Adult Education in the 21st Century - Essay Example

? Task Introduction Adults involve themselves in learning activities for various reasons such as earning advanced certificates, enrich their lives, learn basic skills or even acquire knowledge and skills that would enable them succeed in their work place (Williamson, Hagedorn & Kwang, 2001). Many theories have been put forward on how adults learn in the 21st century resulting to different propositions in this issue. One of the many theories proposed is Malcolm Knowles’ theory of andragogy that has gained acceptance based on recognition. This theory has been accepted without careful consideration of its propositions. Though widely accepted, there have been debates about this theory’s classification. People have not been able to define this theory according to its work (is it an adult learning theory, a teaching theory, a philosophical theory or all of these) because it may serve different purposes. Adult learning process is a bit different from child education, and it would encompass issues such as the purpose of learning. This process would also require that those being taught choose how they want the process to be done. This would not be the case when dealing with school going children. This write up looks on how adult learning is done in the 21st century (Knowles, 1980). Knowles defines andragogy as “the art and science of teaching adults.” In his efforts to work on this theory, he gave four assumptions upon which adult learning would be based. According to Knowles, adult learning is based on the following assumptions. The first assumption is that teachers are responsible for helping adults to move from reliance and become independent. The other assumption is that learners are believed to see education as a way to increase their competence. Thirdly, Knowles makes an assumption that learners will be willing to learn to aim that the knowledge attained would enable them solve real-life problems. The other assumption is that adults have are experienced, and this would facilitate the learning process. Later, Knowles together with Holton and Swanson added two assumptions on adult learning. The first one was that adults knew the reason that made them learn at that age. The final assumption in this area is that self esteem is a motivator for adult education. One concept in this theory is that adult learning has been compared to a contract that requires at least two parties. The teacher and the learner negotiate on the outcome of the learning process that is yet to be implemented. Negotiations on how the outcome will be achieved are also done by these two parties. This corporation of the teacher and the learner in formulating strategies together is the foundation upon which andragogy is based. Therefore, andragogy provide insights on the learning process and is considered an approach to adult education and development (St. Clair, 2002). Transformational and relative learning Adult learning process applies a process called situated learning which tackles activities that are familiar to the learner. Here, the adult students learn through immersion in activities that concern their discipline of study. For instance, engineering and political science students would be required to examine the content and structure of governmental websites. This would enable them study the weaknesses and strengths of government resources that are provided online (Sholes, 2003). Situated learning will aim to achieve various aspects on adults taking learning lessons. Present the students with situations that would reflect the way they will apply the knowledge they have acquired in real life situations. For example, this would be in problem solving in their discipline of work. It will also provide numerous roles and multiple perspectives, support working together in construction of knowledge and admission to expert performances. Constructive- development learning The other theory applied in adult learning is constructive- development theory that encompasses adult growth and the learning process. This theory suggests that adults must be willing to learn even though they feel that they are learned enough not to go to class. They must understand that development is necessary and is continuous in a person’s life. Sevenson believes that interacting with a knowledgeable person would facilitate the learning process. He encourages the formation of groups that would facilitate interacting and transfer of information resulting in motivated adult learners. He continues to say that, in developing learning programs, the level of development of the learners should be taken into consideration. This would assist in designing of appropriate learning experiences for the adults (Drago-Severson, 2004). In transformation theory, Kegan confirms that introducing new skills in a person or deepens a person’s knowledge on various aspects (Johnson & Taylor, 2011). Active learning Imel suggests basic tenets to be considered in formulating adult education curriculums. He argues for an all inclusive curriculum that accommodates all perspectives given that humanity is different not only in appearance but also in their minds. Ideally a curriculum should at least incorporate the three sociological perspectives namely the functional, interaction and conflict perspectives (Imel, 2000). Further the curriculum should value experiences of its learners. An adult curriculum on accounting for instance, needs to involve the various fields of cost, financial, management and taxation. This would ensure all the learners have an opportunity to apply their experiences at one time during the life of the course (Imel, 2000). Considerations for teaching adults In adult teaching there exist some differences in terms of knowledge that that adults have and experiences that they have undergone in life. The first consideration is that the teacher involved should determine the purpose of teaching situation. Research has shown that andragogical teaching may not be appropriate in all adult teaching settings. Therefore, approaches used should be based on the materials to be applied and the goals of the learners (Feuer, 1988). The other aspect considered is the providing teachers with chances to practice student- centered techniques in teaching. This would involve the use of small groups, using discussions and the avoiding the traditional sitting arrangements. Lastly, teachers should be selected based on their potential in teaching activities. This would facilitate specialization that would result in quality service delivery (Imel 1989). Some of the challenges associated with teaching adults include frustration and inadequate time. Most adults tend to get frustrated easily and would be discouraged if they feel that they have not made any progress in their class work. They also tend to be careful about the way they speak and pronounce words. Most of these adults may be working, and this becomes a burden to them because time is limited to them. They may even lack the time to attend classes let alone doing assignments. Some of the dilemmas and contradictions in this system is that those involved tend to relate their experience to the knowledge acquired in class. At times, it becomes difficult to handle such issues in class because these adults may feel that they know so much in the subject of concern (Rothwell, 2008). There is a significant difference between adults and school going children in terms of learning. In the case of adults, there are challenges associated with inadequate time and even frustrations. The learning methods are also different because group work and discussions are applied in adult education. This is not the case in children who would be doing their own work. The other aspect is that adults are learning with an aim of adding knowledge on what they already know while the children have no experience on any career. References Severson, E. (2004). Becoming adult learners: Principles and practices for effective development. New York: Teachers College Press Feuer, D. and Geber, B. (1988). Second Thoughts about Adult Learning Theory.Training 25, No. 12 ERIC No. EJ 381 416. Imel, S. (1989). Teaching Adults: Is it Different? Eric Digest No. 82. Eric Clearinghouse on Adult Career and Vocational Education Columbus. Retrieved on 25th February 2012 from: < http://www.ericdigests.org/pre-9211/teaching.htm> Imel, S. (2000). Contextual Learning in Adult Education. New York: Clearing House. Johnson, S. & Taylor, K. (2011). The Neuroscience of adult learning: New directions for adult and continuing education. Hoboken: John Wiley & Sons. Knowles, M., (1980). The Modern Practice of Adult Education. Chicago: Association Press/Follett Rothwell, W. (2008). Adult learning basics. Alexandria, Va: ASTD Press. St. Clair R. (2002). Andragogy Revisited: Theory for the 21st Century? Myths and Realities no. 19. Education resource information centre. Retrieved on 25 February 2012 from: Vincini, P. (2003). The nature of situated learning. Innovations in learning. Retrieved on 25th February 2012 from: Williamson, J., Hagedorn, M. & Kwang K., (2001). Participating in Adult Education and Lifelong Learning. National household Educational Survey of 2001 Retrieved on 25th February 2012 from: Read More