Talk:Adult education

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Continuing Education implies personal enrichment or community education. Adult Education in my mind is distinctly different and more more academic. Adult Education acknowledges that adults learn differently than adolescents, and that includes university students, graduates, migrants with no education or otherwise. Obviously the US educational system is in need of repair, and the discussion of andragogy vs. pedagogy may appear in the small school movement and school reform debates. So far, the content and discussion of this page is focused on theory, such as andragogy and self-directed learning. I would add that Adult Education is more often offered in Adult Schools that operate independently under public unified school districts, as well as Community Based Organizations, Correctional Facilities and other agencies. State and federally funded programs are moving toward more accountability to departments of education, just as K-12 schools are with NCLB mandates. In California, and much of the western US, public adult education programs host large ESL programs as well as comprehensive Adult Secondary Education programs that offer alternative and independent programs for concurrent high school students and adults who want to earn their GED or high school diploma. Adult Education also serves older adults and adults with disabilities. Many adult schools offer competitive hi-tech vocational and career education and are programmed into state employment development department initiatives (Workforce Investment Act). Parenting, Family and Consumer Awareness is another funded area of adult education. Burr Guthrie.

The US Department of Education, Office of Vocational and Adult Education cited 2,736,192 learners in the 2002-2003 year. About 40% were in literacy programs and 60% in basic education or Adult Secondary Education. There is no shortage of research about adult education in the US. [burr.guthrie@gmail.com]

This page needs vastly more work; as it is it says almost nothing that isn't common knowledge. Commentary on the situation in other nations would be particularly welcome, plus an in-depth examination of specific teaching methods used with children that do not work with adults and vice-versa.

Also, I feel that the ways in which a person learns new knowlege or skills are highly individual in any case, so it may not mean much to say "kids are taught this way but adults must be taught this way". Should we be discussing university-level teaching as well here? Graduate students are definitely adults, but this may not be quite the same as a 25-year-old waiter who wants to go back and finish gen ed requirements to apply to university. Comments? This is not my field. Jeeves 08:47, 7 Apr 2004 (UTC)

I'm interested in this too, but I don't know of any special studies done in this field. Maybe we Wikipedians are doing some original research :) My general impression is:  we need to link up the concepts of self-directed learning (at any age), learning materials (libraries, self-study courses, videotapes, the internet), acknowledgements of competence (degrees and such), and opportunities for expressing that knowledge (through application, discussion...what else?).  Not sure how to do that though.

I personally am very interested in programs such as those offered by The Teaching Company, which are purely for enjoyment, and also the self-study and self-government practiced at the Summerhill School. But I realize that most people do study to get something concrete out of it, such as a degree. We should separate those two somehow. Mjklin 10:10, 7 Apr 2004 (UTC)

Merger of Adult Education and Continuing Education?
In practice, these are two distinct fields. The paragraph above starts with a good explanation of the scope of adult education. Continuing education, on the other hand, is understood as primarily a college and university-based activity. As a former administrator of a university-based continuing education program, I am confident that adult education is understood to be a different domain of education and training for adults -- one not conducted, by and large, at universities. These should be continued (and each greatly improved) as two separate articles and not merged. Dwalls (talk) 04:38, 21 December 2009 (UTC)

[b]== History section ==

I think this would be a Good Thing. Anyone want to have a go? This might be a useful start:. —Preceding unsigned comment added by Omicron18 (talk • contribs) 09:22, 8 January 2010 (UTC) huuhsyfyufhfuhubuhbyygshofi iowuiu 97iuyiuwhff23948 —Preceding unsigned comment added by 115.69.154.117 (talk) 15:52, 11 July 2010 (UTC)


 * Also as a former college administrator, I think the Further Education  article is long  enough  to  be a stand-alone. --Kudpung (talk) 13:30, 9 March 2011 (UTC)

There is considerable confusion here regarding the situation in the United Kingdom. "Continuing Education" is now used instead of the former term "Adult Education". The statement in the Further Education article that it is "called continuing education in U.S. English" is probably incorrect, and the statement in the Continuing education article that it is "called further education in the United Kingdom and the Republic of Ireland" is certainly incorrect. Don't take my word for it, read the Oxford University Department for Continuing Education article.62.253.52.32 (talk) 21:37, 1 April 2011 (UTC)

Venue for adult education
The opening of this article could make much more of the diversity of places in which adult education took place. I had some experience of doing adult education when I was a postgraduate student at the University of Lancaster, and there I was told that sometimes, adult education deliberately avoided places that looked too academic to attract people who had been out of education for a long time back into education. ACEOREVIVED (talk) 15:07, 28 August 2012 (UTC)

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Proposed Article
Hi

Can I include this article?

Thank you

LOBOSKYJOJO (talk) 03:00, 3 February 2019 (UTC)

Adult education The United Nations Educational, Scientific, and Cultural Organization (UNESCO) defines adult education as “education that specifically targets grown-ups in society where they belong for the improvement of technical or professional qualifications, develop their capabilities, supplement their knowledge and competencies in particular field or fields.” http://uis.unesco.org/en/glossary-term/adult-education In the United States, adult education and learning have turned out as an integral component of the right to education as well as lifelong learning, and composes various forms of education/learning aimed at making sure all adults take part in their respective societies. Adult education represents the essence of learning processes where adults live for their interest ands those of their societies, communities, and organizations. https://www.right-to-education.org/issue-page/th-mes/adult-education-and-learning https://unesdoc.unesco.org/ark:/48223/pf0000245179 Adult education has broader social, economic, political, and cultural advantages. These are particularly distinguished in the 2030 Agenda for Sustainable Development with multiple objectives on adult education. American states have committed to said Agenda. The 2030 Agenda is all-inclusive and extensive. It covers universal issues which include poverty, inequality, hunger, and wi8der governance of corruption, accountability, and finance. https://www.right-to-education.org/issue-page/education-2030 Adult and higher education are often normally considered as different fields of practice and study with autonomous organizations, structures, subsidies, and scholarships. Yet, there is a significant convergence between these two fields. Globally, nations call for higher education to bring into line or make parallel their systems along with institutions closer with approaches in adult education and practice a vital role in the development of adult and lifetime learning in responding to socioeconomic demands that started in the 1960s. "Millana, Marcella and Nesbit. Tom=Global Perspectives on Adult Education and Learning Policy=2015, Aarhus University, Denmark and Simon Fraser University, Casnada=" https://link.springer.com/content/pdf/bfm%3A978-1-137-38825-4%2F1.pdf The UNESCO’s core mandate is lifelong learning. UNESCO plays a revolutionary role in sustaining the essential role of adult education in the development of society and promotion of a wide-ranging method of learning throughout the person’s lifetime. https://uil.unesco.org/fileadmin/keydocuments/AdultEducation/en/GRALE_en.pdf

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Adult Learning and Education as an Emancipatory Project
In recent decades, the principle of lifelong learning has become central in the formulation of educational policies worldwide. SDG4, for example, calls to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” As economies and societies change, adult education will possibly need to extend far beyond lifelong learning for labor market purposes. Opportunities for career change and reskilling connect to a broader reform of all education systems that emphasizes the creation of multiple, flexible pathways. It is commonly acknowledged that jobs and the nature of employment can change dramatically over the span of a single individual’s working life. Therefore, lifelong learning also concerns the idea of participation and inclusion of vulnerable groups who are currently often excluded from educational opportunities. Participation and inclusion go hand-in-hand with emancipatory visions of adult education, which also includes an appreciation of informal learning – the knowledge and capabilities acquired outside formal schooling settings. Lisa Rechelle (talk) 13:56, 2 May 2023 (UTC)