DCE5011 Principles of Adult Education

1. 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

2. 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

3. Learning and School Education Death Learning – Spectrum Where school takes a small portion AGE 25 years SCHOOL 6 years Birth advance little Institutionalized

4. 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

5. 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)

6. Purposes of Adult Education • Cultivation of intellect • individual self-actualization • personal and social improvement • social transformation • organizational effectiveness • Nation building

7. Adult Education has been around for decades • Religious education • Agricultural Extension • Democratization of education • Community Education • Continuing Professional Education

8. 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)

9. 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?

10. What are your understanding of the following concepts? • andragogy • Continuing education • lifelong education/learning • non formal education • community education • general/university extension • in service training

11. 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

12. 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 skills • Inculcate values • Provide opportunities for study without having to leave vocation • Etc.

13. 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)

14. 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.

15. Citizen and human capitol • Upgrading socio-economic status • Contribute to behavioral change: knowledge, attitude and practice • Realization of citizens’ expectation and nation’s goals • Providing and opening opportunities through formal, non-formal and informal education

16. How do see Adult Education in relation to: • Age of instant communication • World without economic boundaries • New service society • New age of Leisure • Changing shape of work • Women in leadership • Growing underclass • Active aging of the population • New do-it-yourself boon • Triumph of individual • Discontinuity/ambivalence of values and beliefs

17. 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)

18. Upward mobility Leisure time Professional Requirements Solving ‘problems’ Elaboration/deep appreciation of hobbies Fulfilling developmental tasks Fulfilling self satisfaction Social responsibilities . . . Reasons for continuing education among adults

19. Financial Time constraint  Low Self Esteem Lack of both intrinsic and extrinsic motivation Lack of awareness Distance from resources Lack of opportunities Health factors Reasons for not pursuing continuing education

20. Learning Styles (Rogers) • Activist - directly involve in activities • Observers - wait and watch, then act • Theorists - generalize exp. then apply • Experimenters - create and apply • (learning styles vary according to type of learning - memorize, acquisition, experiment)

21. 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

22. 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

23. 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.

24. DCE5011 Course Evaluation & Assignments

25. 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

26. 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)

27. 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.

28. KOMEN SYOR KRITIK SOALAN BAGAIMANA?

29. The review questions following each sub-topic are your practice questions in preparation for the final examination (40%).

30. 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

31. 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