Adult Education in Practice
Hadi ur Rahman Hadi
Sandra Roussel
Ball State University
EDAC 631 Adult and Community Education
Dr. Bo Chang, Ph.D.
March 3, 2023
Introduction
In 1961, Houle identified three categories of adult learners. The first group is goal-oriented individuals who see education as a way to achieve specific objectives. The second group, the task-focused individuals, participate in an activity because they see value in the learning process itself rather than the actual content or stated objectives of the task. The third group, learning-oriented individuals, pursue knowledge for the sheer joy of learning.
This paper involves conducting interviews on the practical application of adult education. It emphasizes the importance of providing adults with insight into the purpose behind their actions, ample opportunities for hands-on learning, and reduced guidance to encourage independent problem-solving.
Background of the Interviewees
Brandon Marks is the Director of the Excel Center in Muncie. The Excel Center, run by Goodwill of Central & Southern Indiana, offers free support services, including childcare, transportation aid, and courses leading to college credit and industry certifications. With support from various Goodwill programs like job assistance and programs for individuals with disabilities, a re-entry program for former criminals, and services for new mothers, The Excel Center can assist individuals in overcoming obstacles to education and empower them to reach their desired achievements.
Main Themes and Interview Summaries
After speaking with Carl and Brandon, a few key themes of implementing adult education in practice become apparent.
Diverse Teaching Experiences
Both individuals have a wealth of experience teaching adults, having worked at institutions such as Ivy Tech, Ball State University for Carl, and The Excel Center for Brandon. They have a wide range of experiences in different fields, such as psychology, student success, educational psychology, and lifespan development, showing that they have extensive knowledge to cater to the varied needs of adult learners.
Career Transitions Focus
Both educators emphasize the significance of getting adult learners ready for changing careers. Carl states that Ivy Tech courses are designed to assist individuals in switching careers and finding their first job. At the same time, Brandon highlights that The Excel Center offers accredited high school diplomas for adult learners looking to advance their careers through customized learning and industry certifications.
Hands-on Skills Training
Both interviewees highlighted the importance of practical skills training in adult education. Carl discusses how Ivy Tech courses teach practical skills like machine tools, welding, and nursing. Brandon mentions that The Excel Center supports industry certifications and offers dual credits, emphasizing the focus on job-relevant skills. Siders also mentions how students at Ivy Tech apply behavior-shaping methods in their work and share the outcomes.
Addressing Barriers to Education
Both teachers acknowledge and aim to overcome adult learners' obstacles in their education. Brandon discusses the initiatives to address issues like lack of access to food, housing, mental and physical health care, and job placement by collaborating with community organizations and offering assistance like transportation and childcare. Brandon worries about the obstacles that arise from students' other responsibilities, such as working or caring for their families. Carl also discusses adults' difficulty returning to school after a long break and emphasizes the need to boost their confidence. Siders believes that the main challenge for adults seeking employment through education is the insufficient support and resources available to them.
Individualized Support and Flexibility
Both individuals stress the significance of personalized assistance and adaptability in adult learning. Brandon refers to utilizing past performance and current capabilities to develop customized plans for students at The Excel Center. In contrast, Siders talks about using diagnostic data and transcripts from students' previous high school experiences to personalize educational strategies for adult learners at Ivy Tech.
Community-Centered Approach
Both educators stress the significance of focusing on the community in adult education. Brandon points out that every Goodwill organization functions according to the community's needs, which may vary in terms of the targeted age groups. Similarly, Siders emphasizes the significance of tailoring adult education programs to meet the unique needs and priorities of the local community.
Collaboration
Both organizations collaborate with various partners to enhance their programs and ensure students' achievement. The Excel Center collaborates with nearby organizations to offer free assistance covering food insecurity, housing, mental health, physical health, job placement, and transportation. He stated that by working with these organizations, they can assist students with childcare, provide free transportation, and accommodate students at their individual skill levels. Siders emphasized that most of their collaboration is with internal faculty and organizations, aiming to support learners in their personal and professional endeavors.
Conclusion and Discussion
Adult and community education encompasses lifelong learning opportunities, including formal and informal options. According to Graham-Brown (1991, p. 76), once individuals attain a basic literacy level, it often leads to additional education in formal schooling or skill development to further enhance their abilities. Knowles (1980, p. 58) suggests that many recent elementary and secondary school curricula changes resemble andragogy. The new math, biology, and linguistics programs focus on students` interests and involve them in mainly self-led exploration. Knowles also suggests that individuals educated in the 1980s and 1990s will likely be more prepared for lifelong learning than those in previous generations.
During the interviews, it was found that educational principles, strategies, and methods were created to cater to adult students' varied learning objectives and needs. The programs offer diverse formal and informal learning opportunities to support adults in improving themselves personally, professionally, and in society—acknowledging adult and community education can go beyond traditional schooling to address the community's unique needs. Houghton (2001, p.18) explains that various functions and structures of adult education are reflected in various professions and occupations. Offering a range of adult education programs should meet adult students' varying needs and goals.
The interviews exposed that educational adult organizations tailor their programs and services to help learners achieve a high school diploma, prepare for college or career opportunities, or improve their foundational skills to advance in their education and career. Adult educators create courses relevant and applicable to students' daily lives and individual experiences. Adult education programs should align with the learners' and the organization's goals and interests. Teaching methods become more effective and enhance learning by integrating adult learning principles, like real-life scenarios and problem-solving. Adult education also relies on engaging in collaborative activities and overcoming challenges, such as securing financial aid.
However, the main challenge for both of these educational approaches lies in the struggle to return to studying after a long hiatus and students' responsibilities to work and family. We found that for adult education to be effective, it is essential to have adequate organization and structure. Adult education instructors and leaders invest significant energy in promoting a cooperative and inclusive atmosphere. Rose's research on the topic in 1991 demonstrated that collaboration assists small and medium-sized companies to develop and implement literacy programs. Nevertheless, there is a lack of effort in generating knowledge through their teaching methods, as Quigley (1997, p. 4) mentioned. Human Resources play a crucial role in shaping the organizational structure of adult education in institutions. Possible effects include collaborating with external partners, providing training and development opportunities, monitoring employees' performance, establishing criteria, and offering support and resources to address any challenges. As stated by Unesco in 2010, the level of resources allocated to adult education is also influenced by a commitment to its advancement. Establishing robust links between adult education and relevant policy domains is crucial for aligning resources and optimizing their effectiveness.
Implications
The principles of adult education provide a solid basis for designing effective teaching strategies and programs for adult students. By utilizing a learner-centered, experiential, contextually relevant, and flexible approach to education, practitioners can assist adult learners in achieving their personal, professional, and educational goals, leading them to make significant contributions to their communities and society as lifelong learners. Adult and community education should focus on meeting the educational needs of specific groups in a community who share common interests, professions, ethnicities, races, genders, or sexual orientations.
As adult educators, we can work with organizations that share the goal of offering continuous learning opportunities throughout life. Utilizing local resources is essential for creating adult education programs that are sustainable, pertinent, and accessible to the community.
An initial recommendation is to perform a needs assessment to collect data and receive input on the community's needs. Next, establish relationships and work with nearby organizations, businesses, government agencies, schools, and community groups to use their resources, knowledge, connections, and financial support. We should also urge these organizations to discover and utilize current community spaces and resources for adult education events and programs, including local businesses, churches, community centers, libraries, and schools. In addition, form partnerships with local businesses, industry associations, and workforce development entities to ensure that adult education initiatives align with the demands and requirements of the regional job market. We also suggest effective marketing tactics such as utilizing social media, grassroots networks, local media outlets, and community events to connect with prospective students and stakeholders and highlight the benefits and opportunities of adult education.
Table 1. Summary of the Assignment
Main ideas/themes from the interview | Discussions: What are your thoughts about these ideas/themes? | Implications: How can these ideas above benefit practice? What suggestions do you provide to practitioners/leaders? | |
Theme 1 | Diverse Teaching Experiences | Allows for the development of effective communication and instructional strategies. | The relationships between teachers and students, both personal and academic, can have a significant impact on students. |
Theme 2 | Career Transitions Focus | Transitioning to new careers often involves venturing into unknown territories, requiring a mindset open to change. | Acknowledge that obstacles are a normal part of the journey and view them as opportunities for growth and learning. |
Theme 3 | Hands-on Skills Training | Practical training is an effective method to involve learners, improve memory, and build abilities. | Creating successful hands-on training involves more than simply offering tasks or activities. |
Theme 4 | Addressing Barriers to Education | To improve teaching and learning, a holistic system-wide approach is needed. | Requiring a major revamp of student resources and educational assistance. |
Theme 5 | Individualized Support and Flexibility | Developing diverse learning programs is crucial for enhancing flexible learning abilities. | Programs must be flexible to accommodate students' individual skills, interests, and abilities while meeting the job market's and society's needs. |
Theme 6 | Community-Centered Approach | Create learning environments that foster collaboration between students and teachers to enhance learning. | Assisting students in developing skills and self-assurance. |
Theme 7 | Collaboration | Improvement of critical thinking, verbal communication, self-control, and leadership skills. | Encouraging interactions between students and faculty. Student retention rates improved, and students' self-confidence and accountability increased. |
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