DCE5011Principles of Adult Education

Overview of Section 1: Two Sub-Topics-- Nature, scope and importance of Adult Education_ Psychosocial factors affecting adults’

participation in Adult Education

TAKRUF

Name: Azimi Hamzah Tenure: 40+ years

Designation: Professor/Research Associate/Coordinator/Head Institute for Social Science Studies Commonwealth Diploma Youth in Development

Youth Development Studies Department

Academic Orientation: Bachelor - Entomology & Pathology Masters - Non-Formal Education Doctoral – Adult Learning and Youth

Resource Development

Communication: Tel. 03 89471851 E.Mail azimihamzah49@gmail.com

Learning and School Education

Birth

Death

AGE

Learning – Spectrum

Where school takes a small

portion

SCHOOL

6 years

25 years

Institutionalizedlittle advance

Education and Learning

Look around us Where does education take place? Where does learning take place?

Ponder on the following statement: In all education there is learning but not

necessarily in all learning there is education

Adult Education and related concepts

Adult Education -- a process whereby persons, whose major social roles are characteristics of adult status, undertake systematic and sustained learning activities for purpose of bringing about changes in knowledge, attitudes, values or skills. (Darkenwald and Merriam, 1982--pg9)

Purposes of Adult Education

Cultivation of intellectindividual self-actualizationpersonal and social improvementsocial transformation organizational effectivenessNation building

Adult Education has been around for decades

Religious educationAgricultural ExtensionDemocratization of educationCommunity EducationContinuing Professional Education

Scope of Adult Education

Varied, includes both formal and non formal; private and public sector

4 typologies of adult learning opportunities: independent ad.edu. Organization educational institutions quasi educational org. (eg. Library, museum) non educational org.(eg. Industry, armed

forces)

Settings and scope of ad.edu

There are differences between developed and third world countries

major areas in third world: literacy civil and political education health and family life agricultural and vocational education

where do you place Malaysia?

What are your understanding of the following concepts?

andragogyContinuing educationlifelong education/learningnon formal educationcommunity educationgeneral/university extensionin service training

Categories of Adult Learners

Adults who are pursuing structured learning programmes

Adults who are pursuing non-structured learning programmes

Adults who are engaged in other forms of learning difference from the above

Adult Education opens the door to

Pursuing education in specific areas of interest

Formulate leraning program to fulfill needs of specific group

To further enhance existing skillsInculcate values Provide opportunities for study without

having to leave vocationEtc.

Importance of Adult Education

Reasons for continued learning: occupational reasons new social roles and relationships changing interests and attitudes towards

changing world/surroundigs

Importance of ad.edu may be viewed from: demographics (compare M’sia with the west) economics(good times vs bad times) technology (IT, knowledge 1/2 life, new t.tech)

Impact of Adult Education

Socio-economic (health and wellbeing, increase in agricultural productivity, skill development)

Psycho-social (ensuring harmony, tolerance and acceptance, civic consciousness, religious manifestation)

Physical, environment and global scenarios, sustainable development, etc.

Citizen and human capitol

Upgrading socio-economic statusContribute to behavioral change:

knowledge, attitude and practiceRealization of citizens’ expectation

and nation’s goalsProviding and opening opportunities

through formal, non-formal and informal education

How do see Adult Education in relation to:

Age of instant communication

World without economic boundaries

New service societyNew age of LeisureChanging shape of

workWomen in leadership

Growing underclassActive aging of the

populationNew do-it-yourself

boonTriumph of

individualDiscontinuity/

ambivalence of values and beliefs

Reasons for participation and non participation

Motivational orientation of learners (goal, oriented, and learning orientations)

Barriers to participation (situational, institutional, dispositional, informational)

Social perspective (maintenance of social system, reproduction of culture, individual advancement, legitimation, leisure time pursuit)

Reasons for continuing education among adults

Upward mobility Leisure time Professional

Requirements Solving ‘problems’ Elaboration/deep

appreciation of hobbies

Fulfilling developmental tasks

Fulfilling self satisfaction

Social responsibilities

. . .

Reasons for not pursuing continuing education

Financial Time constraint

 Low Self Esteem Lack of both

intrinsic and extrinsic motivation  

Lack of awarenessDistance from

resourcesLack of

opportunitiesHealth factors

Learning Styles (Rogers)

Activist - directly involve in activitiesObservers - wait and watch, then actTheorists - generalize exp. then applyExperimenters - create and apply

(learning styles vary according to type of learning - memorize, acquisition, experiment)

Learning Styles

Auditory learners Learn by hearing key points Learning reinforce through spoken feedback Recall best what they hearned

Visual Learners Learn thro seeing key words in written form Recall best when they read or seen Interested in actual work, role play

Learning Styles

Hands-on-learner Learn thro actual practice Respond well thro gp discussions Learn better with first hand experience

Mixture learning style Best way to capture all audience

Adult Education for Transformation

Personal transformation (individual personal growth) -- including self-worth, self-esteem and self confidence

Social transformation – may include protection of the environment, attainment of sustainable development, civil issues of justice, human rights, and further development of participatory democracy

The focus on changing the individual or on changing the society depend on the educator’s working philosophy of adult education.

DCE5011 Course Evaluation & Assignments

Course Evaluation

End of section/lecture assignments (the assignments are inter-related) 60%

Assignment 1 after First Lecture Assignment 2 after Second Lecture Assignment 3 after Third Lecture

Final examination 40% Overall

Note: No Mid-semester examination

Assignment 1

For each sub-topic in the first lecture, read two related research based journal articles Pull out the salient points or findings Discuss the salient points in relation to the

Adult Education scenario in Malaysia What your assessment of the articles in

relation to yourself (as an adult learner and practitioner)

Assignment 1 – Grading Criteria

1.Your ability to demonstrate your application of the main elements discussed during the lecture, from the course modules and related reference materials and also on your reflection and analysis.

2. Coherency of ideas written with appropriate APA style including correct spelling, punctuation and grammar, appropriate length.

The review questions following each sub-topic are your practice questions in preparation for the final

examination (40%).

Adult educator’s working philosophy

Guided by the educator’s view of human beings, society, learners, and the learning process, will dictate which approaches

If the adult educator limit the focus only on personal transformation, transformation the of the society will be curtailed

Thus, the philosophy of Adult educators of the new millennium must advocate the philosophy that meet the economic, environmental, and social needs of tomorrow and beyond

What is Adult Education to You?

How did you arrive at your philosophy?

What are your notions of the key elements of Adult Education? Learner Content Educator/Facilitator Environment Learning Community

Your futuristic view of Adult Education