Adult Basic EducationTim VINCENT
Adult Basic Education which is known by its acronym form ABE in most educational circles is focused on getting adult students a GED and preparing them for higher education while also aiding them in particular aspects of adult life such as, financial planning, family relations, and work placement. The area of adult basic education which will be focused on in this paper is the English language learner aspect of ABE, or ELL aspect of ABE.
First we will cover the basic aspects of ABE here in Minnesota. According to ("Minnesota department of," 2012), each year over 500 delivery cites serve approximately 75,000 students and are assisted by more than 3,000 trained volunteers. Even though the majority of ABE students are above the age of 18, the minimum age requirement is 16 years of age and must not be enrolled in public k-12 or private school. The goals of ABE ELL are to attain employment and or better their current employment, achieve high school equivalency (G.E.D or H.S. Diploma), attain skills necessary to enter post secondary education and training, exit public welfare and become self sufficient, learn to speak and write in English, master basic education skills to help their children succeed in school, become a U.S. Citizen and participate in Democratic Society, and of course to gain self-esteem personal confidence and sense of personal and civic responsibility. Many ABE ELL programs such as the Union Gospel Mission work mainly teaching students only English not specifically with the goal of helping students to attain a GED, their goal is simply to teach the students English.
The basic ABE classroom is offered morning, afternoons, evenings and weekends although many classes prefer to set their times in the evenings as a large percentage of the students are working during the afternoons in minimum wage jobs they wish to upgrade to higher paying ones through ABE ELL....
...CHALLENGES FOR ADULT STUDENTS IN FOSTERING EDUCATION
Higher education continues to change, particularly in terms of the student body. In the past, colleges and universities were often populated by recent high school graduates who were training for their first jobs. Today, the higher education institution includes people in just about every phase of life. No longer are people expected to stay in the same vocational field, and schools are increasingly gearing their programs and services to older learners who are interested in new fields, career changes, and simply learning about unique subjects. Of course, it can be a bumpy road for some adults, particularly if they have not been in school for quite some time. While some of these adults may be confident when it comes to professional skills, it can be an intimidating experience to step onto a college campus. With that in mind, here are a few of the major challenges that are sometimes experienced by adult learners.
The first challenged has something to do with time and energy, and how it is prioritized. The job or the family takes too much energy and the person does not intend to use the free time left on learning activities. We call this category "lack of time and/or energy". At first sight, this factor falls well into Cross (1981) and Darkenwald & Merriam (1982) situational barriers, that is barriers related to the...
Part of being an effective educator involves understanding how adults learn best (Lieb,1991). Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasises the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasises more equality between the teacher and learner.
Knowles identified the six principles of adult learning outlined below.
Adults are internally motivated and self-directed
Adults bring life experiences and knowledge to learning experiences
Adults are goal oriented
Adults are relevancy oriented
Adults are practical
Adult learners like to be respected
1. Adults are internally motivated and self-directed
Adult learners resist learning when they feel others are imposing information, ideas or actions on them (Fidishun, 2000).
Your role is to facilitate a students' movement toward more self-directed and responsible learning as well as to foster the student's internal motivation to learn.
As clinical educator you can :Set up a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision, at an appropriate pace that is challenging...
...The Past & Future of Adult Learning
Learning for adults is a field of study in and of itself. The study of adult learning, or andragogy, has come a long way and it is a relatively new idea. Society has tended to be so focused on teaching children, that only in the last century or so have educators come to realize that different methods should be used to more successfully educate adult learners.
One of the main ideas that must be realized when looking at learning as an adult, is that adults tend to learn things quite differently than children. The term andragogy, known as “the art and science of helping adults learn” (Henschke, 2011, p.34) was first used “to recognize the needs and features of this distinct learning population and to separate adult learning theory from traditional pedagogy” (Knowles, 1974, as cited in Kenner & Weinerman, 2011). Adult learners also tend to be more goal motivated and ready to learn, since they are attending classes by their own choice (Knowles, 1984, as cited in Kenner & Weinerman, 2011, p.87), therefore further differentiating the needs of adult learners from those of children.
Back in the early twentieth century, people began researching adult learning, as the field of teaching adults was a relatively new professional field. Early researchers such as Edward L....
...Never Too Old to Learn - The Assimilation of Older Adults into Higher Education
Due to varying circumstances, older adults are returning to college. With this, there is a mix of student populations – young and old, now in the same learning environment. There is question as to whether these older adults can succeed in their endeavors to higher education using the same methods as those used by their younger peers. Professionals in the field of adulteducation have studied the variances of presented cognitive skills and developed theories to help educators address this population of students.
Older adult students present with pre-existing methods of assimilating new information which they acquired from their life experiences with work, society, family, and school. While these methods allowed success in personal or professional lives, they may be inept for success with higher education. (Kenner & Weinerman, 2011) When presenting new concepts or skill sets, it is important for educators to associate what is being taught with their student’s prior knowledge and goals, while challenging old mind sets. (Kenner & Weinerman, 2011)
Recently, the emerging theory in the study of andragogy is that learning is not only how the mind itself processes new information, but that it is a culmination of experiential knowledge. It is...
...Post Secondary Education/Why people pursue it
Chapter 1 Identifying a Research Problem
This study aims to examine and analyze why adults pursue post educational education by addressing some issues related to adult or post secondary education and by gathering information on the actual learning styles, how the college instructors are currently teaching and other related concepts. The adult learner has strong desire to learn and know what they want in life although they may not be obligated to learn. These types of learners came from various background, educational background, ages, career, religion and life experiences but they all have one thing in common and that is their desire to learn.
Adult learning is closely related to professional development with assumptions that adult learner need to know, need to learn self-concept, role of learner’s experience and readiness to learn. The andragogy of adulteducation theories can be credited to Dr. Malcolm S. Knowles who is also known as the Father of Adult Learning (Åkerlind, 2002). His premise provides an overview of what are the adult learners’ expectations in learning program which can guide educators for their instructional...
...Fundamental Principles I (Philosophy of Education)
NOTE: ATLEAST 3 PAGES ARE REQUIRED TO COMPLETE THIS ASSIGNMENT.
Student Name: TAGBOR SAMPSON KORDJO
ID #: UB24334SHU32673
My Philosophy of Education
"Philosophy comes from the Greek word, “philosophia” which means the love of wisdom. All individuals have a
philosophy in life, whether they know it or not." Jessica Carter
My philosophy of education is based on the fact that formaleducation is not the only form of education, that
fostering talent from a realistic standpoint is necessary, and that in either case we are lacking. My philosophy of
education further includes the idea that there are of course external factors beyond what I am currently capable of
amending to address educational problems or create an altruistic educational experience (globally).
What is Education?
"Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are
transferred from one generation to the next through teaching, training, research, or simply through auto didacticism.
Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts.
What is the Purpose of Education?" Wikipedia
What is the purpose of education?
Growing up, I thought of schooling as a place I went to learn...
...Adult Learning Today
December 2, 2012
Adult learning has become the number one priority in everyone’s lives. The motivation and drive that is brought on by dreams and goals is phenomenal. Adult learners must be motivated to want to further their education. “Back in the 20th century various individuals, such as John Dewey, Eduard Lindeman, and Martha Anderson all pursued theories about Andragogy which was first used by Alexander Kapp in 1833” (Abela J, 2009). Andragogy means man and was used to describe the educational theory of the Greek philosopher Plato. Adults engaging in continuing education were studied in this theory. Andragogy assumes that “adults are independent, have various experiences, are motivated by internal drives, and integrate their learning into everyday life” (Abela J, 2009). It is easier to learn and teach when it is something that is well known. This article covers Andragogy learning theory because it is used now a day more than ever. The drive that keeps continuing education is oneself. The drive to motivation is based off of the Hierarchy of needs: self-actualization, esteem needs, social needs, safety needs, and physiological needs.
The role of educators is the catalyst for motivation. It is easier to learn when the person teaching is knowledgeable and cares about the education aspects. However,...
...1.2. Characteristics of adult learning
Education of children is compulsory, formal and standardized. Adult learning is voluntary and intentional. The aim of adulteducation is the independent self-directed learner. Adults tend to resist a learning process which is incongruent with their self-concept as autonomous individuals and does not correspond to their needs and interests.
Adult learning is learner-centered
What children learn in school should be useful to them — but later in life. Child learning is subject-centered. Adult learning is learner-centered. Adults focus on direct application. Given their daily obligations in job, profession, family and community they learn to cope with the pressures and problems of life they are facing. In consequence the adult educator’s concern is not only and not even primarily the logical development of a subject matter but the needs and interests of the learners. "Andragogy (adulteducation) calls for program builders and teachers who are person-centered, who don’t teach subject matter but rather help persons learn" (Knowles). However, the interests of adults are their real needs. Or the solutions learners have in mind do not solve their problems. The adult educator often has to enter into a "needs negotiation" (Bhola) with learners when...