Adult educator

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An adult educator or AE is one who practices the profession of facilitating the learning of adults by applying the principles of andragogy. The broader term of trainer is sometimes used for an adult educator when listing job categories. However, a trainer is not necessarily an adult educator. As Malcolm Knowles proposes, to be a successful adult educator, one must recognize that adult learners are self-directed. That is, they know basically what they need to learn at a given point in their career and seek to engage in the process of their learning through active participation.

Work

The adult educator applies the principles of adult learning to the six phases of course development: determining learner needs; writing learning objectives to fulfill those needs; creating a learning plan; selecting learning methodologies geared to the adult learner; implementing the learning plan; and evaluating the degree to which the learning objectives have been met. Central to the creation of the learning plan is the realization of how adults learn most naturally and incorporating that knowledge into every aspect of the practice of adult education.

Adult learners tend to be very practical learners. That is, they wish to see the application of their learning almost immediately. To better insure that this happens, the adult educator must understand the basics of the work, the work environment and the challenges facing the adults engaged in that work. This information is obtained during the needs assessment phase of course development.

Knowles' theories on adult education were further enhanced by the work of David A. Kolb. Kolb proposes that adult learners learn through reflective observation, abstract conceptualization, active experimentation, and concrete experience. Kolb recommends that adult educators create learning plans that incorporate the four learning styles so as to make learning more successful.

We see adult educators in many contexts. They teach adults in university settings, in government organizations and in for profit companies. When Knowles wrote about adult education in the 1950s, he was referring to the classroom environment. Today with the opportunities presented through elearning, the adult educator can reach adult learners virtually any time, anywhere.

The term is attributed to Malcolm Knowles, an American educator, who wrote The Modern Practice of Adult Education: From Pedagogy to Andragogy (1980).

Kolb identifies four basic ways adults learn through his studies of how adults take-in (prehend) knowledge and how they apply (transform) knowledge into practice.

An adult educator can assume one or more of the following work: analysing, assessing, consulting, curriculum design & development, facilitation/training, instructional design, learning/training & development and researching.

In Singapore, there is a national professionalisation called the Adult Education Professionalisation (AEP) initiative for Adult Educators. The Adult Education Professionalisation (AEP) initiative is a step forward in creating a strong, dynamic and forward-looking Adult Education profession in Singapore. AEP aims to advance the professional standards and identity of Adult Educators as professionals recognised for both pedagogical and professional excellence. To raise the quality and professionalism of the Training and Adult Education sector, it is important that we enable Adult Educators to continue to deepen their professional skills, and to be recognised for their mastery of skills. This is particularly so, in view of the crucial role that Adult Educators play in supporting the national SkillsFuture movement to impart knowledge and skills to our workforce. [1]

Related Research Articles

Adult education Any form of learning adults engage in beyond traditional schooling

Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner.

Mentorship Guidance relationship

Mentorship is the influence, guidance, or direction given by a mentor. In an organizational setting, a mentor influences the personal and professional growth of a mentee. Most traditional mentorships involve having senior employees mentor more junior employees, but mentors do not necessarily have to be more senior than the people they mentor. What matters is that mentors have experience that others can learn from.

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".

Pedagogy Theory and practice of education

Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly, as they reflect different social, political, and cultural contexts.

Transformative learning, as a theory, says that the process of "perspective transformation" has three dimensions: psychological, convictional, and behavioral.

Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises.

Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed.

Experiential learning Learn by reflect on active involvement

Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.

Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, as well as competitiveness and employability.

Andragogy

Andragogy refers to methods and principles used in adult education. The word comes from the Greek ἀνδρ- (andr-), meaning "man", and ἀγωγός (agogos), meaning "leader of". Therefore, andragogy literally means "leading man", whereas "pedagogy" literally means "leading children".

Constructivism (philosophy of education) Philosophical viewpoint about the nature of knowledge; theory of knowledge

Constructivism is a theory in education that recognizes learners construct new understandings and knowledge, integrating with what they already know. This includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Jean Piaget's theory of cognitive development.

Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.

Malcolm Shepherd Knowles was an American adult educator, famous for the adoption of the theory of andragogy—initially a term coined by the German teacher Alexander Kapp. Knowles is credited with being a fundamental influence in the development of the Humanist Learning Theory and the use of learner constructed contracts or plans to guide learning experiences.

Teacher education Set of policies, procedures, and provision to equip teachers to perform their tasks effectively

Teacher education TE (TE) or teacher training refers to the policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.

This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This article contains terms starting with A – C. Select a letter from the table of contents to find terms on other articles.

Dialogue Education is a popular education approach to adult education first described by educator and entrepreneur Jane Vella in the 1980s. This approach to education is a proprietary commercial product licensed by Vermont-based company Global Learning Partners that draws on various adult learning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom. It is a synthesis of these theories into principles and practices that can be applied in a concrete way to learning design and facilitation. Dialogue Education is a form of Constructivism and can be a means for Transformative learning,.

Alexander Kapp (1799–1869) was a German educator and editor, brother of Ernst Kapp. In 1833, originally introduced the term andragogy. Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners in the structure of the learning experience. Later, the term andragogy developed into a theory of adult education by the American educator, Malcolm Knowles. Kapp used andragogy to describe elements of Plato's education theory. Andragogy could be contrasted with pedagogy Although Kapp's use of andragogy had some currency, it was disputed, and its use ground to a halt. In 1921, the term reappeared in a report by Rosenstock in which he argued that 'adult education required special teachers, methods and philosophy, and he used the term andragogy to refer collectively to these special requirements'.

Open educational practices (OEP) is the use of Open educational Resources for teaching and learning in order to innovate the learning process. They are represented in teaching techniques that draw upon open technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. They may involve students participating in online, peer production communities within activities intended to support learning or more broadly, any context where access to educational opportunity through freely available online content and services is the norm. Such activities may include, the creation, use and repurposing of open educational resources and their adaptation to the contextual setting. OEP can also include the open sharing of teaching practices and aim "to raise the quality of education and training and innovate educational practices on an institutional, professional and individual level". The OEP community includes policy makers, managers/ administrators of organisations, educational professionals and learners. OEP are also viewed as the next phase in OER development that continues to transform 21st century learning and learners.

Education for justice is the process of promoting a culture of lawfulness through educational activities at all levels. Education for justice aims at teaching the next generation about crime prevention, and to better understand and address problems that can undermine the rule of law. It promotes peace and encourages students to actively engage in their communities and future professions. Education for Justice is a basic legal knowledge, in which educational activities at all levels seek to promote understanding of crime prevention, peace, justice, human rights, and problems that can undermine the rule of law. Education reportedly plays a key role in transmitting and sustaining socio-cultural norms and ensuring their continued evolution. As such, governments may seek to strengthen this promotion of a culture of lawfulness through education.

The Institute for Adult Learning Singapore (IAL) is an autonomous institute within the Singapore University of Social Sciences (SUSS). IAL provides training for adult educator and undertakes research in adult learning within the Training and Adult Education industry.

References

  1. "Adult Education Professionalisation (AEP)". Institute for Adult Learning. Retrieved 16 December 2019.CS1 maint: discouraged parameter (link)