Adult education programme is usually offered as a way for adults to obtain a high school equivalency diploma or to gain further knowledge of the chosen profession. Training centers and colleges have a wide range of options both on-campus and online.
Adult education programs are usually continuing education programs offered to those over the standard high school or college age. Most often, an adult who wants to get a GED, specializes in a specific technical or business skill to advance their career, returns or starts a degree program, or simply attends a course of study in which they are interested.
Types of Adult Education Programme
The types of adult education can be classified as follows:
1. Vocational, technical and professional competence education. This education may be aimed at preparing the adult for his first job or a new job, or at keeping him up to date with the latest developments in his profession or occupation.
2. Health, welfare and family life education. This education includes a variety of education in health, family relations, consumer purchases, family planning, hygiene, child care, etc.
3. Education of civic, political and community competencies. This education includes a variety of education related to government, community development, public and international affairs, voting, and political participation, among others.
4. Education ” self-actualization. This education includes a variety of general education courses: education in music, art, dance, drama, literature, arts and crafts, both short-term and long-term. The main purpose of these courses is to learn for the sake of learning, and not to achieve the goals contained in other categories.
5. Remedial education: Basic education and literacy education. This education is clearly a prerequisite for any other type of adult education programme, and therefore, as a category, is slightly different from other types of adult education.
Adult education programs that provide basic math, English, reading, and job skills training for students who want to enter the labor market or advance their careers. Adult education courses are usually free of charge and are offered through secondary schools and state-run training centers.
These programs typically offer programs that help students earn a high school equivalency diploma. The course covers the following subjects：
* English as a second language
* English Literacy
Most adult education schools also offer entry-level training in specialties such as office management, healthcare, and computer operations. Other classes include personal enrichment classes focused on topics such as music, art, cooking, and parenting.
College and University Programs
Colleges and universities also offer adult education programs through their continuing education departments. While some 2-year schools offer high school equivalency and job skills training, adult education in these settings is usually designed for applicants who hold a high school diploma and want to advance their career.
In some cases, teaching can be applied to undergraduate and graduate degrees or certificates in the following areas:
* Construction Management
The Higher Education or Adult Education programme also offers non-credit courses in a variety of subjects, from French and leadership development to fire management and nutrition.
Distance Learning Programs
Colleges and universities typically offer adult education courses and degree programs through distance learning, although there are fewer course options available than on-campus formats. Although there are fewer options, the programs available offer a wide range of potential categories, such as:
Forms of Adult Education
Driven by what people need or want to learn, the opportunities available, and the way they learn, adult learning is influenced by demographics, globalization, and technology. Learning happens in many ways and in many situations, just as all adult lives are different. Adult learning can be in any of three situations, namely:
* Formal structured learning is usually carried out in an educational or training institution, usually with a set of courses and a certificate;
* Informal-study organized by an educational institution but not a certificate. Informal learning opportunities can be provided in the workplace and through the activities of civil society organizations and groups
* Non-formal education-ongoing learning from daily life activities related to work, family, community, or leisure (such as community baking classes). The purpose of college or university forms of adult education is different. In these institutions, goals are often related to personal growth and development as well as career and career preparation.
Another goal may be to not only maintain democratic societies, but also to challenge and improve their social structures.
Objectives of the Life long Education
The main purpose of adult education is to provide a second chance for those who are socially poor or otherwise deprived of access to education in order to achieve social justice and equal access to education. Thus, adult education programme is often a social policy of the government.
Continuing education can help adults stay certified, meet job requirements, and keep abreast of new developments in their field. In addition, the purpose of adult education can be professional, social, recreational or self-development.
One of its goals may be to help adult learners meet their personal needs and achieve their career goals. With the development of the economy and the progress of society, the requirements for human quality have also increased. In the 1960s, the proposition of “lifelong education” was put forward, which led to a change in the concept of contemporary education.
Thus, its ultimate goal may be to achieve human development. The goal may also be to meet the needs of the institution. This may include, for example, improving the efficiency and productivity of their operations. A larger goal of adult education may be to achieve social growth by enabling its citizens to keep up with social change and maintain good social order.
Challenges in obtaining an Adult Education Certification
Adults have many responsibilities and they must balance the demands of learning. As a result of these responsibilities, there are obstacles and challenges for adults to participate in learning and continuing education. Barriers can be divided into three groups, including institutional, situational, and disposition.
Some situational barriers include a lack of time to balance career and family needs, higher education costs, and transportation costs. Obstacles to disposal include lack of confidence, embarrassment, and fear of failure. Institutional barriers include the challenges that colleges offer in terms of admission, admission requirements, and financial aid requirements for educational facilities. Distance and / or online learning can address some of the problems of adult education that lead to these barriers.
Understanding what motivates adult learners and what their barriers are can help recruit more adult learners. When adult learners are well aware of the benefits of their continuing education, such as getting a promotion or a better job offer, they are more likely to be motivated to participate. When teachers are aware of the characteristics of their students, they can develop courses that meet both the strengths and needs of each student.
Adults with motivation, confidence, and positive self-esteem are more likely to develop into lifelong learners. In fast-growing developing countries, adults are far less qualified than young people and may no longer meet the requirements of advanced economies. This means that there is a high potential demand for adult education and training. This need needs to be met through flexible learning models suitable for adults, recognition of pathways to informal learning, and the support that adults with limited formal education need to succeed in further learning.
Factors that prevent participation in Adult education
Deterrence is a feature that explains why adults respond in a negative way to participation in education and learning. The deterrence faced by adults is multifaceted, including both external and internal factors. Cost and time have been the most frequently reported deterrents.
The cost includes tuition for the course as well as additional study expenses such as clothes, food, transportation and other school necessities textbooks and stationery. It is well known that less educated, less skilled and unemployed adults are less likely to participate in education/learning. For the unemployed, it is clear that costs hinder their participation in education. And those who lack education and skills must pay low wages. In this way, cost may be the most influential deterrent. Even employed adults don’t seem to want to put money into the course, but they can attend if their employer supports them financially.
With regard to time barriers, the majority of adults who participated in the above study reported that they were unable to participate in educational activities due to lack of time. Adults tend to say that they are busy with their daily lives. In addition to the cost and time deterrents, family and work commitments are the other most common deterrents. Adults feel that they do not have time to study because they are busy at work and at home. Therefore, time barriers should be considered in the light of family and work commitments.
Benefits of enrolling in the Programme
Adult education can have many benefits, ranging from better health and personal well-being to greater social inclusion. It can also support the functioning of democratic institutions and provide more opportunities for finding new or better employment. Adult education has been shown to have a positive impact on the economy.
Adult education provides opportunities for personal growth, goal achievement, and socialization. Chris McAllister’s study of semi-structured interviews with older adult learners shows the motivation to communicate with people and get out of the house to stay mentally active.
The researchers documented the social aspects of older adult education. Friendships are described as an important aspect of adult learning, and the classroom is seen as an important part of their social network.
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