The Value of Adult Education While Working - Essay Example

The Value of Adult Education While Working al Affiliation The Value of Adult Education While Working Introduction Education is currently in an era of transition, with an array of changes having taken place, in terms of control of education at various levels. Over the past few years, there has been greater focus on ensuring both quality and equality in education, linked towards enhancing overall education processes. Furthermore, there has been a drive towards reducing the ‘quality gap’ that may be experienced, especially as a result of residence, social class, race, religious belief and age amongst other factors. Adult education as a vital component of higher education is also influenced by the call for enhanced accountability, thereby ensuring the student performance gains high standards. It is to this end that the vital aspect of external validation is crucial, allowing educators to examine the various courses and programs offered. This has been in light of globalization, recent trends and discipline demands, as well as socio-political implications Management Education Management education regards the effective administration, utility and coordination of available resources, be it in terms of capital (both human and resources), materials and affiliate auxiliaries. This is towards achieving the defined objectives as found within an institution of learning, with maximum efficiency. Accordingly, this definition of management looks at not only the human resources, but more so the entire arrays of pertinent resources vital towards following a set plan. Thus, it focuses more on efficiency, by way of choosing the best possible path to follow (PewResearchCenter, 2012). Management in education operates primarily within educational organizations, entities involved in one way or the other, in the provision of education services to existing student populations. Accordingly as Harvey (2013) presents, in both theory and practice, it pertains to both the administration and organization of existing systems and establishments of education. As management implies to the presence of an orderly way of thinking and subsequent acting, it hence is descriptive (in operator terms) of what must be done, how it is to be carried out and how to analyze if it has been accomplished. Through external validation, there is present an opportunity through which one is able to distinguish the existing curriculum of a given education setting; from that of other universities and colleges. Through interactive and comprehensive efforts in dealing with prevailing educational practices and standards, there is need for consideration of prevailing dynamics. This is due to the ever-changing nature of education as a whole, thereby necessitating management education to deal with the various elements of educational institutions. This thus concerns both material and human capital, as well as affiliated auxiliary services. Accordingly, the human element regards not only the student population and the teaching fraternity, but also parents and other employees present within a given educational setting. Furthermore, other parties to be involved include: pertinent government agencies, and partnering organizations amongst others (Harvey, 2013). Management in Adult Education Management education is thus a necessary aspect of the current educational sector, bringing all concerned parties; especially the teaching fraternity and student body, under conditions optimal for the successful promotion of education. According to PewResearchCenter (2012), adult education is vital in the advanced development of adult populations, thereby a critical aspect of higher education as a whole. In practice, adult education engages in diverse, sustained and systematic activities of learning, aimed at providing/ gaining of new forms of skill-sets, values, attitudes and knowledge. It is thus a means through which learning adults engage in different activities which is beyond the commonly known traditional schooling. It therefore encompasses personal fulfillment and basic literacy, reflecting a particular philosophy about teaching and learning. This is based upon the assumption that adults, and especially working adults, can and often do want to enhance their educational levels. Furthermore is that they are both willing and able to take applicable responsibility for their learning Hence, the learning process itself should necessarily need to respond to such set needs. To be noted is that adult education is affected variably by amongst others: technology, the aspect of globalization and demographics etc. This is usually driven by what adult student populations needs or wants in learning (PewResearchCenter, 2012). Thus, just as all adults’ lives differ, so does the learning process, through a multiplicity of ways, avenues and contexts. Therefore, adult education may be structured as formal, non-formal and informal education. As Phipps, Prieto and Ndinguri (2013) construe, due to the different motivating factors and challenges present, adults have differing responsibilities which they must optimally balance against existing demands of learning. Adults face different challenges and barriers as a result of these responsibilities, in terms of effective participation in learning, as well as overall continuation of their education. These barriers are classified into three main categories i.e. situational, institutional and dispositional. Furthermore, some of such barriers also include financial issues, transportation, interest, confidence, scheduling problems, child-care problems, entrance requirements and lack of time to adequately balance family demands and careers. It is hence necessary to consider all these factors in the overall management of adult education, through optimal avenues such as distance/ online learning and continued motivation of the adult student populace. This is achieved primarily via decreasing such barriers vis-à-vis enhancing their reasons for enrolling in adult education (Phipps, Prieto & Ndinguri, 2013). Thus critically validation (both internal and external) in adult education is necessary. This is in order to confirm whether or not, an existing program of education/ study or that which is newly designed, can commence or continue operationalization. This essentially goes along with the aspect of accreditation, with a fine line existing which distinguishes the two. Both pertain to checking that pre-defined minimum standards are reached in either new or existing programs (Phipps, Prieto & Ndinguri, 2013). As Bloom et al. (1956) portray, through – Bloom’s Taxonomy of the Cognitive Domain – there are six levels within the human cognitive domain. These range from simple recall (lowest level) to evaluation at the highest possible level. Accordingly, the six levels are: knowledge, comprehension, application, analysis, synthesis and evaluation; according to their complexity. As an excellent tool vital in guiding the construction of critical objectives and competencies in education, the taxonomy aids in assuring there is apposite alignment between the various levels of learning. This is in addition to the course, degree and program expectations present in a given institution. Focus is therefore mainly on ensuring that learners (of adult education) have mastered pertinent content according to their area of study. This is from the lower levels, before commencing on teaching and subsequently testing at higher levels of education. Therefore, institutions ought to ensure that working adults engaged in adult education are appropriately catered for in terms of prevailing challenges, being motivated through various channels. The ease of access to learning should also be factored in, aided majorly by way of online/ distance learning capacity. All channels of adult education should therefore follow the guidelines as indicated in Bloom’s Taxonomy, advancing slowly from Knowledge (basic retention level) up to Evaluation, as the highest level of learning. The student should therefore start by enhancing his/ her recall and remembering of previously learnt and appropriate information (knowledge level), drawing out factual answers (Bloom et al., 1956). Following this is the comprehension level where there is understanding/ grasping of the presented meaning(s) of taught informational materials. Subsequently, there should be an application of previously acquired knowledge, to unfamiliar and new situations. Analysis involves either the breakdown of information into diverse parts, or the examination of such information. This significantly involves trying to understand the information’s organizational structure. In the synthesis level, the application of prior skills and knowledge to existing combination of elements into unfathomed patterns is required. The evaluation level requires either the deciding or judging of acquired information, in accordance with set criteria (Phipps, Prieto & Ndinguri, 2013). Conclusion External validation is essential in all levels of education, with adult education being no different. Through internal and external validation processes, the management of education is enhanced, thereby creating greater value in education. All factors of consideration need to be focused upon, facing the challenges while at the same time enhancing student motivation and ease of access to various courses in education. References Bloom, B., et al. (1956). Taxonomy of educational objectives: Book 1, Cognitive domain. New York, NY: David McKay and Company. Harvey, L. (2013). The power of accreditation: views of academics. Journal of Higher Education Policy and Management, 26 (2): 207–223 PewResearchCenter. (2012, May 15). Is college worth it? College presidents, public assess value, quality and mission of higher education. Pewresearcg.org/publications, retrieved from: http://pewresearch.org/pubs/1993/survey-is-college-degree-worth-cost-debt-college-presidents-higher-education-system. Phipps, STA, Prieto, LC & Ndinguri, EN. (2013). ‘Teaching an old dog new tricks’: Investigating how age, ability and self-efficacy influence intentions to learn and learning among participants in adult education. Academy of Educational Leadership Journal, 17(1): 13-25. Read More