Learning Opportunities For Adults Research Articles

A National Education Service for Adults Too

This article highlights the current collapse of adult learning opportunities and the key importance of adult learning to a new public education in a fast-changing world, and makes practical proposals for Labour's National Education Service.

Learning in Museums and Art Galleries in Nigeria: Exploring Arts-Based Adult Learning through Collections

The importance of arts-based adult education in today’s culturally diverse world cannot be overemphasized. Arts-based adult learning provides some of the important cultural contexts for informal learning. Other forms of adult learning—formal and nonformal—have also been immensely enriched by this form of adult education. Museums and art galleries are at the heart of arts-based learning. Whereas learning in the museum has gained attention in western climes, adult education researchers in Nigeria are yet to focus attention on this area of research. The aim of this study was to explore how collections in art galleries and museums provide important opportunities for adult learning in Nigeria. The specific objectives were to explore what adults learn when they interact with collections while visiting museums and art galleries and to highlight how they learn from these collections. Qualitative data were collected from five participants comprising visitors and curators in Natural History Museum, Obafemi Awolowo University, Ile-Ife, Nigeria, and the National Gallery of Arts, Osogbo, Nigeria, through interviews. The data were analyzed using content analysis.

Adult education and development

The Incheon Declaration 2015- “Towards 2030: a new vision for education,” recognizes the important role of education as the main driver of development, and therefore commits to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all(p. i).” The declaration further commits to “ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy levels and acquire life skills and that they are provided with adult learning and training opportunities (p. 7).”” This commitment is a clear recognition of the role of adult education in development. Sadly, although adult education and lifelong learning are key for achieving social change and reducing poverty levels, the sector receives minimal attention in development matters in many African countries. According to UNESCO the adult education sub-sector of state education systems remains relatively underfunded and marginal despite the improved living conditions in many African countries since the 1990s. Few countries have specific, ratified national adult education policies while in some others adult education is seen as a human right but only practically enforceable subject to availability of resources. This paper outlines evidence of positive changes accrued from literacy and skills training project in one region in Somaliland. In addition to literacy and numeracy, the participants in the project were trained in tailoring or cookery as well as on health, nutrition, hygiene and entrepreneurship. More so, the project offered micro-credit to those wishing to start small businesses. Major developmental changes including employment, healthier families, businesses and better civic participation were realized by the individual participants, their families and the community. From this evidence the paper argues that it is important for countries in Africa to seriously harness the adult education sub-sector for development as one way of translating the Incheon commitment to tangible achievements

An Age-Friendly University (AFU) assists with technology learning and social engagement among older adults and individuals with developmental disabilities

ABSTRACT As an Age-Friendly University (AFU), University of Akron is striving to support lifelong learning. A collaborative research effort developed between aging researchers at the university and a government-sponsored pilot program aimed to provide learning opportunities for older adults (OA) and engagement for individuals with developmental disabilities (IDD). The present study assessed the success of a pilot program to increase comfort with technology and community engagement. OA and IDD participants met twice a month for 9 months to discuss how to use technology (e.g., an IPad). We assessed satisfaction, perceived changes in comfort with technology, perceived changes in connection with others, and motivations for participating with questionnaires and a structured interview. On average, participants reported very high satisfaction with the group, and moderate increases in comfort with technology and how connected they feel to others as a result of participating in the group. The most common motivations for participation were related to values, strengthening social ties, seeking to learn, and bringing joy to others. These findings suggest that the pilot was successful at improving community engagement. The involvement of the university in the assessment of this pilot program situates the university as an age-friendly partner for community efforts to support lifelong learning.

Webtoons to promote critical thinking in neo-liberal South Korea: A thematic analysis of Awl social justice themes

Abstract This article explores the use of South Korean webtoons, Songkot (meaning Awl), for informal adult learning through visual narratives and audience comments in the social, historic and academic context. Drawing on Newman’s critical thinking and Giroux’s critical public pedagogy, the study explicates how the Awl creates a discursive space for an unpublicized theme, unionization, through its narrative structures and audience discussion. The findings imply that Awl’s major themes – critical thinking, empathy and social action – create informal adult learning opportunities for the public by increasing their conscious awareness of institutionalized oppressions. Awl also has the potential to promote critical thinking about commonly unvoiced issues of social justice in neo-liberal South Korea.

ADULT LEARNING - THEORIES METHODS AND TECHNIQUES

Learning opportunities for adults exist in a variety of settings ranging from a formal institution to a place of employment. It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong learners, Merriam, 1999, (Conlan, Grabwoski, Smith). Considerations for adult development and learning include biological and psychological development including deterioration and disease processes that may occur and sociocultural and integrative perspectives on development (Merriam, 1999 in Conlan, Grabowski, Smith). While the most common reason for adults to place themselves in a learning environment is a life-changing event, once in that environment there are many factors that affect the learning experience. The most significant is referred to here as the briefcase brought with them. Briefcase may include (Conlan, Grabowski, Smith): Life experience (including life altering events that affect cognitive abilities); Work experience (including development of thinking patterns based on this experience); Positive/negative previous adult learning experiences; Performance affectors, including cognitive abilities; Time between learning interactions; Aging factor. In developing countries, these factors may not be considered when planning adult education programs, and with high rate of illiteracy in those countries, it is very significant to have sufficient knowledge about philosophies and theories of adult education, the psychology of adult learner and to have the necessary tools to plan successful adult education programs. Therefore, this paper discusses the following issues: andragogy, adult learning programs, adult learning theories, kinds of learning and settings for learning. The paper concludes with recommendations for practitioners, adult teachers and adult program planers when dealing with adults and conducting adult education programs. Article visualizations:

ADULT LEARNING THEORIES AND THEIR INFLUENCE ON ADULT’S PHYSICAL LIFE

Learning opportunities for adults exist in a variety of settings ranging from a formal institution to a place of employment. It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong learners, Merriam, 1999 in Conlan, Grabwoski, Smith. Considerations for adult development and learning include biological, physical and psychological development including deterioration and disease processes that may occur and sociocultural and integrative perspectives on development (Merriam, 1999 in Conlan, Grabowski, Smith). While the most common reason for adults to place themselves in a learning environment is a life-changing event, once in that environment there are many factors that affect the learning experience. The most significant is referred to here as the briefcase brought with them. Briefcase may include (Conlan, Grabowski, Smith): Life experience (including life altering events that affect cognitive abilities); Work experience (including development of thinking patterns based on this experience); Positive/negative previous adult learning experiences; Performance effectors, including cognitive and physical abilities; Time between learning interactions; Aging factor. In developing countries these factors may not be considered when planning adult physical and sport education programs, and with ignoring the importance of physical activities in those countries, it is very significant to have sufficient knowledge about philosophies and theories of adult education, the psychology and the physical statues of adult learner and to have the necessary tools to plan successful adult education programs. Therefore, this paper discusses the following issues: andragogy, kinds of learning and settings for learning. The paper concluded with recommendations for practitioners, adult teachers and adult program planers Article visualizations:

Looking race in the face

Schools that achieve strong results for black students address racial dynamics directly, empower students to bring their whole selves to school, and teach in ways that leverage students’ experiences and cultures. These schools do four things to ensure success with their black students: They direct attention, strategies, and resources to black student achievement; they provide opportunities for adult learning about race, culture, class, and power; they foster strong relationships between educators and black students; and they create classroom environments that emphasize excellence and empower students to exercise agency over their own learning.

Immunization review meetings: "Low Hanging Fruit" for capacity building and data quality improvement?

IntroductionAlthough systematic program review meetings are common practice in many health and immunization programs, there is little documentation on their implementation and role. Adult education principles espouse opportunities for peer exchange to build capacity and cross-learning, for which review meetings have been a forum utilized in immunization programs for many years. This study describes the process and use of review meetings to build immunization technical capacity in four African countries since 2011.MethodsA longitudinal case study providing retrospective descriptive analysis and qualitative data collected on immunization program implementation and review meetings conducted within the years of 2011-2016 with district and facility health staff and technical partners from Ethiopia, Kenya, Tanzania and Uganda.ResultsBased on summarized findings and analyses from over 200 review meetings conducted in the four countries within the time period of 2011-2016, these meetings have been shown to be effective tools for improving immunization program performance and the capacity of health staff.ConclusionReview meetings (ideally conducted quarterly) provide health workers with beneficial and low cost opportunities for adult learning, including building skills in data analysis and review, which can be sustained at district and health facility levels. In combination with other performance improvement approaches implemented and supported in countries (such as supportive supervision, training, and on-the-job learning and assessment), review meetings can also contribute to achievement of immunization and health outcomes.

Learning to feel well at Jamtli Museum: A case study

Approximately one-fourth of the population of Sweden will suffer from mental health problems at some point in their lives. This article shares a case study of collaboration between Jamtli Museum and a local hospital (K2) that aimed to provide adult learning opportunities for people with diverse mental health issues. Findings show some differences between how women and men experienced the visits, as well as a marked increase in participants’ confidence, social skills and senses of well-being. New knowledge gained on historical agriculture, as well as skills through working experientially with animals, changed how participants viewed their own capabilities and competencies. As a result, cultural heritage organisations such as Jamtli need to be seen as important pedagogical sites that contribute in multiple ways to human well-being.

Non-formal education for urban refugees in Kampala

For displaced populations, the provision of education, including primary, secondary, and various adult skills training and learning opportunities, are widely recognized in development literature as...

From Heroic Victims to Competent Comrades

This research synthesis analyzed qualitative depictions of adult literacy learners and identified five ways in which they are typically characterized: the Heroic Victim, the Needy (Problem) Child, the Broken (but Repairable) Cog, the Pawn of Destiny, and the Capable Comrade. These types do not capture the diversity or complexity of all adult literacy learners, and we do not argue that they are comprehensive. Rather they are representative of the ways in which adult literacy learners are portrayed in the research literature. We argue that each type, like characters in a narrative, drive the “action” in research, policy, and practice arena. The ways in which they populate research may have very real consequences for how adult literacy learning opportunities are provided and the outcomes that can be expected.

A distinctive theory of teaching and learning for older learners: why and why not?

In the wake of the world’s fast-growing ageing populations and the increasing recognition of the benefits of later life learning towards successful ageing, opportunities for elders and senior persons to engage in learning have proliferated, resulting in an array of programmes and activities being planned and organized by governments, universities, schools, non-government organizations and even hospices in many parts of the world, particularly in developed regions and economies where the opportunities and challenges brought forth by an ageing populace are more pronounced. Amidst the rising importance of elder learning and the increasing provision of learning opportunities for older adults, attention is drawn to the differences in the teaching and learning of this particular group of learners, who are experiencing significant social and psychological transitions in addition to personal changes in senior adulthood. Yet, does the mere fact that they are different from other learners, such as children and younger adults, merit a distinctive theory of teaching and learning for this unique group of older learners? The aim of this paper is to present arguments for and against such a proposition on the grounds of pedagogical principles, needs and motivations as well as difficulties and barriers, pertinent to the learning and teaching of older learners as they advance into a later stage of the lifecycle. Also, suggestions are offered regarding the approach, methods and strategies to be used for the facilitation of learning and the planning and organization of learning opportunities, be they formal, non-formal, or informal, which are appropriate for older learners.

Low-income low-qualified employees’ access to workplace learning

Purpose – The purpose of this paper was to investigate the embedded process that enables or constrains low-income low-qualified employees’ access to workplace learning in small organizations. Design/methodology/approach – Informed by the sociomaterial approach and cultural historical activity theory, this study adopted a qualitative cross-case study method. Data were collected from three small business owners in Central Texas, USA. Data included interviews and organizational artifacts and were analyzed using a constant comparative and inductive thematic data analysis. Findings – This study extends existing literature for low-income low-qualified employees by elucidating business owners’ motivations to develop supportive employment relationships. Despite incongruent value systems, subordinates were provided equal access to workplace learning based on organizations’ needs and business owners’ value systems. Research limitations/implications – The organizations’ small size and business owners’ position as the sole decision maker potentially create a different embedded context from supervisors who are subordinates in larger organizations. Further, findings from this qualitative study cannot be generalized without caution. Practical implications – The findings from this study suggest that workforce professionals should consider the advantages of small organizations for low-qualified clients seeking employment and adult education opportunities. More research is needed to generalize findings that delineate work situations where low-qualified employees can gain equal access to workplace learning and gain access to adult learning opportunities that lead to job mobility. Originality/value – This study identified an organizational context where business owners support workplace learning for low-income low-qualified employees with incongruent value systems.

The eight imperatives of effective adult learning

Purpose – Advances the view that those responsible for leading adult learning and performance improvement needs to take into account how adults truly learn. Design/methodology/approach – Lays out eight imperatives – based on the authors' research and experience with adult learners – which must be taken into consideration when designing, implementing and assessing adult-learning experiences in the modern workplace. Findings – Lists these imperatives as: relevance, importance and utility are paramount; hubris and ego can roadblock learning; the credibility of the information source is important; never underestimate the importance of clear learning objectives; adults learn by engagement and doing; accountability for learning is critical; adult learners need coaching and feedback; and plan to stave off learning distractions. Practical implications – Aims to get trainers to think through the specific things that can help to increase and accelerate learning across the spectrum of adult-learning opportunities in the modern workplace. Originality/value – Claims that, when leaders incorporate these imperatives in their learning initiatives, learning is more productive and the likelihood of a good return-on-investment rises. When these imperatives are ignored or not taken seriously, time, talent and treasure are wasted and leaders risk damaging their own credibility.

Exploring the links between adult education and human resource development: Learning, risk‐taking, and democratic discourse

Learning is indeed an integral component of adapting successfully to an ever‐changing world, one full of intriguing possibilities and insidious barriers. Democratic societies establish educative systems where learning and development is promoted to advance a citizenry of skillful problem solvers, knowledgeable decision makers, incisive risk takers, and proactive participants in the democratic process. Learning and its unequivocal support are thus vital for an evolving democratic society where its citizens are mindful of and committed to the social good. The fields of adult education (AE) and human resource development (HRD) play particularly significant roles in providing quality learning and development opportunities for adults, yet both are underrated in terms of their contributions to society as a whole. In this paper, I exploreAEandHRDas closely related, but underestimated parts of a greater educative system. Both fields’ perceived marginal role as educative system participants may be a function of unnecessarily fractious debates among scholars and practitioners in their respective fields. Unfortunately, differences and not similarities are promoted too often at the expense of useful cooperation and one unified voice.

The Challenges of Cognitive Aging: Integrating Approaches from Science to Intergenerational Relationships1

The individual and social challenges created by population aging and especially the growing number of people labeled with dementia demand new innovative and comprehensive approaches. A broader integrative biology needs to replace reductionist, overly simplistic biomedical solutions that dominate today's scientific discourse, particularly with regards to cognitive aging. Alzheimer's disease is a heterogeneous syndrome characterized more fully at a system rather than molecular level. Coordinated scientific and community responses are needed including new attention to intergenerational relationships, innovative learning organizations, and empowering health practices. The Intergenerational School is a successful public charter school which provides learning opportunities for elementary school children and adults of various ages, including those with dementia. InterWell is a planned primary care and public health practice to be associated with the school. Both represent innovations that balance the sciences and the humanities in address growing social challenges associated with changes in population demographics and climate.

Comparing Adult Learning Systems: an emerging political economy

Adult learning systems have come to be dominated by the view that the essential role of adult learning is to generate the high levels of skills deemed necessary for competitiveness and growth in the globalised economy. This ‘education gospel’ is underpinned by human capital theory (HCT) and its contemporary conceptualisation in terms of the knowledge‐based economy. Nevertheless, it remains the case that there are significant differences in the strategies of national governments towards adult learning and in patterns of engagement with the learning opportunities that are made available.This paper sets out to explore how this diversity in national systems of adult learning might be addressed analytically. Adult learning is embedded in characteristic regimes of economic and social institutions, which can be understood in terms of a systematic international political economy. In particular, adult learning systems are explored by reference to the models of capitalist organisation elaborated in the neo‐institutionalist analysis of ‘varieties of capitalism’ (Hall and Soskice, 2001): the liberal market economy and the co‐ordinated market economy. A major alternative is provided by Esping‐Anderson's (1990; 1999) analysis of ‘welfare state regimes’. Moreover, Rubenson and Desjardins (2009) have used this theoretical framework as a means of analysing systematic variations between national adult learning systems.These analyses raise questions about the use of national states as the key unit of analysis. Significant divergences in institutional arrangements and access to opportunities for adult learning (by social group or locality, for example) may be obscured by this method of comparative analysis. Moreover, consideration of the micro‐theoretical foundations of these approaches highlights the difficulties in moving beyond the economistic ‘rationality’ of HCT. The issue here is the extent to which norms of behaviour in relation to engaging in adult learning can be appropriately understood in terms of a relatively homogeneous, national social system, rather than in terms of a much more socially differentiated repertoire of norm‐based orientations.

The development and recovery of social capital through community-based adult learning

This paper explores the connection between participation in community-based adult learning (CBAL) and the development of social capital. It is based on a life-history study of participation in community-based adult learning opportunities undertaken in two local authority areas in Scotland. A life-history approach was chosen in order to ensure that the learners' perspectives were at the heart of the research while taking account of the context in which learning took place. Two semi-structured life history interviews were carried out with each of 10 learners and data were analysed in three stages, which led to the identification of cross-cutting themes. The paper explores the learners' experiences of participating in CBAL as described by them. It confirms for CBAL what has been established previously for other types of adult learning, namely that participation can support the development of social capital for some learners. Furthermore, it is argued that other learners were able to recover decreased or lost social capital through their participation. The paper contributes to an understanding of community-based adult learning as part of the continuum of lifelong learning opportunities, as it illustrates the potential of CBAL not only to support the development of social capital, but also to help learners recover capital that might have decreased through their life circumstances.

Learning from the grassroots: Exploring democratic adult learning opportunities connected to grassroots organizations

AbstractThis chapter explores the challenges facing grassroots organizations and considers the opportunities they offer for adult learning connected to citizenship.