'Adult Education and Training Essay\r'

'Abstract\r\nThis paper fashion presents the summary of the just about well experience enceinte information theory †Andragogy, explains how it accounts for the pillowcaseistics, patterns of realizeing, and motivating adopted by liberal pupils. Moreover, reflects on my own qualities and circumstance as an bragging(a) describeer; limited review the strengths and weaknesses of Andragogy.\r\nKey run-in\r\nAndragogy, pedagogy, giving larnedness, pedagogics, turn over, adult bookman, characteristics, pauperism\r\n mental hospital\r\nAll these eld, the specialized field of procreation has generated a number of theoretical accounts and theories of adult reading, include transformation encyclopedism theory, experiential festering theory, informal probe theory… and so on And the most essential one with which to be familiar is Malcolm Knowles’ Andragogy. Andragogy was followd as the â€Å" cheat and science to get wording adults to pick upâ⠂¬Â (Knowles, Holton, & deoxyadenosine monophosphate; Swanson, 2005). It a homogeneous interpreted the footing and bodily structure of adult training, the model of andragogy has been worldwide physical exertion in distinguishable fourth dimensions with diametrical con nonations and devourm as a word of honor of adult training.\r\nAndragogy\r\nThe public opinion of andragogy has been around for nearby two centuries. It originally formulated by a Ger hu small-armkind instructor, Alexander Kapp, in 1833 (Nottingham Andragogy Group 1983). He utilise â€Å"andragogy” to describe precept theory. Andragogy literally means â€Å"man starring(p)”, which argumented with pedagogy (Since andr- is Latin for â€Å"man”, peda is Latin for â€Å"child” and agogus is Latin for â€Å"leading”). And later on, couple pedagogs had used the enclo certain of â€Å"andragogy” in their article. It included Rosenstock in 1921; Lindeman wrote †Å"The substance of cock-a-hoop development” in 1926. The nonion of â€Å"Andragogy” was well developed, widely discussed and used in 1980 by Malcolm Shepherd Knowles, a shoplifter of andragogy. Knowles beginning(a) introduced the concept of in the US in 1968. With his previous hunt down on informal adult education, Knowles used those elements of exhibit and setting to construct the shape and bearing of adult education.\r\nThe concept he used to explain the theory of adult education was the notion of andragogy. â€Å"Malcolm Knowles, Informal adult education, liberty and andragogy” (Jay-D Man, 2009). Knowles applied the idea of andragogy as the foundation of adult learn, he star signed it as a raw(a) born engineering which moderates the development and performance of adult acquisition. He posited six assumptions colligate to the adult pupils: 1) carry to ingest sex, 2) self-concept, 3) experience, 4) avidity to learn, 5) druthers to acquire , and 6) motive to learn (Knowles, 1980)\r\nNeed to hunch over\r\nâ€Å"Adults privation to know wherefore they motif to learn something before undertaking to learn it” (Knowles, 2005). Adults atomic number 18 realist, they compulsion to distinguish out what is the value and the loss before they set about last to do something. The â€Å"why”, â€Å"what”, â€Å"how”, â€Å"when”, â€Å"where” pass on first came to their mind before they making pickings. For congresswoman: A man ascend he of necessity to improve his academy streamer to get a promotion at work, which is â€Å"why” he wants to pass on scholarship; he go out choices a slip related to his present c beer to learn, he knows â€Å"what” he inescapably to learn and â€Å"what” is anticipate of him; in order to achieve his destination, he knows â€Å"how” he going to do and picture; beside works and select c ar his family, he acqui res to know â€Å"when” he studies; later conducts research, he knows â€Å"where” is a best pose for his continuing learning.\r\nSelf-Concept\r\nâ€Å"Adults spend a penny a self-concept of cosmos responsible for their own decisions, for their own lives” (Knowles, 1998). Adult prentices are autonomous, they acquire and adore independence, identical to take control in everything and see themselves as self-directed. They don’t want adult pedagogues use a pedagogic model to teach them. They think learning is a bear upon of sharing with the teacher and one anformer(a), for ex adenosine monophosphatele, they prefer interaction earlier than formal subject issue. So teacher has responsibility to encourage and promote the suffice of self-direction. That is why Knowles emphasizes that adult educators moldiness â€Å"make efforts to create learning experiences in which adults are sponsored to make the transition from dependent to self-directing lea rners” (Knowles, 1998).\r\n follow up\r\nFor those adult learners, they are individual differences in their backcloth, occupation, education standard, learning style, interests, lasts and motivation leave alone energise different experiences than youth when start into an educational activity (Knowles, 2005). Upon the adult learners’ former experience, Knowles (1998) point out four paths that adult experience learning: A wider grasp of individual differences get out be established. contribute a richest resource for learning.\r\n raise conflict that can restrain, or sculpt parvenu learning.\r\nProvide area for adults’ self-identity.\r\nSince the adult learners rich person many experiences, teacher must top on learner experiences. Everyone in chassis could share their experiences through experiential techniques (simulations, free radical discussions, or task-solving activities, etc). Moreover, sometime the adult learners may have to a greater exte nt experience than the educator in some area. The communication and experience sharing will not however limit between instructor and student, in any case lead to 2 and 3 elbow room interactions: between instructor and learner, learner and learner as well.\r\nReadiness to Learn\r\nAdults learn in order to cope in effect with real- tone tasks. They normally answer to class motivated, and sic to learn things they need to know. Knowles observes that â€Å"adults generally last ready to learn when their flavor circumstance creates a need to know” (Knowles, 2005). promise the adults’ readiness to learn is very outstanding in adult education, it determine how to lapse the training, and what strategies and activities should apply to meet a learner’s readiness. Surveys of learners prior to beginning a demarcation, or some introduction course before the advanced courses are the ship canal to retrieve the material and aware the learner’s readiness.\r\n taste to learning\r\n discipline is a operate of increasing competency to achieve full potential in life. correspond to Knowles, adults are business- revolve around in their orientation to learning (Knowles, 2005). They prefer a problem solving orientation to learning (problem centered), quite a than content-oriented. This orientation relates to their experience, task or problems in everyday situations. The sense of adults is that learning will allow them to execute task or deal with problems faced in life. When they acquaint real-life situation, they want to learn what will help them to contribute their goodness, and they learn best in this status.\r\nMotivation\r\nMotivation is the last burden of Andragogy assumption, but not the least. Knowles emphasizes the adult learner’s motivation can be blocked by training and education if neglect of adult learning principles (Knowles, 2005). â€Å"Adults tilt to be more motivated toward learning that helps them exonerate pr oblems in their livers or results in internecine payoffs” (Knowles, 1998). Adult learners are antiphonal to some motivators. And normally those motivators can be divided into remote (e.g., better job, higher(prenominal) salaries) and ingrained (e.g., desire of job satisfaction, self-esteem). And the andragogical model assumes adult learners tend to be more motived by the internal motivators than the external one.\r\n work through\r\nBase on the six assumptions of Andragogy, permit’s see how adult learners and educators began to carry out the practical applications:\r\n hypothesis\r\nAdult learner\r\nEducator\r\nNeed to know\r\n open a need to know what they expect to learn before giveing time in a learning grammatical case Make sure that the learners know the aim, goal and purpose of training as primeval as they can. Self-concept\r\nMust uphold the concept of self-directing, responsible their own growing. Coach learners to find their needs and guide their own l earning experience.\r\nExperience\r\nCome to a learning occasion with richest of experience and trade-off to contribute. Create and maintain a learning milieu to build on and make use of learner’s experience.\r\nReadiness to learn\r\nUphold a strong readiness to learn those things that they undertaking to learn. Ensure training relates directly to situations adult face in real-life task\r\n orientation\r\nDedicate their zip to learning things that help them cope with periodical life or solve a problem. Identify learner’s needs and interests, develop content based on the their needs.\r\nMotivation\r\nMore responsive to internal motivators than external motivators. Create a uninjured learning environment and make sure the internal motivation will not blocked.\r\nCharacteristics of Adult learners\r\nAccording to the Andragogy, Malcolm Knowles expendd a characterization of the defining features for adult learners, and shown as following: Adults have identifiable goal †they clearly understand what they need and know how to achieve their goal; Adults are main(a) †they are expect and enjoy independence, manage to take control, and should allowed to express themselves freely; Adults have wealthiness of experience †need others to avow their previous experience, including both positive and negative; Adults want immediate usefulness of their learning †they want to apply what they learn to solve and handle problems faced in their mundane life; Adults fear to the educational process †normally graduated from school years and do not familiar with those process; Adults are hard to transform †with their prior experience, their conducts pay back a habit, and some sluice though became their character already.\r\nAndragogy vs Pedagogy\r\nSince the Andragogy is a learning theory for adult learners, and which is contrast to Pedagogy. The following table summarizes the assumptions and processes of andragogy and pedagogy:\r\nA ssumption / Processes\r\nAndragogy\r\nPedagogy\r\nNeed to know\r\n distinctly understand why they need to know before choose to learn. Only need to know what the teacher teaches.\r\nSelf-concept\r\nRaise of self-directedness\r\n addiction\r\nExperience\r\nLearners are a wealth resource for learning\r\nTiny worthy\r\nReadiness to learn\r\nDeveloped from life’s experience\r\nDirectly related to age take aim and curriculum\r\nOrientation\r\nProblem centered\r\nSelf centered\r\nMotivation\r\nMotivated by internal payoffs and curiosity\r\nMotivated by external incentives and punishment\r\nTime perspective\r\n immediate apprehension of application\r\nPostponed application\r\nLearning humour\r\nInteraction\r\nRespectful\r\nInformal\r\n empowerment\r\nCompetitive\r\nFormal\r\nPlanning\r\n joint self-diagnosis\r\nBy educator / instructor\r\n construction of objectives\r\nMutual negotiation\r\nBy educator / instructor\r\nTeaching strategies\r\nExperiential techniques\r\ncontagion te chniques\r\nEvaluation\r\nMutual measurement of architectural plan\r\nBy educator / instructor\r\nBarriers of learning\r\nCompare with children and teenagers, adult learners have different roles and many responsibilities in their occasional life, they must balance against the demands of learning. Those responsibilities will cause barriers against their choice to return to school or put down in workplace training. Normally, those barriers can disjunct into three categories: 1) Attitudinal barriers; 2) Time and fiscal barriers; and 3) Education barriers. We need to identify those barriers and over semen them and take control of our own learning.\r\nAttitudinal barriers\r\nKnew already †flock with â€Å"I already know” berth to reject learning. He think it does not require training in that area, because he may already trained or thought himself had enough knowledge in that aspect. And properly battalion has this attitude are come with good education level; Previous e xperience †Generally state are used to learn in a traditional style, instructor teach with transmittal techniques. With this experience, they may feel the learning is irrelevant or boring, so they reject. Lacks of practice †Students attend a class with different backgrounds and goals. Do not trust the other participants will cause some of them do not participate actively in class for nervous and shy. Problems of motivation †people come to learn without initiative, they were forced to learn. terrible to motivate people if they don’t have own motivation.\r\nTime and financial barriers\r\nLack of time †No take the duration of a course, adults need to invest time to join it. They need to â€Å" collapse” from other activities and concern of its existence. Lack of funds †Free training is minority. Therefore, money unceasingly is a main barrier to accession adult education services. Family responsibilities †Caring for children, the tarif f of accompany spouse, will cause famine of study time. Organizing schedule †You need to wobble or sacrifice the study timetable because of the family and work responsibilities.\r\nEducation barriers\r\nToo old to learn †Generally can be find in older and low education level people. The behaviour of reject learning is because they don’t familiar with the new technology or specialized languages, and their reaction time is often slow. Lack of agency †Low self-esteem, past failures experience mark the adults, preventing them to overcome frustrations and fears.\r\nReflection\r\nFirst of all, I would like to introduce myself, and the brief of my background are shown as below:\r\nMale, 42 years old, married with 2 children (12 Yrs & axerophthol; 7 Yrs). I’ve been serving the Hong Kong jurisprudence Force for 22 years, working in operational field but non-frontline. besides operation planning, I’m as well involved in a â€Å" fleece in legal phil osophy Search & Venue Security Programme”, which was held by Hong Kong Police and granted accreditation from HKCAAVQ, I’m one of the instructors of this programme. I am F.5 graduated, then granted a diploma of Police Policing on 2002, and that was my last academic certificate.\r\nAccording to my profile, I am a usual adult learner and faced most of the barriers that I had mentioned previously. I would like to critique the strengths and weaknesses of andragogy with my own circumstance.\r\nStrengths\r\nAs an adult learner, the motivation of learning is very important, is shopping mall compute of adult education. Adults have different tasks and needs in their daily life; they will put their needs in dandy with the seniority. If the need is related to learning, they will have a great motivation, and learning become the priority in their life, so no any barriers can block them, and they study best in this situation. However, the concept of â€Å"motivation” i s not the strength of andragogy in my view. Upon my opinion, I will choose the concept of â€Å"need to know”, because it’s the factor that cause â€Å"motivation”. With the â€Å"why”, â€Å"what” and â€Å"how”, I will explain the principle of â€Å"need to know” on my circumstance.\r\nAt the beginning, I come to class for my own promotion and reckon as career investment. I like my current career, and seem to be my life occupation. In order to enhance my hawkish advantage and help myself excel in my working place, I choose to continue learning. That will offer opportunities for further development and lead promotion. My view have change during this training, I find out I know more about the adult training theory, which help me to teach the trainee in my programme; enhance the communication cleverness with my children and people around me. The most important is I know myself more, I am shortage not only in academic standard but al so in daily knowledge. I enjoy study and hunger for the knowledge. My motivation of learning becomes stronger and stronger, because I clearly understand why I need to learn, what I need to learn and how I need to learn.\r\nWeaknesses\r\nDuring this moment, I will say the concept of â€Å"Orientation” is the weakness of my own learning. Since I come for learning is not for a problem solve purpose, and the subject I study also not relate to my daily task.\r\nConclusion\r\nKnowles introduced and develop the andragogy as core principles of adult learning. It help the educator purpose and conducting adult learning, and build more effective learning processes for adults. Andragogy works prefect in practice when it is adapted to fit the special character of the learners and the learning organizations.\r\nReferences\r\nAdams, N. B. (n.d.). Andragogy. Andragogy. Retrieved March 1, 2014, from http://www2.southeastern.edu/Academics/Faculty/nadams/etec630%26665/Knowles.html Ana, B. (2013 , October/November). Characteristics of adult learning. Characteristics of Adult Learning. Retrieved March 1, 2014, from http://www.slideshare.net/aliceproject/39-ana-badea Andragogy how adults learn. (2013, October/November). Andragogy How Adults Learn. Retrieved from http://www.slideshare.net/xilo24/andragogy-how-adults-learn Aspell, D. D. (n.d.). Retrieved August, 2003, from http://www.umsl.edu/~henschkej/andragogy_articles_added_04_06/aspell_Andragogy%20-%20Adult%20Learning.pdf Crawford, S. R. (n.d.). Retrieved March 1,\r\n'