Adult Education in University
Adult education
Adult education is a practice in which adults engage in systematic and sustained learning
activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any
form of learning adults engage in beyond traditional schooling, encompassing basic literacy to
personal fulfillment as a lifelong learner. In particular, adult education reflects a specific
philosophy about learning and teaching based on the assumption that adults can and want to
learn, that they are able and willing to take responsibility for that learning, and that the learning
itself should respond to their needs. Driven by what one needs or wants to learn, the available
opportunities, and the manner in which one learns, adult learning is affected by demographics,
globalization and technology. The learning happens in many ways and in many contexts just as
all adults' lives differ. Adult learning can be in any of the three contexts i.e.
Formal Structured learning that typically takes place in an education or training
institution, usually with a set curriculum and carries credentials,
Non-formal- Learning that is organized by educational institutions but non credential.
Non-formal learning opportunities may be provided in the workplace and through the
activities of civil society organizations and groups
Informal education-Learning that goes on all the time, resulting from daily life activities
related to work, family, community or leisure (e.g. community baking class)
Challenges and motivating factors
Adults have many responsibilities that they must balance against the demands of learning.
Because of these responsibilities, adults have barriers and challenges against participating in
learning and continuing their education. The barriers can be classified into three groups:
Institutional
Situational
Dispositiona
Some of these barriers include the lack of time balancing career and family demands, finances,
transportation. confidence, or interest, lack of information about opportunities to learn,
scheduling problems, entrance requirements and problems with child care.[20] Other obstacles that
prevent adults from pursuing further education are fear, shyness, ego, and stigma. Distance
learning can address some of the institutional barriers such as class scheduling and entrance
requirements Fear, shyness, ego, or stigma can also prevent adults from pursuing further
education.
Keeping adults motivated, instilling in them confidence, reinforcing positive self-esteem allows
for them to develop into lifelong learners Typical motivations include a requirement for
competence or licensing, an expected (or realized) promotion, job enrichment, a need to maintain
old skills or learn new ones, a need to adapt to job changes, or the need to learn in order to
comply with company directives. The best way to motivate adult learners is simply to enhance
their reasons for enrolling and decrease the barriers. Instructors must learn why their students are
enrolled (the motivators); they have to discover what is keeping them from learning. Then the
instructors must plan their motivating strategies. A successful strategy includes showing adult
learners the relationship between training and an expected promotion. they can be shown that the
course benefits them pragmatically, they will perform better, and the benefits will be longer
lasting. It is crucial for teachers to be aware of the characteristics of their learners and that they
develop lessons that address both the strengths and the needs of their individual students
Adult / Continuing Education in Indian Universities
The University Grants Commission (UGC) has played a key role in shaping the character of
University Adult Education in India since the launching of the National Adult Education
Programme in 1978. During the last two decades, the UGC has not only formulated a number of
guidelines on adult continuing education programmes, but has also provided one hundred per
cent funding support to universities to implement the programmes. Today as many as 93
universities have set up Adult Education Departments and they have implemented a variety of
programmes.
University Education in India is identified with the preparation of people for professional work.
Today it needs to be examined whether the initial training and preparation of young people for
occupations of professional level is all that universities need to do. In an ever changing society
which grows complex and mysterious at every turn of the year, professionals need guidance and
illumination almost throughout their careers
Objectives
The programmes of Continuing Education should include objectives such as, to
1.
2.
enable the universities to establish the necessary linkages with the community
enrich higher education by integrating continuing and adult education programmes and
extension work in the system
3.
provide opportunities for disseminating knowledge in all walks of life
4.
cater to the self needs of all sections of society but specially to the needs of the less
privileged and underprivileged sections
5.
provide an opportunity to the faculty and the students for field experiences through
faculty and student participation in extension research in selected areas in relation to major
problems of development in cooperation with government
This programme can be conceived in four major categories:
1.
2.
awareness and development of general interest in contemporary affairs
imparting functional literacy and numeracy, post-literacy and supplementary education
through non-formal programmes
3.
imparting and improving professional skills through special training
4.
developing curricular linkages between field work and action
The target groups belonging to the less privileged and underprivileged sections of the society
may include women, in particular women of rural and slum areas, Scheduled Castes and
Scheduled Tribes, drop-outs, unemployed and out of school youth, handicapped workers in the
unorganised sectors, workers in organised sectors, teachers and handicapped children and
university students from underprivileged rural groups and slums.
Operational Strategy
1. Programme for Scheduled Castes / Scheduled Tribes and Backward Classes
At university level they need pre-examination coaching for various competitive examinations.
The Ministry of Social Welfare is operating a number of schemes for the welfare of these
sections of society.
2. Continuing Education for Women
It is for the benefit of women to cover a wide spectrum such as home science courses, nutrition,
health and hygiene and child welfare, economic development and courses in contemporary social
cultural awareness.
3. Workers Education
In this, workers may be of two categories: (i) Illiterate and semi-literate workers, including
unskilled and semi-skilled workers like masons, carpenters, barbers, bus and taxi drivers,
transport workers, paramedical staff, class-iv employees etc. (ii) Literate workers, including
teachers of all categories, ministerial staff in offices, officers of all categories, and skilled
technicians and administrators. They need regular staff development courses to enhance their
skill and efficiency in their day to day work.
4.Continuing Education for School Dropouts and Unemployed Youth
Continuing Education for school dropouts would facilitate their entry into the national
development mainstream. The problem can be tackled by organising job oriented bridge and
remedial courses and well planned career counselling efforts.
5.Social Development Education for all Citizens
The complexity of modern urban life requires of each individual a large number of roles and
skills as parents, members of a neighbourhood, residents of a city, citizens of a nation and the
world, and above all as integral parts of the ecological system. Programmes for childrens
education, area development, environmental education, legal literacy, national integration and
global brotherhood, etc., may be organised.
Principles
The Canadian Literacy and Learning Network outlines the, 7 key principles of adult
learning. In other words, these 7 principles distinguish adult learners from children and
youth.
1. Adults cannot be made to learn. They will only learn when they are internally
motivated to do so.
2. Adults will only learn what they feel they need to learn. In other words, they are
practical.
3. Adults learn by doing. Active participation is especially important to adult learners
in comparison to children.
4. Adult learning is problem-based and these problems must be realistic. Adult
learners like finding solutions to problems.
5. Adult learning is affected by the experience each adult brings.
6. Adults learn best informally. Adults learn what they feel they need to know
whereas children learn from a curriculum.
7. Children want guidance. Adults want information that will help them improve their
situation or that of their children.
