Adult Education Chapter 1 Summary

In fact, there are still some countries struggling to offer education because they are still in development. Countries in Africa, such as Sudan, are primary victims. According to a research paper, “education is one of the main priorities for the people of South Sudan. As recent studies show, many communities in South Sudan view education as the most important peace dividend.” (Barnaba). After the analysis of school enrollment and completion rates in Sudan, results were rather low. Sudan, a third world country, currently is going through the state of being the most illiterate country in the world. It has placed education as its top priority and may will be finding ways to encourage families to send students.This ultimately has been caused through the poverty of the parents and thus requiring help in supporting the health of the family making education a second priority. Due to that reason, the country is still developing. A huge gap separates the developed countries from the developing countries solely based on the education systems. The paper states, “there is also concern raised on lack of attention to education quality and its failure to reach the marginalized as contributing to the learning crisis”(“Fix the Gaps in Our Education System [column]”). There is a weak management of schooling in many third world countries, which is a primary reason to why they have not developed yet. This is the reason for the gap and

The process of southernization is one that had immense impacts for the entire world, including rapid developments in trade, knowledge, agriculture, technology, and culture within a couple millennium. It primarily took place in the Eastern Hemisphere, more specifically in India, the Middle East, and Asia; beginning in Southern Asia. Southernization was prominent in the south due to the suitable climates for many crops; it created a prosperous south that was constantly in contact and development, becoming more advanced and prominent in society.

"The resource of highest value in adult education is the learner's experience. Therefore all genuine education will keep doing and thinking together"¦experience is the adult earner's living textbook," so said Edward Linderman in his work The Meaning of Adult Education. For generations, education has tended to shy away from experience-based learning in favor of more structured models. However, utilizing experience within the process of education is still a powerful tool for instructors of students of all ages. Adult education students can benefit the most, as they already have a wealth of experiences and resources to bank on in their quest to adopt new learning into what they already knew and experienced. Therefore, it is true that within the context of the adult learner, experience is one of the most crucial learning resources.

Looking at learning theories through two different views was interesting. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, it was the basic guidelines and idea of adult learning theories. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, the article was written from the view of an adult student and covered what some of the first article had addressed. Author discussed about how some adult learners make their own learning theories. Also, saw some of the pressures that adult students can be faced with and they were addressed in the article. It was about how some adult learners make their own learning theories some of the pressures

Knowles posits that adult learners are self directed and autonomous. They are goal oriented, practical and must see and understand the relevance of any training. Adults bring an abundance of experience and knowledge, experiential learning, with them. Most importantly, “…adults need to be shown respect.” (Lieb)

"Education is life--not a mere preparation for an unknown kind of future living…The whole of life is learning; therefore, education can have no ending. This new venture is called adult education--not because it is confined to adults but because adulthood, maturity defines its limits." (Lindeman, E.1926p.6)

As such concepts as lifelong learning and the knowledge society gain prominence, education and training become key vehicles for preparing people to be adaptable to economic changes in society. As Habermas (1972) indicated, adult education is a moral and political endeavor as much as it is a technical practice. Thus, it is affected by its role in maintaining or challenging the social order.

Within the last 60 years, Third World development has been a global priority, at the top of virtually every Western agenda. And with the rise of the global population and poverty levels continuing to rise along with it, it is very easy to see why human development is becoming such a topic of focus and discussion among members of the academia. But one question that everyone wants the answer too is, how does Third World development fit into Globalization? Despite apparent compatibility, when closely examined it is clear to see that Globalization actually contradicts Third World development due to the conflict of agendas. Both Globalization and Development hold views concerning market reform, social structure and regulation, which are

Education is the destined formation in obtaining the development of the intellectual capacities of individuals. It can be defined as the process of socialization of individuals. Education is one of the most powerful resources to reduce inequality and poverty, it is a natural process associated with growth. On having been educated, a person assimilates and gains knowledge. Education also implies a cultural and behavioral raising awareness, where the new generations acquire the manners of being or the ways of life of previous generations. Malcolm Forbes once said, "The purpose of education is to replace an empty mind with an open one”. It is the common objective of educational systems in different countries to cultivate its citizens to become productive individuals of a society. Sharing the same purpose of providing the fullest conceivable development of every individual for living productively, creatively and ethically in a community. Their methods may be varied, the United States of America and many other countries, such as the Democratic Republic of the Congo, Bolivarian Republic of Venezuela, and the Republic of the Philippines.

This paper provides a review of a qualitative study published in the Journal of Adult Education authored by Rae Casey, Assistant Professor of Organizational Leadership at George Fox University, Newberg, OR, and Michael Kroth, Associate Professor of Leadership and Counseling at the University of Idaho, Boise. The article focuses on the lived experiences of eight educators who teach online classes and how they develop presence in those classes.

ADULT LEARNING THEORY 2 Adult Learning Theory Malcolm Knowles Malcolm Knowles (1913-1997) was a key figure in America’s adult education in the second half of the twentieth century (Smith, 2002). Early Life “Born in 1913 and initially raised in Montana,” Knowles seems to have had “a reasonably happy childhood. His father was a veterinarian and from around the age of four Knowles often accompanied him on his visits to farms and ranches” (Smith, 2002, para. 2). His mother also played a critical role in his character building. During his campaign for the scouting prize, he developed a technique that would help him compete successfully (Smith, 2002), which he always thanked his mother for. In 1930, He entered Harvard University with

Adult Basic Education programs exist in the United States to provide “second chance” educational services to adults 18 and older who test below a twelve grade level in reading, language, or math. This is made possible through the Workforce Innovation and Opportunity Act (WIOA), which was signed into law by President Obama on July 22, 2014, revising and reauthorizing the Workforce Reinvestment Act (WIA) of 1998 (H.R. 803, 2014). Title II of the WIA established the current accountability standards for adult education programs in the United States that include state-level development of student outcome-based performance standards to determine program effectiveness. Outcome measures include adult student educational functioning level gains in reading, math, and language literacy; student gains in the skills and knowledge areas needed to become employable; an increase in adult student parental involvement, and completion of high school equivalency diplomas. These outcomes reflect the goals of the WIA adult education program, which are to improve English literacy and language skills needed for self-sufficiency, to assist in completion of high school, and to place adults into postsecondary and employment training programs (Condelli, Castillo, Seburn, & Deveaux, 2002). WIOA expands and encourages better coordination between the primary federal programs that support workforce development, employment services, adult education, and vocational rehabilitation services, and establishes

This book of Adult Education in Changing Times by Marion Bowl explores the wider international portrait of adult education which is the findings of the research was relied fundamentally in two countries - England and Aotearoa New Zealand. It conveys how the structure of adult education has been impacted by local contexts and beliefs as well as global trends of neoliberalism. The book encapsulates the changing of the philosophies, policies and career within the domain of adult education over the past 40 years in England as well as in New Zealand. The new economic policies or neoliberalism discourses have been impacted on adult educators whether in their principles, work, or either career expectations. It also explores how this implication on adult education and lifelong learning can be used to inform the practice of adult education and training as well as to figure out its policy in the future. The changes in viewpoint, strategy and practice raised the new realities of adult education practice in the current economic and political environment. The research-based account that has been conducted through this book proves that the funding and policy pressures have created insecure climate which is hugely affecting the perspective of the adult educator on how their belief and future expectation career. Thus, the book informs how adult educator as an agent of social change could be able survive and firm on their principle and beliefs within an age where

Lifelong learning is becoming necessary in many countries and it is more than just education and training beyond formal schooling. This book indicated that a lifelong learning framework encompasses learning throughout the lifecycle, form early childhood to retirement, and in different learning environments, formal, nonformal, and informal. This report represents the World Bank’s first attempt to lay out an analytical framework for understanding the challenges of developing a lifelong learning system. This book, which is as well as a report presenting lifelong learning in the global knowledge economy: challenges for developing countries, explores the challenges to education and training system that the knowledge economy presents. It outlines policy options for addressing these challenges and developing viable systems of lifelong learning in developing countries and countries with transition economies. This book addresses 4 questions: 1, what does a national education and training system, including its formal and nonformal components, need to do to support knowledge-based economic growth? 2, how can developing countries and countries with transition economies promote lifelong learning, and what challenges do they face in doing so? 3, given limited resources, what type of governance framework promotes lifelong learning for people in general and disadvantaged groups in

Because they use traditional pedagogical approaches for which many adults have little tolerance, adult basic and literacy education programs have experienced difficulty attracting and retaining participants. Furthermore, many low-skilled adults see no connection between this traditional approach and their primary goal of getting a