In adult education, the learner’s experience is the greatest resource. Adult learning should give meaning to all forms of experience to enhance cognitive ability and autonomous learning. Self-directed learning is a model for this approach, in which individuals diagnose their learning needs, propose learning goals, devise appropriate strategies, and evaluate their progress. This approach is based on the belief that self-directed learning promotes autonomy. Several theories of adult education have emerged.
Persistent Educational Inequality
Despite some promising efforts to extend adult education to the lower-income and low-skilled, educational gaps persist between the rich and poor. In poor countries, for example, a large proportion of children do not complete primary school. The overall completion rate in developing countries was 73 percent in 1999, but in South Asia and East Asia it was even lower. Even if a child graduates from primary school, they are not guaranteed basic academic skills and most are functionally illiterate.
The perceived value of education also influences demand for education. In low-income countries, girls figure disproportionately in the number of children who do not complete schooling. This bias is particularly pronounced in Africa and South Asia, where boys are generally more likely to attend school than girls. In some countries, the male-female ratio is more favoring girls, despite the fact that the gender balance is roughly equal. Children with disabilities are particularly disadvantaged. Only five percent of learning-disabled African children attend school, despite the fact that nearly 70 percent of disabled children would attend school if schools had the proper infrastructure. Parents may even send their disabled children out to beg for money rather than send them to school.
Methods of teaching
There are many different methods of teaching adults. One of the most effective, however, is the lecture method. The lecture method allows adult learners to actively participate in the learning process, by asking questions and improving their content mastery. It combines lectures with assignments and acts as an evaluative tool. The following are several examples of effective lectures. Let’s examine these different approaches in detail. This article will discuss three of the most effective ones.
– Short seminars and lectures are a good choice for adult learners. This type of learning environment allows them to have one-on-one interaction with experts. The time spent in the learning environment should be brief, since adults often get restless in long sessions. The environment should be physically and psychologically comfortable for adults, and students should be given enough time to practice the material they are learning. In addition to the right environment, adult learners learn best in an informal setting.
Impact of technology on adult education
The impact of technology on adult education is a multifaceted issue. Despite the benefits that technology can offer, some researchers question its impact. For example, Vartan Gregorian, president of the Carnegie Corporation of New York, noted that increased Internet access does not necessarily result in increased research and education. One study found that internet use did not significantly affect grade point average. In other studies, however, the impact of technology on adult education has been proven.
As the number of American adults who lack basic skills to engage in meaningful employment increases, so will the demand for education. Today’s educational programs serve only a fraction of this population, and only a minority of these individuals are adequately served by existing programs. As a result, technology can improve access and expand educational opportunities for underprepared adults and meet the critical needs of the U.S. workforce. But how can technology improve adult education?
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Importance of professional development for adult educators
In the U.S., the federal government is promoting Race to the Top, a program that encourages states to implement reforms focused on identifying and developing effective teachers and principals. In 2006, the Association of Adult Literacy Professional Developers identified a priority of developing effective teachers and principals: improving teacher and principal quality and effectiveness. Professional development in adult education is essential to advancing educational objectives.
Quality teaching and learning are key components of successful adult education. Research and development that focuses on teaching and learning, as well as the availability of high quality adult education professional development opportunities, is vital for continuous improvement of programs. The Office of Vocational and Adult Education supports rigorous research on adult learning and provides tools and resources for improving teaching and learning practices. To meet this goal, adult educators need to be adequately prepared and supported.
