Adult education

The practice of adult education is referred to as andragogy to distinguish it from the traditional school-based education for children (pedagogy). The purposes and methods of adult education are diverse. In a college or university the aim is typically related to personal growth or learning skills to improve employment options. Adult education that focuses specifically on the workplace is often referred to as human resource development. Another possible motivation is to challenge or sustain certain values for their democratic society. Availability In countries with advanced systems of adult education, professional development is available through post-secondary institutions and provide professional development through their ministry of education or school boards and through nongovernmental organizations. In addition, there are programs about adult education for existing and aspiring practitioners offered, at various academic levels, by universities, colleges, and professional organizations. Adult educators have long maintained commitments to racial justice and other forms of social justice struggle which included extensive work at Freedom Schools during the Civil Rights Movement. Contemporary commitments to racial justice in adult education include initiatives in the workplace and beyond. Advantages Educating adults differs from educating children in several ways given that adults have accumulated knowledge and work experience which can add to the learning experience. Disadvantages Adults "are more likely to experience this fear of failure, which can heighten [their] anxiety, especially if [their] experience of education in the past was not always positive." ==Objectives==

Adult education can be for vocational, social, recreational, or self-development. It can also be a form of social justice to provide accessible education to the disadvantaged. Adult education is based on a government's social policies. Continuing education can help adults maintain certifications, fulfill job requirements, and stay up-to-date on new developments in their field. As the socio-economics of society progress so does the requirements of human quality. In the 1960s, the proposition of "lifelong education" was put forward, which led to the change of contemporary educational concepts. These courses are key in assisting immigrants with not only the acquisition of the English language, but the acclimation process to the culture of the United States as well as other English speaking countries like Canada, Australia, and New Zealand. ==Theories==

Eduard C. Lindeman's theories Eduard C. Lindeman was the first expert who gave a systematic account of adult education. In his theory of education, education is regarded as a lifelong process. He pointed out that due to the constant development and change of social life and the surrounding environment, knowledge, and information are in a cycle of constant transmission, supplement and update, which requires people to keep learning to adapt to the changes in the outside world. The basic function of adult education is to promote the physical and mental development of adult learners. He argues that adult education is a powerful tool for social activists. Through adult education, the personal code of conduct and cultural knowledge of adult learners should be improved to gradually improve the social atmosphere and order. Andragogy is based on using the neurological and cultural differences in how adults learn to improve the quality of their education. Knowles's andragogy theory helps adults create new and strengthen current knowledge from previous experiences. Andragogy involves planning coursework directly related to how it will the student will apply the content in their life. This brings an ever-expanding experience to use as an educational resource. Teachers who use andragogy theory to design coursework find their students progress faster and are more successful in reaching their goals. Andragogy proposes six main assumptions about adults learners: • As people mature, their self-concept moves from dependence toward self-direction; • Adults have accumulated rich experiences through family responsibilities, work-related activities, and prior education; • Adults' readiness to learn is closely connected to the developmental tasks of his or her social role; • Adult learners prefer immediate application of knowledge; • Adults' motivation to learn derive from internal drives rather than external ones; • Adults need to know why they need to learn something. Knowles suggests these characteristics should be taken into consideration when designing programs for adults and facilitating adult learning processes. He also proposed a model of self-directed learning. In Knowles's view, self-directed learning is a process in which individuals actively diagnose their learning needs, propose learning goals, select and implement appropriate learning strategies, and evaluate learning results. ==Challenges and motivating factors==

Characteristics of non-participating adults in education Previous research findings suggest that as adults get older, they are less likely to participate in AE (adult education). The International Adult Literacy Survey (IALS), nationally representative samples of adults aged 16–65 in 23 OECD countries, has found that older age groups had lower participation rates than younger age groups. Particularly, adults aged 16 to 25 were on average about three times more likely to participate than older adults aged 56 to 65. Eurobarometer survey, national representative samples of adult aged 15 to 65 of European Union countries, also revealed that adults in the three youngest age groups examined (ages 15–24, ages 25–39, and ages 40–54) were more likely to participate in AE than age group of 55+. Moreover, the Eurobarometer survey shows that participation rate declined from younger to older adults. Participation rate of European countries was 59% for adults aged 15–24. The rate began to decline 38% for adults aged 25–39 and it also fell down to 31% for adults aged 40–54. Participation rate was 17% for adults above 55. Therefore, older adults cannot get promotions from their employers because of the gradual loss of seniority, learning ability and performance. However, an opposite tendency can be observed in the US. A study based on National Household Education Survey [NCES] in 2001 revealed that although gender difference did not exist much, females were more likely to participate in AE than males in the US. Large sampled (nationwide and international) surveys on barriers to participation such as a study of National Center for Education Statistics (NCES) of the US, IALS and Eurobarometer indicated that time and cost were the main deterrents for adults. Cost includes tuition fee of a program as well as extra expenditures for learning such as clothes, food, transportation and other school necessities (textbooks and stationaries). It is well known that adults less educated, low-skilled and unemployed are less likely to participate in education/learning. For the unemployed, it is obvious that cost can hinder their participation in education. And those lacking education and skills must be paid low salaries. In this way, cost could be the most influential deterrent. Even employed adults seem not wanting to invest money for a course, but they could attend if their employers supported them financially. For the time barrier, most adults involved in the above-mentioned studies reported that they could not participate in educational activities due to lack of time. The large sampled surveys and empirical studies as mentioned earlier revealed that adults tended to report family and job responsibilities as deterrents and rated right after the cost and time deterrents. However, Milana suggested that busy workload and family responsibilities can be associated with the time barrier, otherwise time barrier itself is a vague concept. Additional research shows that adult learners are more motivated in the classroom when they can clearly identify the application of their education to their professional or personal experiences. Functional illiteracy Functional illiteracy is the inability to use reading, writing, and calculation skills to contribute to the development of personal and societal growth. The person may have some knowledge, but not enough to understand and interact with the world which expects basic literacy. Examples of what may be difficult for the functionally illiterate: • filling out a job application • reading a doctor prescription • understanding statistics presented in a news article ==Benefits==

Adult education can have many benefits ranging from better health and personal well-being to greater social inclusion. It can also support the function of democratic systems and provide greater 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 fulfillment & socialization. Chris McAllister's research of semi-structured interviews with older adult learners shows a motivation to communicate with people and to get out of the house to keep mentally active. Researchers have documented the social aspects of older adult education. Friendship was described as an important aspect of adult learning. The classroom is seen as a part of their social network. In recent studies, the friendships that are made between adults seem to have an increasing effect on their social structure as a whole. The development of social networks and support was found to be a key motivation of adult learners. As editor of a book entitled Adult Education and Health, Leona English claims that including health education as part of adult education makes for a healthier community. When surveying adult education programs in Japan, Nojima found that classes focusing on hobbies and very specific recreational activities were by far the most popular. The author noted that more time, money and resources needed to be in place so participants would be able to take advantage of these types of activities. Withnall explored the influences on later life learning in various parts in the U.K. Results were similar in that later in life education afforded these older adults opportunities to socialize. Some experts claim that adult education has a long-term impact on the economy and that there is a correlation between innovation and learning at the workplace. Grants Most post secondary education is eligible for the following grants- • Adult Education and Family Literacy Act (AEFLA) Grants – These grants are administered through the U.S. Department of Education and support programs that provide adult education, literacy, and English language acquisition services. AEFLA funding is aimed at helping adults who need to improve basic skills, obtain a high school diploma, or prepare for postsecondary education. • The Pell Grant – While primarily known for supporting undergraduate students, the Pell Grant can be used by eligible adult learners attending accredited institutions to pursue a variety of programs, including adult education and workforce development programs. The grant is based on financial need and does not have to be repaid. • The Adult Skills Grant (ASG) – Some regions offer Adult Skills Grants to support working adults who are seeking to advance their skills through training, certification, or further education. These grants are often designed to help learners gain the qualifications needed for in-demand jobs. • State-Specific Adult Education Grants – Many U.S. states offer their own grants for adult learners, often through community colleges or state-sponsored adult education programs. These can include financial assistance for GED preparation, English as a Second Language (ESL) programs, or career training courses. == Monitoring ==

Global Reports on Adult Learning and Education (GRALE) Global Reports on Adult Learning and Education (GRALE) are a series of reports that monitor progress on Adult Learning and Education (ALE), promote action, identify trends in the field of ALE, and explore solutions to challenges. GRALE play a key role in meeting UNESCO's commitment to monitor and report on countries' implementation of the Belém Framework for Action. This Framework was adopted by 144 UNESCO Member States at the Sixth International Conference on Adult Learning and Education (CONFINTEA VI), which was held in Belém, Brazil, in 2009. In the Belém Framework for Action, countries agreed to improve ALE across five areas of action: policy; governance; financing; participation, inclusion and equity; and quality. Adult and youth literacy rate , the global youth literacy rate is 91%, meaning 102 million youth lack basic literacy skills. In low-income countries, one in three young people still cannot read. The adult literacy rate is 86%, which means 750 million adults lack basic literacy skills. There are 92 literate women for every 100 literate men globally, and in low-income countries, as few as 77 literate women for every 100 literate men. The literacy rate is expected to continue to grow steadily in countries in all income groups. At the global level, the youth literacy rate is expected to reach 94% by 2030 and the adult literacy rate 90%. In low-income countries, less than 70% of adults and slightly more than 80% of youth aged 15 to 24 years are projected to have basic literacy skills by 2030. Adult Education Obstacles Adult education is the challenge of balancing learning with other life responsibilities. Many learners juggle education with full time jobs, family, and financial pressures. These factors make it difficult to prioritize and engage consistently in studying. ==See also==