ADLT 101 Introduction to Adult Education Session 9 – Evolution of Adult Education Worldwide 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 • Describe how adult education evolved in Europe • Discuss evolution of adult education in United States of America • Examine the focus of adult education in Asia • Analyse how the evolution of adult education in Africa was influenced by Europe • Make proposals for the future of adult education in Ghana Slide 2 Dr. Isaac Kofi Biney, SCDE
Session Outline • Introduction • Overview of Adult Education Worldwide • Evolution of Adult Education in Europe • Educational Implications • 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 • Watch the Videos for Session 9 – Evolution of Adult Education Worldwide, special attention on Europe • Review Lecture Slides: Session 9 – Evolution of Adult Education Worldwide, special attention on Europe • Read Chapter 7 of Recommended Text – Nafukho, F., Amutabi, M. & Otunga, R. (2005). African Perspective of Adult Learning - Foundations of Adult Education in Africa. Hamburg: UNESCO Institute for Education. Pages 46 – 48. Kwapong, O. A. T. F. (2012). Introduction to Adult Education. Accra: ICDE, University of Ghana. Pages 122 - 133 • Visit the Chat Room and discuss the Forum question for Session 9 • Complete the Individual Assignment for Session 9 Slide 4 Dr. Isaac Kofi Biney, SCDE
Introduction • The evolution of adult education has differed from continent to continent and country to country. • The history, purpose and nature of its practice have impacted on the way indigenous adult education existed in a country before. • It also influences the introduction of any formal adult learning (Ouane, 2009) . • Evolution will be looked at specific regions and sub-regions such as Europe, America, Asia, Arab and Africa with special focus on Ghana. • This enables us explore how adult education has fared in the sub-regions lessons to pick for improving adult education in Ghana and your community. Slide 5 Dr. Isaac Kofi Biney, SCDE
Overview of Adult Education Worldwide • Adult education has in recent years often been accompanied by adult learning . • Thus placing more emphasis on demand than on the process of provision. • Of fundamental importance is education and learning for adults. • This gives opportunity to learners to participate in political, economic, cultural, artistic and scientific life. Slide 6 Dr. Isaac Kofi Biney, SCDE
Interative Adult Learners • Adult education takes different forms - formal, non-formal and informal. • It is provided in different places and set-ups which include universities, colleges, community learning centres , folk high schools, on-the-job training and day and evening learning sessions. • The levels range from primary to post-doctoral in the form of adult basic education, continuing education or higher education (The 1997 Hamburg Declaration on Adult Learning). Slide 7 Dr. Isaac Kofi Biney, SCDE
Evolution of Adult Education Worldwide • Ouane (2009 cited in Kwapong & Aggor, 2012) notes that national history has heavily influenced approaches to provision of adult education • While Mexico, Nepal and Senegal see non-formal provision of education principally in terms of adult education, Bangladesh and Indonesia take a broader view, stressing adult education as flexibility and programme diversity to complement formal education. • Burkina Faso, Ghana, Kenya, Nigeria, the Philippines, the United Republic of Tanzania and Zambia largely conceive of non-formal education as any structured learning activity taking place outside the formal education system (Ouane, 2009 cited in Kwapong & Aggor). Slide 8 Dr. Isaac Kofi Biney, SCDE
Evolution of Adult Education Worldwide (Contd.) • In1960, Egypt established ‘ schools for the people’ similar to that developed in Britain a century ago to educate the adult population. • For years primary education was concerned with creating public school systems, but from1970s countries in Africa, Asia, and Latin America began to increase opportunities for adult education (Ouane, 2009 cited in Kwapong & Aggor, 2012). • Innovative programmes involving the mass media began in many countries. • Tanzania, has used mass-education techniques and the radio to organise national education programmes in health, nutrition, and citizenship. Slide 9 Dr. Isaac Kofi Biney, SCDE
Adult Education Worldwide • In1980s, international educational exchange programmes involving short-term non-degree study in specialized fields grew in popularity in the United States and many other countries (Ouane, 2009 cited in Kwapong & Aggor, 2012). Slide 10 Dr. Isaac Kofi Biney, SCDE
Adult Education in European Region • Adult education as a formal programme began in the 18th century in the European Region. • The Danish folk high school movement in the mid-19th century prevented a strong German influence that threatened the loss of Danish language and culture. • In Britain, the need to expand educational opportunities for all especially, the vulnerable resulted in the growth of adult education programmes. • Examples are the evening school and Mechanic's Institute. • the Soviet government virtually eliminated illiteracy by establishing various institutions and extension classes for adults after the Russian Revolution (Kante, cited in Kwapong & Aggor, 2012). Slide 11 Dr. Isaac Kofi Biney, SCDE
Latin America and the Caribbean Region • In Chile's Califica programme, young people and adults have been institutionalised through vocational training programmes after completing and certifying primary and secondary education. • In Argentina, government programmes link literacy, basic education and work. • Colombia had a special programme with OEI support operating in several departments of the country. • In Brazil, the Fishing Letters Programme provides literacy training for fishermen and women, to link literacy teaching to entrepreneurial activity. • However, policy shift to prioritise investment in children's primary education in Latin American countries has affected the promotion of adult education in the region (Ouane, 2009 cited in Kwapong & Aggor, 2012). Slide 12 Dr. Isaac Kofi Biney, SCDE
Adult Education in the Arab States • Arab States made strides in response to international and national interventions to promote adult education, through the following: The number of illiterates has fallen from 64 million to 58 million and coordination of formal and non-formal education is evident. A national committee on literacy and non-formal education is in place. The number of programmes aimed at people with special needs has increased. Sudan makes reference to Bedouins and Algeria disabled people as special target groups. • There are challenges in the region, for instance, women in the region are still under- educated (50% are illiterate) and are disadvantaged in terms of citizenship rights, legal rights, representation in professional and technical positions • They are as well underrepresented in parliamentary and ministerial positions. Slide 13 Dr. Isaac Kofi Biney, SCDE
Adult Education in Asian Region • Several countries in Asia have developed systematic approaches to adult learning and education guided by policy frameworks. • The Philippines Alternative Learning System (ALS), Thailand’s National Education Act of B.E. 2542 (1999) and amended Act of B.E. 2542 (2002). • These policies make non-formal education integrated into lifelong learning. • The Republic of Korea build a learning society, Australia, Japan, the Republic of Korea and New Zealand have come close to achieving universal education at all levels. • Lack of specific policies and strategic implementation plans are militating against their overall success. Slide 14 Dr. Isaac Kofi Biney, SCDE
Adult Learners in a Classroom Learning Setting Slide 15 Dr. Isaac Kofi Biney, SCDE
Adult Learning in the African Region • Sub-Saharan African region has put in place several innovative policies and programmes that had a positive impact on adult learning and education. • Progress made in the region includes: In (2003) and (2005), Namibia and Eritrea have a National Policy on Adult Learning respectively. Cape Verde developed adult learning and education policies, legislation and administrative frameworks (1998, 1999, 203, 2006, 2007, 2008). Benin launched a national policy on literacy and adult education in 2001, with new vision, mission, objectives, strategies and resources needed to reach the defined goals by 2010. Burkina Faso has a policy on environment and literacy and non-formal education. Slide 16 Dr. Isaac Kofi Biney, SCDE
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