ADLT 101 Introduction to Adult Education Session 2 – Purposes & Motivation for Adult Education Lecturer: Dr. Isaac Kofi Biney Contact Information: kbiney@ug.edu.gh/ikkbiney@yahoo.co.uk College of Education School of Continuing and Distance Education 2014/2015 – 2016/2017
Session Overview Goals and Objectives At the end of the session, the student will • Understand the reasons for adult engagement in a learning activity. • Understand the characteristics of an adult learner. • Identify gaps and challenges facing adult learners and ways to address them. • Be able to identify learnable moments and look for learning materials that address them. Slide 2 Dr. Isaac Kofi Biney, SCDE
Session Outline • Introduction • General and specific Purposes of Adult Education • Motivations for Adult Education • Typologies of Motivational Orientation • Barriers to Adult Education • Adult Learning Principles • Conclusion • References Slide 3 Dr. Isaac Kofi Biney, SCDE
Reading List • This week, complete the following tasks: • Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX • Read Chapter 2 of Recommended Text- Introduction to Adult Education - Kwapong & Aggor (2012). Foundation of Adult Educ. In Africa. -Nafukho et al. (2005) • Watch the Videos for Session 2 – Purposes and motivation for Adult Education • Review Lecture Slides: Session 2 – Purpose of Adult Education • Visit the Chat Room and discuss the Forum question for Session 2 • Complete the Individual Assignment for Session 2 Dr. Isaac Kofi Biney, SCDE Slide 4
Introduction • Adult education activities all over the world have widened to cover areas hitherto not considered as such. • New ideas that promote the expansion of adult education have also emerged to serve the purpose of Adult Education (Kwapong & Aggor, 2012). The question to ask is: What are purposes? • Purposes are the basic reasons for doing something. Slide 5 Dr. Isaac Kofi Biney, SCDE
Introduction (Contd.) • Adult learners and adult education agencies have some reasons for their actions. • The reasons do not remain ideas only but they are translated into practices in the field. • The reasons why adult education programmes take place have to do with personal development and the use of leisure profitably . • In this era of information age and advanced technology, change is in a fast pace, hence, adult learners who are mostly worker, need to constantly update themselves to meet changes taking place at their workplaces. Slide 6 Dr. Isaac Kofi Biney, SCDE
General & Specific Purposes of Adult Education • The main purpose of adult education is to equip individuals to play their roles in society in a better way. • Adults, through adult education activities, acquire relevant knowledge, develop helpful skills, form better attitudes and gain better understanding. • These lead to changes in their life. • Some permanent changes also lead to better life for adults and their communities. Slide 7 Dr. Isaac Kofi Biney, SCDE
General Purposes of Adult Education (Contd.) • Socialization is one purpose of adult education e.g. initiating a chief into his role. • Adapting to change is another purpose of adult education e.g. in the colonial days, adults were taught to conform to the changed situation of the colonial authority. • To enable individuals cultivate their intellect to bring about e.g. promotion at workplace. • To bring about development in the society e.g. citizens equipped with relevant knowledge and skills to enable them to contribute to their society. • To democratise access to education e.g. missionaries who came to Africa organised adult education classes to enable adults learn to read the Bible to gain salvation. Slide 8 Dr. Isaac Kofi Biney, SCDE
Specific Purposes of Adult Education • The specific purposes of adult education include: To facilitate change in a changing society. To support and maintain a good social order. To promote productivity. To enhance personal growth. Heder (in Merriam and Cunningham, 1989). Slide 9 Dr. Isaac Kofi Biney, SCDE
Motivations for Adult Education • Motivation refers to the enthusiasm, drive, energy or reason for doing something. • There are varying motivations for adults to participate in adult education activities. • Adults have varying needs for participating in adult education programmes. • They include personal and community needs. • Research has shown that it is those who already have some education that participate more in adult education. Slide 10 Dr. Isaac Kofi Biney, SCDE
Motivations for Adult Education (Contd.) • Those who have power and money participate more in adult education programmes than the less educated and the poor (Percival, cited in Kwapong & Aggor, 2012). • Those with less than secondary school education, low incomes, the unemployed, the elderly and those with other socio-economic disadvantages tend to have lower participation rates. • Lack of ability to pay the relevant fees and lack of awareness about the opportunities, among others, are the determining factors of motivation to participate in learning activities. Slide 11 Dr. Isaac Kofi Biney, SCDE
Motivated Adult Learners Slide 12 Dr. Isaac Kofi Biney, SCDE
Typologies of Motivational Orientations The needs of adult learners vary and that also informs their motivation towards learning. Adult learners can therefore be categorised into: • Goal-oriented learners • Activity-oriented learners • Learning-oriented learners Slide 13 Dr. Isaac Kofi Biney, SCDE
Learner-Oriented Learning Slide 14 Dr. Isaac Kofi Biney, SCDE
Activity-Oriented Learners Slide 15 Dr. Isaac Kofi Biney, SCDE
Group of Adult Learners in a Classroom Learning Setting Slide 16 Dr. Isaac Kofi Biney, SCDE
Typologies of Motivational Orientations (Contd.) • Goal-oriented learners are motivated to participate in education programmes because they have a goal to achieve. Such learners participate to get a qualification to get a job, or get promoted in their current jobs. • Activity-oriented learners are those who want to do something productive with their time. Such adults learn primarily for the sake of the activity itself. Such learners find satisfaction in being engaged rather than being idle. People find satisfaction in a learning group to escape loneliness or boredom, escaping from an unhappy home etc. • L earning-oriented learners study for its own sake. Such adults have a great desire to accumulate knowledge, and to grow through learning. They seek knowledge for its own sake. Slide 17 Dr. Isaac Kofi Biney, SCDE
Barriers to Participation • Just as some adults have motivations that lead them to participate in education programmes, there are other adults population who are unable to do so. • Barriers to some adults from participating in educational programmes include situational , institutional and dispositional . Situational barriers • These are barriers or perceived barriers that arise from the adult learners’ situation. • Such barriers relate to the cost of the programme, cost of tuition, books, facility user fees for lighting, library use as well as accommodation. • Domestic or home responsibilities, distance, travel time and bad roads could also serve as barriers. Slide 18 Dr. Isaac Kofi Biney, SCDE
Barriers to Participation Institutional barriers • Practices and procedures adopted by institutions also discourage participation e.g. certificate requirement for entrance. • If the institution runs adult education programme on full-time basis it prevent some workers from participating in the programme. • Adult learners do not have the time to participate in programmes that take a time. Slide 19 Dr. Isaac Kofi Biney, SCDE
Barriers to Participation (Contd.) Dispositional barriers . Disposition is how one feels about oneself. • Learners’ feelings about themselves sometimes discourage participation. • The attitude and self-perception of the adult learner make them to participate or not. Negative attitudes and self-perceptions discourage participation. • Adults who feel too old to learn would not participate in adult education programmes. • Adults whose academic records were not too good when they were young would not feel confident to go back to school and be disgraced once more . • Some adults are simply tired of schooling. Slide 20 Dr. Isaac Kofi Biney, SCDE
Adult Learning Principles Malcolm S. Knowles, the father of Andragogy, defines andragogy as: the art and science of helping adult learn . He designed and developed the six adult learning principles out of the five assumptions he put in. Adults learn best when: • They understand why something is important to know or do, • The learner’s self-concept as a self-directed person or the freedom to learn in their own way, • learner’s The role of the experiences or learning is experiential, Slide 21 Dr. Isaac Kofi Biney, SCDE
Adult Learning Principles (Contd.) • Readiness or the time is right for them to learn, • Orientation to learning, and • Motivation to learn or the process is positive and encouraging . Slide 22 Dr. Isaac Kofi Biney, SCDE
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