Planning an Educational Program - Article Example

? Planning an Educational Program Planning an Educational Program History, Theories, and Models of Adult Education Program Planning Planning of educational programs is one of the most important aspects of adult education. Generally, there are a number of models of planning in adult education that are currently practiced in several parts of the world. The most commonly used adult education planning models today include logic and interactive models all of which are governed and supported by different theories and principles of adult learning. The early educational practitioners realized the significant differences between adult education and the education of younger people. Consequently, adult educations programs were theoretically scrutinized and redesigned to meet the needs of the adult population. Currently, most of the educational programs that are targeting adults are increasingly being planned to ensure quality education for this particular social group (Merriam and Caffarella, 1999, p.47). The history of the contemporary adult educational program models dates back to the periods when the Veteran administration public schools were formed in the 1930s during the great depression. Throughout the 20th century, adult educational programs continued to develop along various disciplinary lines and, therefore, affected the larger organizations (Knowles, 1980, p.70). Some of the notable disciplines that contributed to the growth of these programs included psychology, philosophy, and sociology. For example, the early philosophers attempted to synchronize the theories of adult learning with the learning models through experimental learning. One of the most significant practitioners who championed the use of learning philosophy as a basis of adult learning programs was John Dewey. Dewey particularly pioneered the sub-field of reflective learning which eventually brought a number of new experiences to adult educational theories and perspectives. According to Dewey (1963), “learning is a lifelong process and individuals continue to learn new things and grow throughout their life times” (p.19). This view, however, contradicted the previous view that both growth and learning processes are finite and diminish once an individual has reached adulthood. Dewey also proposed that learning can only take place best within an institutional setting which does not obstruct any experience, and, therefore, learning environments should be designed to create new experiences and develop personality of the learners. The current workshop model of adult education programs is largely built on Dewey’s ideas. The modern models of adult educational programs have also been significantly shaped by developmental psychology, particularly through the use of social psychological theories of adult learning and development. According to these theories, adults are psychologically different from the normal young college students who are often in their adolescence ages. Consequently, the adult educational program models should demand a relatively different learning structure. For example, the theory of psychological development suggests that personality development occurs throughout the life span of an individual. As a person grows and matures, there is often a desire for new meanings which naturally is absent in childhood. On the other hand, Havinghurst (1971, p17) believed that the learning processes of adults are largely shaped by their subconscious social developmental tasks such as their need to find a mate, quest of how to live with a partner, how to develop their career goals, and how to establish their civic responsibilities. According to this perspective, adults can only learn best when they use learning programs that motivate and allow them to learn new behaviors that will enable them to achieve these task demands. Similarly, other moral development model of adult education programs were developed on the basis of the demands of cognitive development in adults. For instance, proponents of this model believe that adulthood is characterized by increased awareness and concern as regards the moral values of the society. The educational programs under this model are, therefore, geared towards enabling adults to become more responsible and sensitive to the needs of the other members of the society. Another important theory of learning that has shaped the modern models of adult education programs is the critical theory. Generally, critical theory is based on a comprehensive sociological analysis of education which views social institutions as unfair to individuals. In this regard, effective adult education programs are those that are modeled towards transforming the learners to enable them change the society. Critical theory advocates for the inclusion of curriculums such as matters of social debate or lessons about political systems. Consequently, the adult education programs should also focus more on situations and practical experiences as opposed to the subjects. This is particularly because such learning processes develop the cognitive abilities of the learners such as the way they think, perceive, and act. The current models of program planning include interactive model and logic models. With regard to the interactive model of program planning, there are 12 important steps that should be considered during the planning. According to Caffarella (2002), “Adult education program planners should take into account the ideas, communities as well as the needs of the learners in their planning processes” (p 20). Generally, some of the steps involved in program planning include identification of the context, building of strong support, identification and prioritization of the program ideas, designing the objectives of the programs, and developing instructional plans among others. Caffarella used a circular model in which all the 12 significant steps interactively meet at the center of the circle. In this regard, each step serves to highlight some of the important tasks that also need to be completed during the entire process. Another common program planning model is the use of six simple steps to define the program planning for adult education (Dillon and Walsh, 1992, p.12) The steps include analyzing the context of planning, carrying out the assessment of needs, development of the objectives of the program, formulation of the instructional plans, and development of administrative and evaluation plans for the program. This model is generally applicable in program planning that requires basic participation. Caffarella (2002), however, asserts that “there is virtually no single systematic model for the evaluation of program planning” (p.230). Logic model of program evaluation and planning is generally designed for purposes of communicating the rationale of the programs. Logic programs are also used to help identify the potential effects of successfully completing an action plan. Some of the key elements of logic planning model included input, problem statement, goals, output, activities, and outcomes. Application of Adult Education Theories to Program Planning and Best Practice Teaching Various adult educational theories and principles of adult teaching are increasingly being used to achieve the best practice in teaching as well as in project planning. This is particularly because these theories and principles often provide a comprehensive framework through which the differences between adult learners and the young learners can be best understood. Additionally, adult education theories are used to provide significant insights of how to develop better professional adult learning programs that satisfy the varying needs of both the teachers and learners in all stages of the learning process. Some of the theories that are commonly applied in the development of adult education programs and in best practice teaching include the cognitive development theory, stage theory, and functional theory. With regard to the fact that most adult education institutions are currently under pressure to deliver quality programs, these adult educational theories and principles are being used to enhance sustainable program planning, which in turn enables the realization of the best practices in teaching. For example, according to the age and stage theory, learning is a process that continues throughout one’s life time. Generally, age theorists have provided the necessary information that helps identify the various problems and issues that adult learners continue to face as a result of their age. Consequently, such information is often significantly important during the decision making processes and the planning of the learning programs of these social groups. For example, as individuals advance in age, they become more concerned of their careers and lives and tend to make strategic decisions on matters regarding their future. According to Sork (1996) “adult educational programs should be planned in a way that enables educators to freely share their practical knowledge with the adult learners” (p.82). Finally, both the stage and age theories enable the teachers to appreciate the varying needs of adult learners and, therefore, help them in designing their programs to ensure that such needs are met. Another theory that is used in the program planning and best practice teaching is the theory of cognitive development. This theory also provides several hind sights into the stages of human maturity as well as the cognitive needs associated with each stage. On the other hand, functional education suggests that the experience of the adult learners is significantly critical for the success of their learning programs. In this regard, using this theory enables educators and program planners to understand the impacts of negative teaching practices – for example, rigid pedagogical plans and authoritative teaching – on the adult learners. In view of all these theories, some of the most important principles of adult learning include closer student-educator contact, encouraging active participation of learners in the processes, and respecting the diversity of abilities and talents of the learners. Education to a large extent forms the major source of our knowledge and skills. Personal development characterized by the level and quality of education determines our competitiveness in various issues and sectors. Development of the right educational programs that are best suited to the characteristics of a given group of learners is a major consideration in determining the impact of education program to the intended learners. In this regard, much has been argued about adult mode of education and its effectiveness as compared to pedagogy. The argument put across by most educational philosophers and researchers has led to the development of educational theory that guides, offers explanation, and describes educational practice. These principles have been embedded in pedagogy and andragogy. Educational thinking is facilitated by knowledge from other areas such as psychology, sociology, history and takes other disciplines into consideration. Andragogy which refers to adult learning is one of the strategies used by various educational specialists to impart knowledge to their intended learners. The strategy developed is geared towards enhancing adult education. On the other hand, andragogy does not take into consideration the differences associated with age. This kind of knowledge acquisition is mostly used to teach children who are seen as people who know nothing. So, till now, the pedagogical approach has been used in teaching adults, but it has faced a lot of criticism, as it is argued that adults become independent after maturity and become responsible for their own actions. Their motivation to learn is driven from the fact that they want to solve problems, and pedagogical approach does not take this into consideration (Knowles, 1980, p.32). In developing adult education programs, it becomes important to incorporate certain aspects of topics that this category of people knows rather than simply viewing them as people who know nothing. This kind of approach, as has been proven by various researchers, encourages content retention and improves memory better than the pedagogy approach (Daloz, 1999.p.25). Consequently, it has become an interactive mode of learning as opposed to pedagogy. It is easier to evaluate the effectiveness of given session in adult learning due to its interactivity; in pedagogy, on the other hand, the estimation of the effectiveness of knowledge acquisition is often left to speculation. According to the theoretical propositions of Malcolm Knowles, there should be a distinction between an adult and a child. The assumptions related to the adult learning such as their need to know, problem centered motivation, and their focus on the relevant issues happen to be the major aspects that are to be taken into consideration in developing an adult education program. In line with the best practices of teaching, the andragogy happens to be the most effective strategy to enhance learning of new concepts. Learning as a process brings together the cognitive, emotional, and environmental aspects that determine knowledge acquisition and practice of learned skills. The fact that examples are driven from real life experiences creates a strong motivation to learn if the hierarchy of needs is taken in consideration. Proper planning, availability of resources, and use of various learning styles form a part of the best learning practices. Personal etiquette and appreciating, in addition to showing interest to all participants, serve to ensure effective delivery of content and increase learners’ motivation to learn. These aspects have to be considered in designing education programs for such people. To be in a position to lead people requires a lot of personal evaluation, criticism, and decision making. When this is not well coordinated and evaluated it can result in organizational problems, as the leaders do not show respect of opinion of their juniors. Through this kind of educational approach adults would feel more valued and appreciated as they learn knew knowledge and skills through experiences shared and the problems they face in any organizational setting (Lewis and Dunlop,1991, p.18). Generally, it becomes more important to use pedagogy as an approach to acquiring adult education and ensure problems are solved and use andragogy to compliment the knowledge acquired. The previous program planning theories have, however, been criticized for providing clear objectives as well as guidance for educators (Cervero and Wilson, 2006, p.240). Any adult educational program plan should, therefore, consider the different aspects of each of the principles and theories to ensure that the objectives of adult education are attained. A Custom Adult Education Program Plan 1. Discerning the context of the adult educational learning Be more knowledgeable about various factors that tend to affect educational programs such as the institutional environment, people, and the external power dynamics. 2. Carrying out the assessment of needs Carry out a comprehensive assessment of the various needs of the learners as well as the different ways of fulfilling such needs. Organizing the needs of the leaders in order of their priority and according to the ways they can be addressed in the learning processes 3. Development of the objectives of the program Writing down the goals and specific objectives of the learning program, particularly those that can be measured 4. Formulation of the instructional plans Use the objectives to arrange and organize the teaching plans Select suitable instructional techniques such as role play, active learning, and others to motivate learners 5. Development of administrative plan Critically evaluate the challenges of the learning process 6. design of an evaluation plan for the program Collect various information regarding the level of satisfaction of the learners Evaluate the skills and requirements of the educators Conclusion In conclusion, adult educational programs plans should always be undertaken in a way that motivates adult learners in their search for purpose and new meaning. Although the adult education theories and principles provide an important framework through which the differences between adult learners and the young learners can be best understood, there is no agreement on a particular perspective with regard to their application in adult education program planning. References Caffarella, R. (2002). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (2 ed.). San Francisco: Jossey-Bass, Inc. Cervero, R., & Wilson, A. (2006). Working the planning table: Negotiating democratically for adult, continuing, and workplace education. San Francisco: Jossey-Bass. Daloz, L. (1999). Mentor: Guiding the Journey of Adult Learners. San Francisco: JosseyBass, Inc. Dewey, J. (1963). Experience and education. New York: Collier. Dillon, C. (1992). Faculty: The neglected resource in distance education. The American Journal of Distance Education, 6 (3) 5-21. Havighurst, R. (1971). Developmental Tasks and Education, Third Edition. New York: Longman. Knowles, M. (1980).The modern practice of adult education (revised and updated). Chicago: Association Press. Lewis, C., Dunlop, C. (1991). Successful and unsuccessful adult education programs: Perceptions, explanations, and implications. New Directions for Adult and Continuing Education, 49, 15-28. Merriam, S., Caffarella, R. (1999). Learning in adulthood: A comprehensive guide. 2nd ed. San Francisco: Jossey-Bass. Sork, T. (1996). Negotiating power and interests in planning: A critical perspective. New Directions for Adult & Continuing Education, 69, 81-89. Read More