Thus, individuals continue with Adult Education will likely have a better chance of employment in a wide variety of industries and positions compared to those who failed to utilize community efforts to educate individuals. Adult education tends to emphasis self-direction through individualism gained by empowerment through knowledge (Brookfield 1993)
Yet, current strategies in adult education are still fighting against very entrenched gender stereotype. Gender learning begins well before adulthood, with young individuals being exposed to gender stereotypes and encouraged to embody them (Farmer 2010)
New technologies are essentially increasing the range and availability of adult education to a wider range of the American public. For example, distance learning has been crucial to the influx of adult learners within the American environment (Hopey 1999)
The knowledge gained from additional education helps the individual adapt to changing technologies and therefore guarantee a higher rate of employment compared to the individual fails to upgrade his or her knowledge of the profession chosen. According to the research, "The provision of education throughout the whole of the lifespan may help the learner to satisfy a basic human need, especially in a rapidly changing world in which the individual may be posing many questions of meaning" (Jarvis 37)
Essentially, what sets adult education apart from traditional educational program is the fact that adults are already within the workforce are returning to an educational civility in order to train on some potentially lucrative element of a future position or to gain knowledge on something that would benefit them within their daily lives, like foreign nationals continuing their studies in English. A number of sources claim that the individual can be considered an adult when that "individual perceives herself or himself to be essentially responsible for her or his own life" (Merriam & Brockett 2007 p 5)
In this sense, Adult Education helps create a situation where the individual gains tools and insight and therefore increases their own functioning within the larger society. Here, the research states that "Adult Education is believed to foster empowerment by equipping people with the skills needed to obtain higher wage employment, to improve their health, to their children succeed academically, and to perform other functional tasks," (Prins & Drayton 2010 p 209)
Still, issues of various subgroups within society have begun to gather more support in the adult educational world, therefore allowing for the potential of greater individual and community empowerment. Porting to the research "Multiculturalism, gender, and sexual orientation have begun to receive increasing attention in the field of adult dictation, along with the impact of these factors on the teaching-learning context," (Sheared et al
These accommodating elements of contemporary adult education programs that are offered help make the entire process of adult education easier for those individuals trying to better their quality of life and positions within the organizations they work for. Here, the data shows that "individuals appear to meet general pressure for engaging in lifelong learning very different feelings" (Weber 113)
The stereotypes embody the gender discrimination within Western societies. In the past, "men tended to have more years of education than women and to be from higher income households" (Winkley et al
Through these qualities, the teacher creates an ever-increasing desire for the learners to be actively involved in the learning process. Based on these qualities, teachers in this profession should have necessary skills for personalizing the planning process in consideration of the learner's individual needs and circumstances, set realistic and aspirational goals, use technology effectively, and stimulate and act upon the feedback of learners (Fazaeli, 2010)
Secondly, as business systems change, adults need to be able to meet those challenges. Last, since there is such a great overlap between HRD and AE, it is in the "best interests of the student and the educational institution but also of the business community to eliminate redundant programs" (Grubb, 1998)
Last, since there is such a great overlap between HRD and AE, it is in the "best interests of the student and the educational institution but also of the business community to eliminate redundant programs" (Grubb, 1998). Control of Learning Phases According to Knowles, adult learners must be involved in the process of discovering their own learning needs as well as in charting his or her own course for learning (Unger, 1977)
Learning is a cognitive strategy, whereas learning how to learn is metacognitive. According to the cognitive approach, learning involves interaction and experience, and learning is scaffolded upon previously learned information (Wirth & Perkins, 2008)
Conner (2004) defines pedagogy as "the art and science of educating children" and claims that "pedagogy embodies teacher-focused education." Andragogy, however, is defined as "the art and science of helping adults learn" (Knowles, 2005)
Since Knowles' first edition, this term has become a definition for an alternative to pedagogy. Andragogy involves cognitive-based learning, or constructivism, where the learner must become an active rather than a passive participant in the learning process (Wirth & Perkins, 2008)
Adult Education Lesson Bruner and Adult Learning The theories of Jerome Bruner best fit my position as an adult learner. Bruner believes that learning falls into three categories: the acquisition of new information, making the new information transfer from one area to another, such as from the classroom to the assessment or from the assessment to the workplace, and the evaluation of whether or not the information the person has acquired is adequate for the purpose for which it is intended (Knowles, 2005)
The skill to deal with human relations is one of the skills that must be learned. It can be learned at home, at school, at the church, while working and anywhere where there is a small group of people interacting with each other (Brew, 1946)
This implies that the concept of 'self' changes for a person when he matures. From being a dependent personality, he now becomes a person who can direct himself towards the good and bad (Brockett and Hiemstra, 1991)
Australia has been one of the first few countries that have realized how important it is to have a separate model of education for the adult learners and that is why Training and Further Education has taken many initiatives to train the teachers in the sector of adult education (ANTA, 1999). A case study of TAFE Australia Anne has been a teacher at the pre-vocational ICT as well as business-related areas in TAFE for the past 15 years (Haycock, 2007)
Likewise, his orientation also moves from the one that was subject-centered to the one that is problem centered. It has also been seen that when a person matures, his internal motivation to learn also increases (Knowles, 1984)