Abstract The paper explains that adult education 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 adult education and demonstrates that the availability of both ABE and continuing adult education have improved the overall quality-of-life for its participants.
Abstract This high-level paper examines adult literacy education through use of technology. According to the study, this approach enhances the learning experience and outcomes of the adult learner. This is accomplished through technological aides in the classroom and in distance learning initiatives. The adult literacy programs were implemented in order to train and retrain adult workers in order to optimize the workforce. The findings of this study also show that the adult learner and the world-at-large benefits from this enhancement in the educational provision of the adult literacy learner.
Table of Contents:
Discussion of Literature Reviewed
Findings of the Study
Limitations of the Study
Recommendations of the Study
Bibliography
From the Paper "This research proposes that just as an adult must be literate in the languages, technology is in essence a language as well in which literacy acquisition begets the acquisition of literacy, which may indeed be transferable across-literacy just as language principles are transferable across language learning for the bilingual student. Technology is global in nature and is that spoken worldwide in many initiatives, efforts and processes. Technology is 'key' in adult literacy acquisition both in terms of the tools and aides provided and in the acquisition of the language of technology as well. "
Abstract In this paper, the writer looks at the theoretical foundation of adult learning theory and the practical application of adult learning theory. The professional orientation using evaluation of learning environment and the technical application are examined in this article. The writer discusses student centered involvement in the learning process and adult learning theory. Further, the writer looks at a personal philosophy considering ethical standards.
From the Paper "Learning can be broadly defined as the cognitive process of acquiring skill or knowledge. However, learning can take place over a lifetime and consideration of the lifespan stages has produced discrete specialties in education. One of these is adult learning which Knowles, Holton and Swanson define as learning that occurs in adulthood, late adulthood, middle age and the older stages of life. The authors further note that in order to fully understand adult learning, it is necessary to understand several concepts ... "
Tags: Must define the following, Theoretical foundation of adult learning theory, Practical application of adult learning theory, professional orientation using evaluation of learning environment, The technical application, Student centered involvement in the
Abstract This paper first defines the adult learner and compares that definition with that for the non-traditional student. The paper then address three of the challenges that face the adult learner: work demands, family demands and cognitive changes. Next, this paper addresses some of the ways that schools are assisting adult learners in meeting these challenges. The paper then concludes with some discussion on the writer's experience as an adult learner.
From the Paper "The adult learner is becoming a more common sight in today's classrooms. At one time most common in continuing education classes, adult learners are now returning to school to get their bachelor's degree or master's degree. And interestingly, many of these learners are there because they want to be, not because an employer sent them to learn new skills. There are some challenges, however, that face the adult learner. Many times such students are involved in complex careers that place demands on their time. At other times, they may have families that need attention. And if adult learners are old enough, they may actually face cognitive challenges to the learning process. This paper will first define the adult learner, comparing that definition with that for the non-traditional student."
Abstract This paper discusses the importance of using brain-based education research for teaching adult learners. It examines findings from brain-based research, information regarding the adult learner, and the use of brain-based education for adult learners.
From the Paper "This research paper presents the importance of using brain-based education research for the teaching of the adult learner. Findings from brain-based research information regarding the adult learner and the ..."
Tags: brain-based research adult learners, education
Abstract This paper defines conditions that may prevent or preclude the adult student's successful participation within an Adult Basic Education (ABE) program. These conditions include self-perceptions as limitations of learning and the influences that are imposed upon the adult student through demands found through family and work influences, as well as demands found in policy making. This essay provides a solid introduction to ABE.
From the Paper "Adult Basic Education (ABE) is a process through which education is provided to adult students through a curriculum specifically designed to facilitate specialized needs common to adults. While younger students may benefit from the strategies and techniques offered through ABE, the format has been developed in a manner that best utilized the strengths of an adult student and is structured to avoid challenges that may be proposed via external demands placed on the student's classroom experiences or internalized problems that the adult student may have when encountering educational materials. This paper seeks to define conditions that may prevent or preclude the adult student's successful participation within an ABE program."
Abstract This paper discusses adult education and the validity of experiential learning in adult education. 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 looks at a case study in adult learning. The writer examines several theories relating to the ways in which adults learn. The paper considers the theories of Knox, Cross, Knowles, Rogers and others. In this article, the writer shows how the case relates to each of the theories.
From the Paper "Adults learn differently to children for several reasons, adults are autonomous and self-directed, they are goal-oriented, they are relevancy oriented, problem-centered, they need to know why they are learning something, they are practical problem-solvers, they have accumulated life experiences. All these factors mean that you cannot expect to teach adults the same way you teach children. Adults typically have different motivations for wanting to learn than children, such as making or maintaining social relationships, meeting external expectations, e.g. need for promotion, to learn to serve others better ... "
Abstract The paper examines Jean Piaget, Carl Rogers, Jack Mezirow, Lev Vygotsky, Robert Maslow, Malcolm Knowles and their peers and explains that they are all in agreement that adults should seek to understand society and develop the skills required to influence social change. The paper discusses that Knowles has noted how the fate of humanity depends upon the intelligence, skill and compassion of average citizens, so it is incumbent upon us to pursue adult education throughout our lives, for we should never stop learning. The paper adds how knowledge is our best tool, and it can best be gained through education.
From the Paper "In their own ways, the adult learning theorists we have studied in class and in our assigned texts have identified and offered basically similar theoretical principles concerning the adult learning process. In the broadest sense, they agree that in social terms,\ adult learners should strive to understand the human experience, and familiarize themselves with the knowledge, great ideas and hallowed traditions of human civilization. Jean Piaget, Carl Rogers, Jack Mezirow, Lev Vygotsky, Robert Maslow, Malcolm Knowles and their peers are in agreement that adults should seek to understand society and develop the skills required to influence social change."
Abstract This paper notes that juvenile offenders have long been treated differently by the criminal justice system, but this has been changing as community attitudes have shifted so that more and more juveniles are tried as adults. This trend largely reflects an increasing fear of crime and a belief in the power of punishment over rehabilitation. Trying juveniles as adults is not the best approach to take.
From the Paper "The American juvenile-justice system was designed a century ago to reform children found guilty of minor crimes, but more and more, the system has to cope with more violent crimes committed by younger people. As Gil Garcetti, then District Attorney of Los Angeles, noted..."
Abstract This paper talks about the difficulties and problems that adults encounter when they want to upgrade their skills or knowledge. The author also discusses the psychological, economic, and social factors that adults consider when making the decision to pursue educational opportunities. Decisions making models such as the cost-benefit and utility models are discussed with regards to how they aid in the decision making process. In addition, the paper addresses how school administrators and policy makers can help in removing the obstacles a student might have in the learning process.
From the Paper "As the modern workplace continues to change with nearly breathtaking speed, and even social networking and personal connections are more apt to be created online than offline, it has become increasingly critical for adults to make learning basic, technical, and even high-level skills an important part of their personal and professional lives, lest they be left behind on the wrong side of the digital divide. But adults are spending more hours at work, and this makes pursuing educational opportunities difficult when juggling the pressures of running a household, going to a full-time job, and maintaining a healthy life and work balance."
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."
Abstract This paper summarizes the three basic stages of adult development and some of the physical and psychological and intellectual changes that occur as humans age.
From the Paper "Two of the most significant aspects of adult development and aging are the changes in maturation and learning, which together affect the physical and biological aspects of a person, as well as their personality and cognition, intellectual perceptions and self-awareness (Rubin & McNeil, 1985, p.258). The stages of adulthood are broken down into early, middle and late, and all have different physical and psychological effects on the individual, but the most important aspect on adult development into aging is the life experiences of each individual (Rubin & McNeil, 1985, p.258). The stages of adulthood are not necessarily indicated by the age of an individual, but by their external life structure elements, such as work and family life, as well as internal aspects of self (Rubin & McNeil, 1985, p.259)."
Abstract This case study discusses a given patient in order to exemplify health promotion in adults. The paper presents data along with an analysis to arrive at a nursing diagnosis. The case further discusses a set of expected goals and outcomes of the patient, as well as, nursing orders and evaluation parameters for the patient's next visit.
From the Paper "Factors affecting need Age 25 Medications/illness Environment high-rise building on busy street Fatigue level high Lifestyle physically and socially active Sleep/wake schedule 1 AM/6AM next day on weekdays Emotional Status Alcohol/stimulants/smoking 3-4 beers twice a week; Coffee at breakfast, cola rest of day; 1 pack per day Diet breakfast: toast and cereal Lunch: meat casserole with vegetables Dinner: store-bought meals or "easy to cook" meals Physical anomalies None"
Abstract The following paper looks at the Christian initiation of adults; specifically, at mystagogy and at its role in integrating catechumens into the parish community. In reviewing this role, the paper discusses whether or not the technical, systematic type of mystagogy illustrated by catechesis to the newly-baptized is the best vehicle for integration, or whether a more informal type of mystagogy that emphasizes support networks and friendships is superior - or at least as critical. In the end, the paper looks at the dueling perspectives and suggests that proper mystagogy really needs both formal and informal approaches if it is to be successful.
From the Paper "At the same time, a church - more so in the non-Western world, though it is also applicable to churches in Western Europe and America, as well - may be prompted for a host of reasons to emphasize the technical definition of mystagogy when welcoming newcomers. At the top of this list is the fact that there are millions of Christians (most of all in Third World nations) who have no access to the written Gospel and/or to the conventional ecumenical documents except via oral transmission or via mnemonic devices (Naude, 235+)."
