Abstract This paper discusses adulteducation and the validity of experiential learning in adulteducation. The paper explains why work and life experiences are legitimate forms of learning that should be equated with formal education.
Abstract In this paper, the writer proposes that education is a vital tool if democracy is to develop and prosper. The paper states that education represents an essential instrument that a government, a country, and even an individual, can posses and must constantly improve on and that it represents the future of a nation. The paper continues and contends that adulteducation as a means of achieving democracy can be said to be one of the most important tools a state government can make use of in order to establish and develop a system based on the rule of law and democratic principles. The paper specifically examines two areas of the world where concerted efforts have been made to improve adulteducation in order to strengthen democratic values - South and Latin America and South Africa.
From the Paper "This is an important factor in the evolution of the democracy because it offers the older generation the possibility to reconsider their position inside a society which is constantly changing. Taking into account the fact that the younger generation is already on a different set of values, it is important to reduce this gap. Thus, adult education represents a set of norms which aim precisely at reducing this difference. Initiatives in this sense relate to actions addressing the basic levels of knowledge up to the highest ones. Thus, nongovernmental organizations as well as different international organizations address illiteracy among Latin Americans (Torres, 1990), one of the first steps towards achieving a more educated society. At the same time, the idea of eradicating illiteracy has also an impact on the way in which people receive information or get in contact with analysis and interpretations of different political evolution. It can be said therefore that another reason for which leaders such as Chavez of Castro are still in the frontline of international politics is the lack of access to information and at the same time the limited knowledge of the actual meaning of that information."
Abstract The paper explains that adulteducation occurs in two forms; adult basic education (ABE) and continuing education. ABE is delivered to students who are adults and have not received a certain level of proficiency in areas corresponding to computation or literacy. Continuing education is available to adults who have completed basic education and are seeking to engage in an enhanced learning process, such as post-secondary education. This paper explores the history of adulteducation and demonstrates that the availability of both ABE and continuing adulteducation have improved the overall quality-of-life for its participants.
Abstract This paper explains that there is more involved in the educational process than class and book work, particularly as it applies to adult learners; therefore, educators today are becoming increasingly concerned with concomitant learning, such the student's relationship with their teachers and fellow students and friendships. The author reviews many theories of development and need, such as the work of Maslow, Freud, Piaget, Tisdell, and Erikson. The paper discusses, in detail, adulteducation and concludes that, since most adult learning is voluntary, adults have the choice to drop out of programs that do not meet their specific requirements, including efficient and affable learning environments.
Table of Contents
Review of the Relevant Literature
Background and Overview
Human Development and Learning
Figure 1 Abraham Maslow's Theory of Hierarchy of Needs
Adult Attachment
Current Trends and Research into Adult Attachment
The Peer/Romantic Partner Tradition
Adult Attachment's Impact on Learning in Community Colleges
Summary
From the Paper "Perhaps the central accomplishment in personality development is the establishment of specific and enduring emotional bonds, or attachments, with other people." The individual an infant becomes emotionally attached to is known as the target of attachment; such targets of attachment are generally those people who have shown a predilection to respond most consistently, predictably, and appropriately to the infant's signals; this person is generally the mother, but the father and others eventually play an important role in this regard as well. In the last few years, there has been no single area of research in personality and social psychology that has attracted more interest than the application of attachment theory to the study of adult relationships."
A discussion and review of the impact of capitalism on adulteducation as discussed in Cheng Kai-Ming's article, "From Training to Education: Lifelong Learning in China."
Abstract This paper examines how capitalism - or any economic system -intersects with adulteducation. |The paper specifically discusses the impact of capitalism on adulteducation activities and how a more educated society can positively impact the economy. The paper focuses on the views of Cheng Kai-Ming in his article, "From Training to Education: Lifelong Learning in China."
Table of Contents:
How does Capitalism--or any Economic System--Intersect with AdultEducation?
What Views about the Impact of Capitalism on AdultEducation Activities are Represented in the Article?
From the Paper "It should also be pointed out that these changes are not easy to accept. Mai-King points out," it is interesting to observe the role of culture in the process of change" (Mai-King). Mai-King notes that there can be no doubt about the significance of culture and its positive reinforcement regarding the value of education. In addition, the Chinese are not generally noted for their lack of motivation or desire to learn. These changes, in Mai-King's opinion do not "always reassure the traditional values of culture" (Mai-King). While adult education has made a positive stride over the past decades, the changes do not come easily. Individuals that seek more from an education also seek more from a society as well. This new attitude drives a wedge between old traditions and new philosophies. Mai-King states, "There is a clear deviation from the traditional aims of education for social mobility or collective objectives. Education is acquiring a new meaning" (Mai-King). In short, adult education has caused a shift in society that makes it "an essential vehicle for proactively adapting the workforce for rapid changes in the economy" (Mai-King). All in all, adult education is a good thing but it might take a while for the old ways to catch up with the new. One thing is certain - once the forward step is made, it is almost impossible to go back."
Abstract This paper reviews available literature in order to find a practical and consistent way to plan and organize instruction that can enhance adult learners' motivation to master any subject and looks at ways for instructors to enhance adult learners' motivation during the process of instruction when they are face-to-face with adult learners. The paper also considers whether a modified version of the third generation formula for sales can be an effective tool for adulteducation program delivery. Next, the paper looks at new models that can be introduced that will facilitate collaboration between student/consumers/customer and teacher/learning activities provider. Additionally, the paper examines whether a motivationally based theory of instruction for adults can be constructed by blending components of adult motivational theories with those of adult learning theories. Finally, the paper looks at whether a motivationally based theory of instruction can be applied in practical and concrete ways to aid adulteducators in designing, planning, and delivering instruction that enhances the adult learners' intrinsic motivation to learn.
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Scope of Study
Rationale of Study
Overview of Study
Review of Related Literature
Methodology
Description of the Study Approach
Data-gathering Method and Database of Study
Data Analysis
Summary, Conclusions and Recommendations
From the Paper "A primary goal of educating younger learners is to challenge them without frustrating them; by sharp contrast, a fundamental goal in educating the adult learner is to help him or her achieve personal growth and improvement in pursuit of the larger objectives of career advancement or professional development. The demands on adult learners today require a new model, that of lifelong learning. "It is a model foreseen for the last quarter of a century by various policymakers and educators. But systems for lifelong learning are not new" (Marsick, 1998, p. 119). The systems that are in place across the country are not new, but they are also ill-prepared for the explosive growth in adult learners seeking services today and in the future."
Abstract This paper explains that adulteducation, or andragogy as it is called, has been in existence practically since the founding of the country and, today, has become a major educational field used to empower millions of adults across the United States. The author discusses five philosophies, which have been created to explain and to improve the practices related to educatingadults in the United States: The liberal, humanist, progressive, behavioral and radical philosophies. The paper stresses that the philosophical approach or combination of approaches must fit the specific needs of the adult learn and may vary for that learner from situation to situation; therefore, the learner needs to understand their own goals.
Table of Contents
The Progressive Philosophy
The Behaviorist Philosophy
The Humanist Philosophy
The Radical Philosophy
Conclusion
From the Paper "Like the progressive philosophy, behaviorism is also focused on scientific means to achieve its end. Education occurs within a controlled environment, with objectives that can be measured. The educational goal is then to change the learner's behavior only through environmental stimuli, without a concern for any other aspects of humanity such as emotion. The objective here is only to change behavior according to specific goals such as competency and programmed learning. Occupational training and professional development programs have benefited from this philosophy. The focus is heavily on stimulus-response designs in order to stimulate new behavior."
Abstract This paper explains that, similar to other government-financed schemes, adulteducation has met with mounting requests to exhibit its efficacy. The author points out that the Bush Administration is dedicated to transforming education in the United States, such that every adult is capable of meeting the challenges of the current high-skill economy. The paper relates that, although the majority of adulteducation programs are obliged to report various forms of information to the government agencies or the organizations that finance them, they don?t automatically examine these data internally to get an insight as to how the information may be utilized to improve programs or instruction.
From the Paper "In the past years, amendments made to the Adult Education Act, the federal legislation administering the adult education program have reinforced the necessity of answerability. The reauthorization of the Act during 1988 augmented the state necessity for local program review by stipulating six subject areas that the review should deal with and by commissioning the deployment of standardized test results while assessing. The adult literacy policy on the national level is stated in the National Literacy Act and in the Annual Education Act (AEA) which brought about the amendment of AEA in the year 1990. The purpose of the Act is to aid dropout adults attain the literacy required to work effectively in society, obtain advantage from job training and retrain them with a view to obtaining and maintain employment and persist their education to the level of passing out of High School at the minimum. To sustain adult literacy endeavors meant for adult secondary education (ASE), adult basic education (ABE), and English-as-a-Second Language (ESL) inputs, the AEA provides a public funding medium by way of granting federal grants to the state education outfits."
Abstract This paper discusses how through contrast and comparison it becomes clear that individual and cultural value systems play a predominant role in assessing the importance of various adulteducation theories. It looks at how traditional western civilizations long history of patriarchal bias has continued to influence liberal arts programs well into this century. It analyzes how some of the newer theories, like Humanism, derived basis from earlier ideologies and how the associated theories are nonetheless relatively modern constructs that have resulted directly from critical inquiry regarding cultural change. Therefore, cultural differences must be recognized, accepted and evaluated for their influence on the basic aspects of each theory. This paper examines each of the theories of adulteducation for potential use in practical application by modern American educators.
From the Paper "The theory of Progressivism arose as a response to the criticism of liberal arts. The theories main contribution is that it identifies the need for vocational training and focus on student interests. However, the progressive theory over emphasizes learner-centeredness, especially when applied to adult education. The difficulty of attempting to tailor education to the experiences of the learner increases exponentially with the age of the student. Subsequent theorists made attempts to more precisely define the role and responsibilities of the educator. The increased focus on teacher ability to determine a student's experiences and teach accordingly causes methodology and outcome to be scrutinized. If the methodology and learning outcome cannot be clearly evaluated then how can we be sure that any teacher is effective in the educational process?"
Abstract This paper uses several studies to discuss the problem of marginalization and prejudice against women in education. The paper looks at the lack of attention paid to how women learn and how social and cultural aspects affect female education. The paper describes different theories, including the psychological approach, the structural approach, and the post-structural approach, which have been used to analyze the problems in female adulteducation. It points out that, often, the explanations for the problems include overlapping theories.
From the Paper "The problems in female adult education draw on a wide range of Feminist theory and theorists. While the number of women entering adult education is generally increasing, the consensus seems to be that this increase does not mean a concomitant increase in the alleviation of the marginalization and prejudice against women in education. An essential point that is emphasized is that, as Flannery and Heyes state, not enough attention is being given to the understanding of how women learn and to how cultural and social aspects construct the reality of female education."
Abstract This paper examines how the concept of using the Internet in the pursuit of higher education is not exactly new, but what has changed, however, is the increasing legitimacy and widespread use of the Internet in the pursuit of higher education, from the research of traditional college students to the complete education of students enrolled in "online universities" and courses. It looks at how adult students face unique challenges when they utilize the Internet as part of their education in ways that mirror the issues they face within other instructional modalities and how, in seeking to understand just how adults learn, these issues must be viewed collectively, for general adult learner/adulteducation studies must be considered as a whole along with the added factors arising out of the use of technology. It is in this synthesis that a good understanding of the behavior of adult learners in Internet/distance courses can be understood.
Outline
The Adult Learner and AdultEducation Learning Theories and Processes in Adults Developmental Issues
Theory and Practice
Technology and the Adult Learner
Ethical Issues
Conclusion
From the Paper "Clearly the use of the Internet as an educational technology (when this problem is not acknowledged and dealt with) can allow the drawbacks of experiential contextualization to persist, where, perhaps in a traditional learning environment?one that includes students of varying age, experience, cultural and ideological background, and one that forces the adult learner's participation in discussion and dialogue--the vantage points of other students may have a greater influence and changing effect. Here, awareness of the problem can be an important tool in developing and implementing ?online courses,? for educators can employ discussion groups online that have the ability to closely mimic physical classroom participation."
Abstract The paper provides a summary of the literature recommending the self-directed learning technique for adult students. The paper discusses the history of older adulteducation and the modern challenges facing older adult students. The paper looks at the self-directed learning theory as well as other approaches to adult learning. The paper examines factors that are instrumental in implementing a successful adulteducation plan. The paper concludes that despite the undeniable problems facing the inclusion of older adults in higher education, the benefits to the community and individual are irrefutable.
Outline:
Introduction
A History of Older AdultEducation Modern Challenges Facing Older Adult Students
Self-Directed Learning
Other Approaches to Adult Learning
Suggested Teaching Plans
Conclusion: The Future for Older Students
From the Paper "Historically, the concept of whether or not older adults are an integral part of the education system has caused considerable debate. Contention has raged for decades over the importance of older adults in higher education, the validity of the acceptance of older students and whether approaches to adult learning should differ compared to that of younger students. The general consensus today is that older adults are becoming an increasingly meaningful part of the education sector as more and more adults find themselves with leisure time and a desire to learn the technological advances occurring around them. This trend is exacerbated by modern conditions such as an aging population, the popularity of retirement and early retirement, and the tendency for people to go through several career changes over the course of their life (as opposed to the earlier half of the last century, when an individual typically remained in the same profession for the course of their life). As growing evidence suggests that the needs and learning preferences of older adults differ from that of younger, traditional students, the burgeoning fashion of adult education indicates a theoretical examination of the situation is prudent."
Abstract This paper discusses the major educational psychology concerns for both elementary education and adulteducation such as intelligence, expectations, attitude, goals, motivation and stress. The paper states that educational psychology is a very valuable tool in any classroom, and specifically in the adult classroom. The author believes that educational psychology should be developed differently when considering adults because adult students have different needs than children.
Table of Contents
Introduction: The Nature of Educational Psychology
Intelligence
Adult Learning
Goals and Motivation
Expectations and Roles
Stress
Conclusion
From the Paper "Stress is part of daily life for every person on the planet. This is also true in the classroom for teachers and students alike. Stress may be experienced in either a positive or negative way, and has a profound effect on performance and attitude. Teachers may experience negative stress for example when students appear unresponsive to teaching strategies, and/or fail to live up to expectation. This stress may then communicate itself to the students and degenerate into a cycle where the students perform poorly because that is what is expected of them. Furthermore, students, especially in the adult classroom, may experience stress because of pressure from the workplace to perform better, while having to spend extra time on their studies."
Abstract This paper attempts to show how adulteducation programs give adults the chance to obtain and improve the practical competence needed to enhance the value of their lives as workers, family members, and citizens. It looks at how these programs play a vital part in promoting gainful employment, effectual citizenship growth at the individual and family level, self-respect, and pride for adult learners. It explores how the adulteducation program plays a significant part in allowing men and women to substantially augment their performance abilities and how educating the workforce is one of several ways adulteducation influences the economic steadiness of a nation.
From the Paper "However, in the business world, managers concerned with propelling the totality of their businesses, determining their precedence and attaching themselves in the stream of future have attained victory with employing the strategic planning technique. Strategic planning could be an important instrument for educational administrator who wants to rejoin to the constantly mounting demands perplexing their programs. The necessity of planning strategically assumes great importance in a fast changing milieu. In more than a decade, educational administrators have been grappling with mounting costs and meager returns. The consequential monetary limitations are happening at a period when public condemnation of the educational efficiency has reached its zenith. Apart from that, added burdens like health care, crime deterrence and lessening, and lowering of deficit are wielding more strain on public spending."
This paper examines the pros and cons of having students in adult and higher education set the tone for the curriculum as opposed to the teaching staff and faculty.
Abstract This paper analyzes the self-directed approach to education which began in the 1960s when the students demanded to be actively involved in subject matter and curriculum. The writer of this informative paper contends that while it is necessary that a selection of courses be responsive to the concerns of the times, it is also true that many differing subjects are of great value even though students may be unaware of the future benefits. This paper stresses the need for competency based training which is absolutely necessary in various fields relevant to both industry and the workplace. This paper also discusses the requirements and strategies needed for adults to successfully achieve their educational goals.
From the Paper "Adults who are seeking to further their educational level in a masters or doctoral program are subject to faculty direction in order to fulfill the requirements of their particular course of study. While doctoral candidates are usually required to display some self-direction, especially with regard to selection of subject matter for advanced theses and dissertations, they are nonetheless subject to rigid requirements imposed by their major and the university they are attending.
Adults who are entering remedial programs need more direction from the teacher in order to select courses that will round out their education and fulfill requirements they lack."
