased at RM 1800
o an oven is to load two cakes per kilo price of RM 1400
o two smaller oven includes a cake per kilo price of RM 380 each
Equipment such as rack of nine storey steel cake house price RM 380.
o Table 2 works price of RM 180 and RM 300
o desk counters, costing 150
o Refrigerator (chillier) two doors RM 2800
Cake tools such as:
o Nozzel cake,
o Board of cake decoration,
o food dyes,
o knife cutters,
o Besen-basins.
After five years of participation in the industry is making the cake he was skilled and started teaching classes in cake making process. Now, every week there is at least two students who attend class cake making process.
Discussion in the context of Adult Learning
Learning occurs throughout life (Mohd Azhar et.al, 2004) where adults participate in learning activities in various forms and places. The question is, apakahkah nature and location of adult learning for Mrs Juliah? According to Livingstone (2000), the three main locations for adult learning is informal learning institutions, the workplace and in society.
Learning traveled by Mrs. Juliah Mohamed learning refers to 'Non-Formal'. In that, according to Coombs and Ahmed non-formal learning as the learning activities are systematically conducted outside the formal education system to provide knowledge specific to the selected group in a population. Based on the definition of Coombs et.al, (1973), many authors then define non-formal learning as learning undertaken outside the formal school system, or learning that is characterized by the implementation of a less structured, more flexible and responsive to the needs of local communities. He added that non-formal learning in a more specific by saying non-formal learning is all learning activities offered by the social institutions of adult students after leaving the formal school system.
To get a clearer picture of differences in formal education, non-formal and informal, the researchers made an analysis of the definitions above. The results are shown in Table 2.1.
Table 2.1: The difference between formal learning, non-formal and informal.
| Criteria | Form of learning | ||
| Formal | Non-formal | Informal | |
| Location | Formal learning institutions | Social institutions | In any |
| Participation | Through strict selection | Open | Self instruction |
| Structure | Rigorous and systematic | Open | No structure |
| Certification | Recognized certificates awarded | Usually without a recognized certificate | Without certificate |
| Implementation | Regulated by a specific body | Without a clear regulatory | Without direct control |
| Context | Less influenced by contextual factors | Strongly influenced by contextual factors | Strongly influenced by contextual factors |
| Autonomous learning | Controlled by the learning institution | Regulated by the students | Controlled entirely by students |
| Locus of control students | Deliberate | Deliberate | Intentional and unintentional |
Participation in Adult Learning Model, followed by Mrs. Juliah
Participation in learning activities is a complex (Ziegler and Durant, 2001). Accordingly, Ziegler and Durant many authors try to stress to produce a framework or model for understanding participation in adult learning. In addition, researchers also continue to conduct research to understand why adults decide to participate in learning activities (Tylor, 2002). As participation in learning activities is a complex, the study of direct participation of attention in the field of adult education and continuing education (Blunt and Yang, 2002).
By Keintz (2004), models of participation set forth in the early stages of development of adult learning is a model of discipline Boshier, Miller and Rubenson model. Models suggest that participation in adult learning is influenced by two main factors, namely (a) internal factors or psychological factors, and (2) external factors or environmental factors. Not long after, Cross (1981) present a more dynamic model of participation, called Feedback Network Model. This model suggests participation in learning is influenced by the attitudes and perceptions (attitudes towards learning and self-appreciation) and environmental factors (access to information, barriers and family support).
According to Merriam and Caffarella (1999:243), the feedback network model presented by Cross (1981) also could explain the involvement of adults in learning self-direction. After that, Darkenwald and Merriam (1982), suggesting the participation model similar to the feedback network model called Psychosocial Interaction Model. Using the model, Darkenwald and Merriam (1982) suggested social environmental factors, especially socio-economic status (such as income, occupation, education level), and demographic characteristics (such as gender, race, marital status and religion) is a major predictor of participation in learning activities adults as well as psychological factors (self-appreciation and attitude towards learning). Based Psychosocial Interaction Model, most research on participation in adult learning that participation in non-formal learning is influenced by socio-demographic factors and psychology.
5.3 Conclusion
Based on adult learning models found that the case was referred to Mrs Juliah model "Psychosocial Interaction Model." The model presented by Darkenwald and Merriam (1982). This is because Mrs Juliah involvement in adult learning process refers to the social environmental factors, especially socio-economic status such as income, occupation, education level), and demographic characteristics (such as gender, race, marital status and religion). Furthermore, there Mrs Juliah says that its involvement in the learning process is making the cake because he wants the income, sense of responsibility for the truth (as a result of the lack of halal cake shop). In addition there are the psychological factors such as self-appreciation (appreciation of friends and family on the success of quality cakes) and the attitude to compete after losing in the cake decoration competition has led to learning. Summary of interview-question and the above discussion, the main conclusions of this study was Mrs Juliah bint Mohamed actively involved in non-formal learning.
| Blunt, A., & Yang, B. (2002). Factors structured of the adult attitudes toward adult and continuing education scale and its capacity to predict participation behavior: Evidence for adoption of a revised scale. Adult Education Quarterly. 52(4). 299-314. |
| Boshier, R. (1982). Educational participation scale. |
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| Darkenwald, G.G., & Merriam, S.B (1982). Adult education: Foundation and practice. |
| Livingstone, D.W. (2000). Exploring the icebergs of adult learning: findings of the first Canadian survey of informal learning practices. NALL Working Paper #10-2000. |
| Merriam, S.B., & Caffarella, R.S. (1999). Learning in adulthood. A comprehensive guide.(2nd ed.). |
| Mohd Azhar Abdul Hamid, Paimah Atoma, Muhamad Fauzi Othman & Mohd Nasir Markom. (2004). Andragogi: Mengajar orang dewasa belajar. Bentong: PTS Publications and Distributors Sdn. Bhd. |
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| Ziegler, M., & Durant, C. (2001). Engagement: A nesserary ingredient for participation in Adult Basic education. Proceeding of the 42nd Adult Education Research Conference |
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