Philosophy, Dynamics and Context: Program Planning in Practice

Abstract

Ever since Tyler (1949) published his curriculum class notes, alternative versions of his have been guiding the practice of program planning in adult education. Caffarella's (1994, 1998) interactive model for planning suggests a similar approach in establishing steps for adult educators to follow as they plan for adult learners. The components she suggests include: Becoming knowledgeable about the program content, using negotiating skills effectively, identifying program ideas, sorting and prioritizing ideas, developing program objectives, preparing for the transfer of learning, formulating evaluation plans, determining formats, schedules, and staff needs, preparing budgets and marketing plans, designing instructional plans, coordinating facilities and on-site events, communicating the value of the program. (1998, p. 28) Components or steps to follow for program planning are very helpful, perhaps even indispensable, as one develops for adult learners. However, Cervero & Wilson (1994) suggest that planning for adult learners is more than following a series of steps or implementing stages in a process. Planning, instead, is a social activity in which people negotiate with each other in answering questions about the program (p. 28). Power, or the capacity to act, intersecting with the interests of the planners and others involved in the planning process leads to negotiation as the central form of action that planners undertake in constructing programs (p. 29). When planning for adults, educators' philosophies influence how are planned and carried out. Whether recognized and articulated or tacit and unexamined, planners' philosophical perspectives significantly impact many of the decisions in the everyday practice of planning programs. Thus, various influences guide the everyday practice of planning for adult learners. By case example, this article illustrates how various program planning models and individual philosophies interact in the planning and implementation of an actual adult education program. Not long ago, we were among a group of four engaged in the planning of a retreat for women professors at the Highlander Research and Educational Center in Tennessee. As we planned and ultimately implemented this program, we realized that our planning was influenced by various program planning models, but also largely by our personal educational philosophies and negotiations among ourselves and our participants. Dynamics of Real Life Planning: Before the Program Our planning actually began two years earlier -- at the first retreat for women professors in 1996, when four of us volunteered to plan the second retreat. Initial planning began by polling the other participants regarding their preferences for the timing and location of the next retreat. Although the group consensus was for a yearly retreat, conflicts, including scheduling and communication problems, difficulties in securing a facility and a lack of funding resulted in a postponement of the retreat until the spring of 1998. Scheduling of a specific date was difficult, given conflicting class schedules, holiday conflicts and previously scheduled professional conferences. The location of the retreat was an easier decision. One of the planners proposed Highlander Research and Education Center as the perfect place to hold the retreat. Thus, two of the most necessary and crucial decisions for a successful educational program were made, and subsequent planning could ensue. We had the initial important details of our planning process complete and looked forward to subsequent planning of the activities and logistics of the retreat. The 1997 AAACE conference provided an excellent opportunity for the planning committee to meet. In this setting and in subsequent conference calls, e-mails, and numerous memoranda, the four of us continued our planning, mindful of not only the accomplishments of the first women's retreat but also the context of our upcoming retreat at Highlander Research and Educational Center in mid-March. …