User:Mathildewritng2/Adult education

Driven by what one needs or wants to learn, the available opportunities, and the manner in which one learns, adult learning is affected by demographics, globalization and technology.

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Functional illiteracy is the inability to use reading, writing, and calculation abilities to contribute to the development of one's own personal growth and societal growth. This has become more and more common in adults, and although functional illiterates can still contribute to society, it limits their social and economic status.1 In contrast to being illiterate, where a person is unable to read and write, functional illiteracy is when a person who has these skills is unable to use them in everyday life.1 For example, a functional illiterate person may be able to read and write a basic sentence, but tasks such as filling out a job application, reading a doctor prescription or filling out basic everyday calculations becomes difficult. Studies have shown that these limitations affect language and cognitive skills.1

In a study, Dr. Greenberg compared the orthographic and phonological skills of functionally illiterate adults and children. The study found that although functionally illiterate adults performed similarly in reading tasks, children were more successful in vocabulary and spelling tests.2 This means that functional illiterate adults are at a similar level of education as children, yet they differ in strengths of different skills.2

The difficulty in many countries is that education systems are catered to children, but the problem with this is that the adult brain works and learns very differently than a child's developing brain. So, teaching a 6 year old how to write will be a very different process than teaching a 30 year old with similar skills to write. There are several things to consider while teaching adults as opposed to children. Adult learners are matured and will have much more independence in tasks.4 Adult learners will more likely have a longer attention span as well as more discipline.4 Another thing to think about is that adult learners are educating themselves out of choice, rather than children who are forced to attend school.4 Finally, adults are likely to have increased anxiety in a classroom.4 The reason that adults have increased anxiety in the classroom is because “As we grow older, we are more likely to experience this fear of failure, which can heighten our anxiety, especially if our experience of education in the past was not always positive.” These all contribute to a difference in the way adults need to be taught. So although functionally illiterate adults have similar literary functions to developing children, they differ greatly in how they will retain information.

There are ways that adults are able to gain confidence in a classroom. Taming anxiety in a classroom comes down to two things: comfort and support. Comfort can be found by fulfilling Maslow's Hierarchy of Needs.5 Maslow's Hierarchy of Needs highlights the importance of getting enough rest, eating healthy, and having a stable life.5 These criteria are the same for children, yet finding stability for adults can be more difficult. In many cases, adult learners have a job or have to support themselves, which adds increased pressure in addition to education.2 Support is also necessary in the success of adult learning. This means having a work or classroom environment that makes one feel comfortable.2 Feeling comfortable means feeling as though one has emotional support in the classroom, and having a space where asking for guidance is encouraged rather than shamed.2