The Purpose and the Practice of Adult Education in High Schools - Essay Example

Tensions Exist Between the Espoused Purpose of Adult Education and the Practice of Adult Education in High Schools Student’s name Course Institution Date Abstract This essay reports on the tensions between the purpose and practice of adult education in high school. The foremost purpose of high school education is to prepare students for higher education and ensure that the student acquire the necessary life skills and literacy. Initially, the purpose and practice of adult education was supposed to be consistent, however, mismatch has been evident between the purpose and the actual practice of adult education in Australia. Factors contributing to the mismatch which bring tension include educator's personal beliefs concerning teaching, the school program, learning, market demands, and the school culture. These contemporary influences create inconsistency between the purpose and practice of education among adult learners in ways that align with individual learning plans; as such adult educators embracing progressive orientation encounter tensions between the intention and practice of education. The aim of this essay is to point out factors that contribute to the struggles being experienced by high school educators in aligning the espoused purpose and practice of education. This objective can be attained by focusing primarily on high school educators. This is guided by the high number of inconsistencies and conflicts that have been experienced in the education system for decades. The outline of the essay is fourfold. First, the essay will introduce the nature and difficulties that have been experienced by the education system of Australia in implementing the recommended adult teaching practices in order to attain its intended purpose. Secondly, the essay will highlight some of the factors influencing educational practices in Australian VET sector, such as; educator's personal beliefs concerning teaching, the school program, conflicting educational pressures, market demands, the school culture, lack of pedagogical knowledge, future educational trends and diverse espoused and pragmatic views. Furthermore, the essay will highlight a number of ways in which the tensions between the espoused purpose and practice of education can be resolved. Some of the ways proposed include; modification of existing curriculum, expanding the purpose of education to incorporate environmental and social factors, educators involvement in the development of IEPs, as well as incorporation of technological and flexibility in instructional strategies. Finally, the essay provides a brief conclusion. For the essay to achieve its intended objective it reviewed existing literature and documented evidence with a view to solicit information that shape the true picture of the tensions that are being experienced by adult educators in high school. The tensions are believed to adversely affect the practice of adult education in Australia. Introduction Practically, adult education system in Australia has experience difficulty in implementing the recommended adult teaching practices in order to attain its intended purpose. This is attributed to the variation among educator's beliefs in the practice of adult education. Adult educators practice what they personally believe they are required to do. As such, inconsistencies exist between the espoused purpose and practice of science education. Educators teach based on the image of the subject as well as the know-how of and in relation to the subject. The tensions evident is due to contributing factors such as educator's personal beliefs concerning teaching, the school program, conflicting educational pressures, market demands, the school culture, lack of pedagogical knowledge, and diverse espoused and pragmatic views. Factors influencing educational practices in Australian VET sector Research indicates that lack of educational knowledge explains the tension between the purpose and practice of adult education in high school. Educators may recognize the inconsistencies between their instructions with the espoused views, but they lack pedagogical knowledge on how to put into operation schooling practices that is unfailing with the espoused beliefs. In mathematics deficiency of pedagogical knowledge remains the major setback in teaching as well as learning. The concept of pedagogical knowledge indicates the competency of the in the practice of adult education. The knowledge is also related to the educator's beliefs on how to teach, and as such, it creates a struggle between matching the practice with the espoused purpose of adult education. Pedagogical knowledge consists of educator's characteristic behavior, content and class management knowledge. In that connection, sufficient pedagogical knowledge translates to best practices. The teachers should boost their instructional knowledge through proper instruction plan, by showing passion and interest in his work, and proper handling of students. This will align the espoused purpose with the practice of education. Teachers will be prepared well for the work through resuscitation of teacher's vacation and education programs. In this respect, Bulik (2006) asserts that if the teachers or rather instructors are unable to train effectively, then, the students may have difficulties while training in the various centres. Along with this point, the trainers may act as a barrier to the learning of the students in cases whereby the trainers have a limitation in their skills. The perception vested in learners pose a serious barrier in the practice of education. According to Qayyum & Ruhe (2000) a considerable gap exists between individual expectations of learning and the actual use of the acquired skills. The other contributing factor is conflicting educational pressures. Educators are exposed to both social and educational pressures such as family conflicts, pressures on assessment, meeting deadlines among others. These pressures affect teaching of the educators. Most of the classrooms are overcrowded with few equipments and computers as compared to the number of students available. Apart from this, the number of teachers is small as compared to students and such, the environment does not grant an appealing environment for both teachers and students to interact. Such an environment hinders effective learning of students. Other studies states that a crowded classroom is not a good place for learning and, as such, this acts as a barrier for few given that the environment is not attractive for many of the teachers. The potential to succeed in school is as well obstructed by poverty which affects the morale of students to learn. As such, instructor motivation is prerequisite for the learning of students and in case it lacks, it may translate to failure of student in school altogether. In the same line of contemplation, adult educators are obligated to family responsibilities which limit their teaching with compliance to the purpose of education. As well, educators are expected to attend and care for their families and children and this will always lead to a difficulty in balancing between the classes, work and the family responsibilities. This often contributes to ones failure to match teaching with educational programs. According to the adult learning theory, the instructor should acknowledge the needs and accumulated learning of the adult pupil and implement a collaborative classroom in which the instructor and student learn from one another. By so doing, the learning of the student will be made easy. Furthermore, educators consider curriculum guide objectives, learners' development, and pressures of accountability when making decisions. As such, educators are not left in an ideal world where they can decide on what they think best suit current instruction. High school educators are required to plan as well as teach several topics and subjects per day, coupled with teaching many students who have varying motivation and concentration to learn, thus it is difficult for the educator to maintain an environment that best suit the learning experience. These factors amounts to forces of significant magnitude which alter what educators would in point of fact like to do in instruction rooms and which shape learning rooms processes. Teachers decide on a number of issues in their everyday instruction that affect the learning of students. The differences in teaching materials, instructional activities, as well as means of assessment render it indispensible for teachers to design and implement instructional objectives that align the purpose and practice of education. Other research posits that struggle in matching the purpose and practice of high school education because of distinct pragmatic and promoted views. Educators are believed to have to sets of teaching and education beliefs, and as such mismatch is evident between beliefs they espouse and those they practice in classrooms. Most of the schooling time involves a manifold of spontaneous, practical and loosely connected activities, however, the activities does not have any complement in the educator's stated beliefs. For instance, when the activities are spontaneous it may indicate a practical purpose of learning and instruction different from the espoused purpose. The demands of the job market on VET sector are pushing adult educators to focus more on assessing competencies rather than educating adult learners in ways that align with individual learning plans; as such adult educators embracing progressive orientation encounter tensions between theory and practice of education. Competency refers to an individual’s ability, which is supported by documents, to undertake a certain relevant and precise function or part of employment (Pukelis, 2006, pp. 79). It also refers to the ability of a person to solve work-specific problems in real work. During the education process, an individual develops abilities based on the competencies stipulated in the personal standards and not the competencies. Initially, the education system was meant to fulfil two main functions, that is, prepare students for higher education and to provide necessary life skills and literacy. Now days the priority of adult educators have changed to preparing students well for future obligations (Cox, 2006, pp. 98). Adult educators have a challenge in matching the competency-based curriculum with the practice of adult education. The competency-based programme affects the move towards educational activities together with the establishment of learning. This shifts from what is known to being directed by what the student wants to attain. It also influences assessment in relation to its shift as of input to output coupled with the contexts and the processes of the student (Van, 2006). To develop competencies in adult education, it is of the essence to base the approaches of study on the doctrine of students’ self-organization. When a curriculum based on competency is developed it affects the approach and organization of education and assessments (Van, 2006). In this approach, the student is responsible in career choice whereas the teacher just develops an appropriate curriculum. The foremost practice of high school educators is to disseminate knowledge. The dissemination of this knowledge often involves both the instructors and students. In the process the instructors are viewed as the personal with overwhelmed competencies which they are expected to transfer to their students. The expected responsibility of the instructors has lapsed with them only providing shallow insight of the subject matter. This has led to the production of half-baked students who cannot competently fit into the intended purpose of education. Research identified school culture socialization as a factor that brings inconsistency between purpose and practice of education in high school. School culture socializes learners on what educators should actually do, but these beliefs can trigger conflicts because inconsistent prevails on what exactly instructors accomplish. The educational philosophy of educators informs their practice, though it cannot be articulated well, they have a belief of what are required of them in the classroom. In most cases, the philosophical beliefs of learners and educators clash and create tension. As such, it is essential to know one's educational philosophy, as well as how it speaks about to educator practice. Furthermore, defining one's educational belief result in critical examination of practice and improve consciousness on the behaviours that impact education practice. Future developments in education create tension between purpose and practice of adult education. The future trends as far as high school education is concern are changing to get together with the 21st century adult student through the provision of extra online learning or e-learning opportunities. The changing trend is premeditated to support mutually a mobile and global society. Mobile Learning, which depends on the utilization of portable and digital devices. The move to high use of mobile learning is due to the fact that, today’s societies have a wide access to mobile ownership and use. The mobile devices include iPods, smart phones, laptops, ipads, Tablets PCs, individual media players, and individual digital assistance. All these mobile tools are wireless. The ability to connect these facilities without the use of wire has greatly promoted e learning. This has changed the way high school courses are administered and other instruction offered, in that they are tailored to involve the extensive use of web- based technology. This trend of e-learning has brought about many benefits for the adult learner that includes; less time spent during learning and amplified retention, on-demand access and availability of personal courses and training, learner paced learning that is you set your own pace, augmented confidence among the learners, its ability to put in practice all styles of learning, and its ability that makes it possible for the learner to learn anywhere. Mobile learning has proved to be the most growing and rapidly spreading trend in education. Learning networks comprise of reliance on personal social networks. Many of the adult students have enrolled in personal networks that are online. The trend has transformed the general aspect of education (Ahier & Flude, 2003). The trend is being accelerated by the developments in web 2.0 technology. Again, the youths have become tech savvy and have constantly increased their daily use of free online devices to strengthen their learning. The shift to online personal networks strengthens e-learning for youths who want to know about new things from colleagues. They also expect their prolonged desire to be in touch with any changes in their field of interest, understand the different ways in which information can be searched in a more modern way as compared to the traditional ways, and depend on a wide set of network information and communication to remain updated. In addition, online personal network help in ensuring that an individual attains further knowledge in their field of study without necessarily leaving the current school grade to go for further studies. Do-It-Yourself Learning implies a way of learning through access to experts without undergoing any formal learning. For any individual undertaking do-it-yourself learning, e-learning is obtained through individual learning networks that are informal. The shift to this kind of learning is accelerated by the urgent desire to have knowledge on new information but there is no time and money to seek formal learning. Therefore, the move has challenged high school instruction and school programs as not the only way to acquire knowledge. This new form of learning has in place a number of benefits that rests in the fact that information is; readily accessible in any format, anywhere and anytime on the internet. Tailor to meet the individual needs, usually interactive especially for youths who are well familiar with the current learning style. Accessible via open content materials and user modified content in that they are based on the latest information from experts. The online learning networks provides a chance for adults to build their knowledge body and self-life through what is termed as informal interaction with personals, friends and colleagues. E-Learning refers to the use of electronic tools that are affixed with wireless enabled connectivity. The presence of online learning makes it possible for an individual to give individual cantered instructions, and it can deal with certain individual needs and learning options. The benefits of this trend to the learner include; recognizing the requirement for worth education when individuals put their resources and time to learn, the capability to register for subjects anywhere there is access to Internet connectivity, signing up for webinars, educator led or network based teaching, and ensuring ready access to records of program completion for school work or continuing education units. These future developments act as a whistle blow for better preparedness in the part of all learners worldwide. E-learning, personal learning networks, do-it-yourself learning, and Mobile learning are changing in totality the way students learn. High school education is adapting to students' needs and they need to benefit from these educational opportunities to increase their specialized know-how and own lifetime knowledge ventures. Ways of Resolving the Tensions in Education High school education teachers will have to modify the existing curriculum of general education to suit the students’ needs and to ensure that the requisite remedial instruction is provided. In addition, the general education teacher will have to adjust the techniques used to facilitate learning to accommodate the needs of the student with the job market. This will include the use of techniques such as intensive individualized tutoring, small group work and problem-solving coursework. With the tremendous growth in technology and its extensive use in the education system, high school educationist will have to incorporate the use of computer software’s as part of the curriculum materials. The familiarization will involve both the know-how and the installation of the software in their computers. Furthermore, for high school educationist, the curriculum will be individualized through the development of IEP (Individualized Education Program). The program puts into consideration the needs of the student and set goals to be achieved and how it should be achieved. Environmental and social factors will be the determining factors of future education. This implies that future adult education purpose will incorporate community needs since learners are part of the society together with the business world. The purpose and practice of education will also include skills such as problem solving. This implies that those skills that are required in solving educational problems should be part of the purpose and practice of education. The content of the future purpose and practice of education include futuristic education, immigrant education, electronic education, technical literacy, lifelong learning, international education, environmental education, nuclear education, health education and physical fitness, middle-grade education, aging education and for-profit education. The teacher’s role will change from providers of information to facilitators. With technology the way individuals work is modified, hence the future curriculum should incorporate society’s lifestyle, how learners feel as well as how they learn. Teachers will play a primary role of instructional managers. The school curriculum represents work in progress involving a considerable number of stakeholders inside and outside the educational setting. Administrators, parents, businessman, students, community representative and teachers are among those who are responsible for curriculum development and design. The teachers have to participate during the process of reviewing the IEP to best suit the student special needs. They also play a core role in the development of the appropriate behaviour of the students, socially and academically. This will help them to grow emotionally and interact well during social situations. The accommodation in a broader sense will include the preparation of the students to face their future. This involves the provision of guidance and counselling together with life skills. These services will make it easier for students to lead a well-organized and better life after the schooling. The modifications should not lower the standards and expectations by which the students are evaluated. The modifications will have a change of the content, delivery and instructional levels. In addition, teachers participate in modification of the education system. The education system in Australia has undergone radical changes since the year 1940. The developments in the system have seen the country throughout its continued search for a curriculum that produces globally competitive graduates. The realization of success has been made possible by the efforts that different stakeholders have undertaken to ensure reforms are implemented in the system. Their support extends to their willingness to provide financial support and involvement in different partnerships whose chief objective is to ensure success prevails among students. The education system has transformed the current dynamic society we are living in today, with its unrelenting pronounce of an integrated and equal society. This is evident with the eradication of aspects such as discrimination. Technology and the flexibility of instructional strategies have provided teachers with more tools to promoting greater student learning and achievement in high schools. Today many teachers have added technology to their classrooms to engage the learner. The use of the computer in classrooms utilizing Blackboard, computer assisted instruction, and the Internet has increased student knowledge as well as the teachers’ use of other strategies to improve their teaching performance (Grasha&Yangarger-Hicks, 2000). Research evidence supporting the merits of these types of instruction is ongoing; however, results of studies vary with the unit being instructed as well as the learning styles of students as noted by Grasha and Yangarger-Hicks. Being aware and creating an environment that encompasses different instructional strategies and learning styles can greatly enhance and motivate student learning (Darkenwald& Gavin, 1987). Success in an adult learning environment encompasses more than just showing up for class. Factors must be taken into consideration such as a method of instruction, instructional strategies, student learning style, and the classroom environment, as well as teacher assessment of presentation. Conclusion These essay sets out to explore factors that contribute to tensions between the purpose and practice of adult education in high school. Based on documented evidence, the essay subscribe to a number of factors identified including; educator's personal beliefs concerning teaching, the school program, conflicting educational pressures, market demands, the school culture, lack of pedagogical knowledge, future development in education, and diverse espoused and pragmatic views. These factors are coupled by other factors such as pressure on assessment, meeting deadlines among others. The identified factors significantly contribute to the struggles that are experienced by adult educators in high school. High school educators struggle to align their practice of education and its primary intention. This evident because of the prevailing mismatch between the purpose and practice of education, and as such adult education in Australia have experienced inconsistencies. The inconsistencies affect the performance of students, as well as the morale of educators. As a result, the education systems fail in fulfilling its prime purpose of disseminating proper knowledge to students. Conversely, the essay identified a number of ways in which the tensions between the espoused purpose and practice of education can be resolved. Some of the ways proposed include; modification of existing curriculum, expanding the purpose of education to incorporate environmental and social factors, educators involvement in the development of IEPs, as well as incorporation of technological and flexibility in instructional strategies. These ways will go along the way in eliminating the inconsistencies that the Australian education has experienced for decades. High school educators should adapt flexible instructional strategies in order to counter tensions that exist between the intention and practice of high school education. Furthermore, adoption of technological ways of instruction will help counter the future trends in education. References Bridgstock, R. The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills Vol. 28, No. 1, March 2009. Cox, V., 2006. Marketing education: constructing the future. New York: Emerald Group Publishing Deboer, G. H. Student-Centered Teaching in a Standards-Based World: Finding a Sensible Balance // Science & Education, No. 11, p. 405–417. 2002. Fallows, S., 2000. Integrating key skills in higher education: employability, transferable skills, and learning for life. New York: Routledge Garcia-Aracil A. et al. Competencies for young European Higher education graduates: labor market mismatches and their payoffs// Higher education, No. 55, 2008. Mathison, D. & Finney, M. (2009). Unlock the Hidden Job Market: 6 Steps to a Successful Job Search When Times Are Tough. Sydney: FT Press. Pukelis, K. Ability, Competency, learning/study outcome, qualification and competence: theoretical dimension// The Quality of Higher Education No. 6, 2006. Van, V. F. Youth, Education and the labour Market. European commission Brussels, 8 September 2006. Read More