Adult Education and Training Essay

AbstractThis paper fashion births the summary of the most well dwelln heavy(a) settleing hypothesis Andragogy, explains how it accounts for the personaistics, patterns of catching, and indigence adopted by big(a) scholars. Moreover, reflects on my own qualities and consideration as an expectant adopter critique the strengths and answerlessnesses of Andragogy.Key WordsAndragogy, pedagogy, crowing acquire, upbringing, training, cock-a-hoop learner, characteristics, motivationIntroductionAll these years, the specialized field of preparation has generated a number of models and theories of adult accomplishment, included transformation larn possibility, existential scholarship theory, in ceremonious encyclopaedism theoryetc. And the most great one with which to be familiar is Malcolm Knowles Andragogy. Andragogy was described as the art and acquirement to teaching adults to learn (Knowles, Holton, & Swanson, 2005). It correspondingwise interpreted the subst ructure and structure of adult schooling, the pattern of andragogy has been worldwide utilize in several(predicate) times with different con nonations and at anglem as a bible of adult education.AndragogyThe view of andragogy has been close to for nearby two centuries. It originally formulated by a Ger part teacher, Alexander Kapp, in 1833 (Nottingham Andragogy Group 1983). He employ andragogy to describe education theory. Andragogy literally means man leading, which contrasted with pedagogy (Since andr- is Latin for man, peda is Latin for child and agogus is Latin for leading). And later on, couple educators had gived the term of andragogy in their article. It included Rosenstock in 1921 Lindeman wrote The Meaning of Adult culture in 1926. The notion of Andragogy was well developed, widely discussed and used in 1980 by Malcolm Shepherd Knowles, a champion of andragogy. Knowles first breakd the concept of in the US in 1968. With his previous work on informal adult educati on, Knowles used those elements of surgery and setting to construct the shape and direction of adult education.The concept he used to explain the theory of adult education was the notion of andragogy. Malcolm Knowles, Informal adult education, self-direction and andragogy (Jay-D Man, 2009). Knowles applied the idea of andragogy as the foundation of adult knowledge, he marked it as a new innate(p) technology which moderates the development and performance of adult learning. He posited six assumptions touch base to the adult learners 1) Need to feel, 2) self-concept, 3) run into, 4) readiness to learn, 5) orientation to learning , and 6) motivation to learn(Knowles, 1980)Need to chicaneAdults want to know wherefore they imply to learn roughlything out front undertaking to learn it (Knowles, 2005). Adults be realist, they want to find step to the fore what is the advantage and the loss before they make decision to do something. The why, what, how, when, where will first ca me to their mind before they making choices. For example A man find he needs to improve his academy type to get a promotion at work, which is why he wants to touch learning he will choices a subject related to his present c atomic number 18er to learn, he knows what he needs to learn and what is expected of him in roam to achieve his polish, he knows how he going to do and figure beside works and guard care his family, he needs to know when he studies after conducts research, he knows where is a best place for his continuing learning.Self-ConceptAdults wealthy person a self-concept of being responsible for their own decisions, for their own lives (Knowles, 1998). Adult learners are autonomous, they expect and have sex independence, like to take figure in e rattlingthing and see themselves as self-directed. They get intot want adult educators use a pedagogical model to teach them. They think learning is a make for of communion with the teacher and one another, for example , they prefer interaction earlier than formal subject issue. So teacher has responsibility to encourage and promote the serve up of self-direction. That is why Knowles emphasizes that adult educators mustiness make efforts to create learning experiences in which adults are helped to make the transition from dependent to self-directing learners (Knowles, 1998).ExperienceFor those adult learners, they are individual differences in their background, occupation, education standard, learning style, interests, goals and motivation will s load different experiences than youth when get by into an educational activity (Knowles, 2005). Upon the adult learners earlier experience, Knowles (1998) point out four paths that adult experiencelearning A wider range of individual differences will be established. Offer a richest vision for learning. gain deviation that dirty dog restrain, or sculpt new learning. go out area for adults self-identity.Since the adult learners have many experiences , teacher must engulf on learner experiences. E realone in class could share their experiences through experiential techniques (simulations, group discussions, or paradox-solving activities, etc). Moreover, sometime the adult learners may have to a greater extent experience than the educator in some area. The talk and knowledge sharing will not only limit between teacher and student, also lead to 2 and 3 way interactions between instructor and learner, learner and learner as well.Readiness to LearnAdults learn in order to cope effectively with real- deportment tasks. They commonly come to class motivated, and ready to learn things they need to know. Knowles observes that adults generally become ready to learn when their life business office creates a need to know (Knowles, 2005). Anticipate the adults readiness to learn is very important in adult education, it determine how to proceed the training, and what strategies and activities should apply to sports meeting a learners rea diness. Surveys of learners prior to beginning a course, or some introduction course before the advanced courses are the ship burnal to retrieve the material and aware the learners readiness. druthers to learningLearning is a process of increasing competence to achieve skillful potential in life. According to Knowles, adults are problem-centered in their orientation to learning (Knowles, 2005). They prefer a problem solving orientation to learning (problem centered), rather 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 face up in life. When they confront real-life situation, they want to learn what will help them to pass on theireffectiveness, and they learn best in this status.MotivationMotivation is the last core of Andragogy assumption, but not the least. Knowles emphasizes the adult learners motivation can be blocked by tr aining and education if neglect of adult learning principles (Knowles, 2005). Adults tend to be more motivated toward learning that helps them cipher problems in their livers or results in sexual payoffs (Knowles, 1998). Adult learners are reactive to some motivators. And normally those motivators can be divided into external (e.g., discover job, higher salaries) and internal (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.Implement beginning on the six assumptions of Andragogy, lets see how adult learners and educators began to follow out the practical applicationsAssumptionAdult learnerEducatorNeed to knowHave a need to know what they expect to learn before induceing time in a learning event befool sure that the learners know the aim, goal and purpose of training as primal as they can. Self-conceptMust uph old(a) the concept of self-directing, responsi ble their own growing. handler learners to find their needs and guide their own learning experience.Experience recognise to a learning occasion with richest of experience and trade-off to contribute. Create and hold up a learning environment to build on and make use of learners experience.Readiness to learnUphold a squiffy readiness to learn those things that they undertaking to learn. Ensure training relates directly to situations adult face in real-life taskOrientationDedicate their energy to learning things that help them cope with daily lifeor solve a problem. Identify learners needs and interests, develop content found on the their needs.MotivationMore responsive to internal motivators than external motivators. Create a safe learning environment and make sure the internal motivation will not blocked.Characteristics of Adult learnersAccording to the Andragogy, Malcolm Knowles practiced a characterization of the defining features for adult learners, and shown as following Adu lts have acknowledgeable goal they clearly learn what they need and know how to achieve their goal Adults are independent they are expect and enjoy independence, like to take control, and should allowed to express themselves freely Adults have wealth of experience need others to bring in their previous experience, including both positive and negative Adults want immediate public-service corporation of their learning they want to apply what they learn to solve and handle problems go about in their daily life Adults fear to the educational process normally graduated from school years and do not familiar with those process Adults are hard to transport with their prior experience, their conducts become a habit, and some even though became their character already.Andragogy vs breedingSince 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 pedagogyAssumption / ProcessesAndragogyPedagogyNeed to knowClearly understand why they need to know before choose to learn. Only need to know what the teacher teaches.Self-concept kick up of self-directednessDependencyExperienceLearners are a wealth resource for learningTiny worthReadiness to learnDeveloped from lifes experienceDirectly related to age level and curriculumOrientationProblem centeredSelf centeredMotivationMotivated by internal payoffs and curiosityMotivated by external incentives and punishment clock perspectiveImmediacy of applicationPostponed applicationLearning climatefundamental interactionRespectfulInformalAuthorityCompetitiveFormalPlanning coarse self-diagnosisBy educator / instructorFormulation of objectives correlative negotiationBy educator / instructorTeaching strategiesExperiential techniquesTransmittal techniquesEvaluationMutual measurement of programBy educator / instructorBarriers of learning compare with children and teenagers, adult learners have different roles and many responsibilities in their daily life, they must balance against the demands of learning. Those responsibilities will cause barriers against their choice to return to school or participate in workplace training. Normally, those barriers can separated into three categories 1) Attitudinal barriers 2) succession and financial barriers and 3) Education barriers. We need to identify those barriers and overcome them and take control of our own learning.Attitudinal barriersKnew already People with 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 plurality has this attitude are come with good education level Previous experience Generally mass 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. wants of trust 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. Hard to motivate people if they dont have own motivation.Time and financial barriers miss of time No matter the duration of a course, adults need to invest time to join it. They need to sacrifice from other activities and concern of its existence. Lack of money Free training is minority. Therefore, money always is a principal(prenominal) barrier to access adult education services. Family responsibilities Caring for children, the obligation of cooccur with spouse, will cause shortage of study time. Organizing schedule You need to change or sacrifice the study timetable because of the family and work responsibilities.Education barriersToo old to learn Generally can be find in onetime(a) and low education level people. The behaviour of reject learning is because they dont familiar with the new technology or specialized languages, and their reply time is often slow. Lack of confidence Low self-esteem, past failures experience mark the adults, preventing them to overcome frustrations and fears.ReflectionFirst of all, I would like to introduce myself, and the brief of my background are shown as belowMale, 42 years old, married with 2 children (12 Yrs & 7 Yrs). Ive been serving the Hong Kong Police root for for 22 years, working in operational field but non-frontline. anyway operation planning, Im also involved in a Diploma in Police Search & Venue Security design, which was held by Hong Kong Police and granted accreditation from HKCAAVQ, Im 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 faculty member certificate.According to my profile, I am a true adult learner and faced most of the barriers that I had men tioned previously. I would like to critique the strengths and weaknesses of andragogy with my own circumstance.StrengthsAs an adult learner, the motivation of learning is very important, is core factor of adult education. Adults have different tasks and needs in their daily life they will put their needs in corking 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 motivation is not the strength of andragogy in my view. Upon my opinion, I will choose the concept of need to know, because its the factor that cause motivation. With the why, what and how, I will explain the principle of need to know on my circumstance.At the beginning, I come to class for my own promotion and seem as careerinvestment. I like my current career, and seem to be my life occupation. In order to enhance my competitive advanta ge and help myself stick out in my working place, I choose to continue learning. That will passing game 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 skill with my children and people around me. The most important is I know myself more, I am shortage not only in academic standard but also 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.WeaknessesDuring this moment, I will say the concept of 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.ConclusionKnowles introduced and develop the andragogy as core principles of ad ult learning. It help the educator designing 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.ReferencesAdams, N. B. (n.d.). Andragogy. Andragogy. Retrieved adjoin 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,