PRESENTATION ON

ADULT LEARNING
DEFINITION, IMPORTANCE AND NEED, SCOPE,
PRINCIPLES, ASSESSMENT OF LEARNING NEEDS,
PRIORITIES AND RESOURCES.

SUBJECT: NURSING EDUCATION

UNIT:IX: CONTINUING EDUCATION IN
NURSING

SUBMITTED TO SUBMITTED BY
DR. KUSUM NEETHU ROSE
NURSING TUTOR 1ST YR MSc Nsg
NIMHANS NIMHANS

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INTRODUCTION

Adult education is a practice in which adults engage in systematic and sustained self educating
activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any
form of learning adults engage in beyond traditional schooling, encompassing basic literacy to
personal fulfillment as a lifelong learner.] In particular, adult education reflects a specific
philosophy about learning and teaching based on the assumption that adults can and want to
learn, that they are able and willing to take responsibility for that learning, and that the learning
itself should respond to their needs. 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. The learning happens in many ways and in many contexts just as
all adults' lives differ. Adult learning can be in any of the three contexts i.e.

Formal Structured learning that typically takes place in an education or training

institution, usually with a set curriculum and carries credentials,

Non-formal- Learning that is organized by educational institutions but non credential.

Non-formal learning opportunities may be provided in the workplace and through the
activities of civil society organizations and groups

Informal education-Learning that goes on all the time, resulting from daily life activities
related to work, family, community or leisure (e.g. community baking class)

DEFINITION

The European Commission defines adult learning as, all forms of learning undertaken by adults
after having left initial education and training, however far this process may have gone (e.g.
including tertiary education). (European Commission 2006b, p. 2)

According to Bryson,

Adult education includes all activities with an educational purpose, carried on by people, in the
ordinary business of life, which use only part of their energy to acquire intellectual equipment.

NEED AND IMPORTANCE OF ADULT EDUCATION

People who have an opportunity to continually learn and develop their skills and capacities:

Make our economy grow and develop

Ensure that their children develop a love of learning and take full advantage of education

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 Actively participate in their own communities and civil society

Support and respect people with different cultural beliefs and abilities

Respect and protect the environment for future generations

Nurture creativity and imagination

Live healthy and fulfilled lives

Personal development

Professional development

Confidence booster

PRINCIPLES OF ADULT EDUCATION

A comprehensive understanding of adult learning principles is critical to developing successful

education programs that result in participant engagement and the facilitation of learning. Adults
have special needs and requirements as learners.

1.Adults are autonomous and self-directed.

Adults need to be free to direct their own learning. If the learning engagement is classroom-
based, the facilitator must actively involve adult participants in the learning process. Specifically,
they have to be sure to act as facilitators, guiding participants to their own knowledge rather than
supplying them with all of the facts. They should allow the participants to assume responsibility
for their learning and engage them in discussions, presentations and group-based tasks. If the
learning engagement is an e-Learning course, the course should be designed to allow participants
to explore topics in greater detail and choose from multiple learning activities.

2.Adults bring knowledge and experience to each learning activity.

Over their lives, adults have accumulated a wealth of life experiences and knowledge. This may
include family memories, work-related experiences, and previous education. Linking new
material in a course to learners existing knowledge and experience creates a powerful and
relevant learning experience. Relating theories and concepts to the participants and recognizing
the value of experience in learning are two important factors to keep in mind as well.

3.Adults need learning to be relevant and practical.

Every day, the human brain takes in hundreds of thousands of sensory inputs. As the brain
processes these inputs, it begins to sort out information it deems relevant and important.
Relevancy increases the likelihood information will be retained. Adults must see a reason for

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learning something and the learning must be applicable to their work or other responsibilities in
order for it to be valuable for them. Therefore, learning engagements must identify objectives for
adult participants before the course begins. By nature, most adults are practical about their
learning. Typically, they will focus on the aspects of a program most useful to them in their
work. Participants must know how the content will be useful to them.

4.Adults are goal-oriented.

Adults primarily participate in learning programs to achieve a particular goal. Therefore, they
appreciate an educational program that is organized and has clearly defined learning objectives.
These need to be communicated early in the course. 3 Principles of Adult Learning.

5.Adults are problem-oriented and want to apply what theyve learned.

Adult learners want to be able to apply their learning to their work or personal life immediately.
Using examples to help them see the connection between classroom theories and practical
application; utilizing problem-solving activities as part of the learning experience; and creating
action plans together with learners are important concepts that enable life application.

6.Adults are motivated by intrinsic and extrinsic factors.

Learning is driven by participant motivation the more motivated someone is to participate in

training, the more he or she is likely to learn and retain information. Adults are motivated by
both internal and external factors. During the first several weeks on the job, adults are highly
motivated to learn. Similarly, motivation is high when they are faced with learning a new work
process or approach to a problem. However, as they become more familiar with the content,
learners motivation to learn may wane until a specific need arises.

7.Adults are pressed for time.

In todays fast-paced world, adults have to juggle demanding jobs, family responsibilities, and
community commitments. Even if they are highly motivated to learn, the pressures of life often
limit the time many adults can invest in learning. Therefore, in many cases, learning must be
available when it is convenient for the learner and delivered in manageable chunks. These may
come in the form of modularized e-Learning programs, podcasts, or webcasts or may be
strategically delivered through informal training initiatives.

8.Adults have different learning styles.

A learning style refers to how a person learns, categorizes, and processes new content. Each
person may have multiple preferred learning styles. In training, each of these styles should be
considered when delivering content.

SCOPE OF ADULT EDUCATION

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A critical examination of all the definition of adult and non-formal education classifies the scope
under four areas or programme of activities:

1.Education for personal development and libration:

The programmes or activities here, are those that appear personal to the client but librates the
learner from ignorance. They include such programmes as adult basic education, functional
literacy, political education, environmental education, women education, citizenship education,
preventive education, consumer education, prison and liberal education.

2.Education for skills development and competence:

Under this activity area comes all programmes for skill acquisition and training which result to
ability to handle and manipulate tools efficiently. Such programmes as apprenticeship education,
vocational education post basic education, workers education, aesthetic education, internship
education and labor education are good examples.

3.Education for adjustment and sustainability:

One of the major roles of adult and non-formal education is to help the citizenry to adjust to
changing realities of life and unlearn certain practices which are found to be counter productive
to the society. Programme for adjustment and sustainability includes: peace education,
population education, family planning education, health education reproductive education,
fundamental education, community education and co-operative education.

4.Education for continuation and awareness:

Adult and non-formal education for continuation, remedial and awareness includes continuing
education extension education, distance education, second chance education and intermittent
education.

ASSESSMENT OF LEARNING NEEDS

Methods of needs assessment can be classified into seven main types, each of which can take
many different forms in practice.
Gap or discrepancy analysis
This formal method involves comparing performance with stated intended competenciesby
self assessment, peer assessment, or objective testingand planning education accordingly.
Reflection on action and reflection in action

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Reflection on action is an aspect of experiential learning and involves thinking back to some
performance, with or without triggers (such as videotape or audiotape), and identifying what was
done well and what could have been done better. The latter category indicates learning needs.
Reflection in action involves thinking about actual performance at the time that it occurs and
requires some means of recording identified strengths and weaknesses at the time.
Self assessment by diaries, journals, log books, weekly reviews
This is an extension of reflection that involves keeping a diary or other account of
experiences. However, practice might show that such documents tend to be written nearer the
time of their review than the time of the activity being recorded.

Peer review
This is rapidly becoming a favorite method. It involves adults assessing each other's practice and
giving feedback and perhaps advice about possible education, training, or organizational
strategies to improve performance.
Observation
In more formal settings adults can be observed performing specific tasks that can be rated by an
observer, either according to known criteria or more informally. The results are discussed, and
learning needs are identified. The observer can be a peer, a senior, or a disinterested person if the
ratings are sufficiently objective or overlap with the observer's area of expertise (such as
communication skills or management).
Critical incident review and significant event auditing
Although this technique is usually used to identify the competencies of a profession or for
quality assurance, it can also be used on an individual basis to identify learning needs . The
method involves individuals identifying and recording, say, one incident each week in which
they feel they should have performed better, analyzing the incident by its setting, exactly what
occurred, and the outcome and why it was ineffective.
Practice review
A routine review of notes, charts, letters, requests, etc, can identify learning needs, especially if
the format of looking at what is satisfactory and what leaves room for improvement is followed.

PRIORITIES IN ADULT EDUCATION

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Whether prospective students are exploring online degree programs or seek to have a campus-
based experience (or a combination of both), among the key substantive and qualitative factors
they (and external evaluators) should look for are these:

1. Faculty

Are they full-time time faculty devoted exclusively to teaching their subject fields to the adult
learner? Primarily adjuncts? What are their credentials? For professionally oriented program
faculty, how current is their leadership experience and reputation in fields of practice? Are the
faculty known for innovative pedagogy? How accessible are they?

2. Other students

Are students admitted as cohorts, or as individuals, allowed to make progress as best they can? If
so, what are the restrictions/expectations on time-to-degree? Even if students are eligible to
transfer credits from previous study or earn credit through prior learning assessments, are there
still institution-specific standards that must be met in writing and mathematical reasoning or
critical thinkingto help ensure student success? Can students pursue a bachelors degree?
Associates only? Does the student community span generations, or do they cluster in their late
20s or early 30s? Is the population ethnically diverse? Are there international students? Will the
admission criteria provide a certain uniformity of expectation?

3. Fields of study

Do the degree programs constitute a liberal arts education, a principally professional and career-
oriented education, or a mixture of both? Can students change degree fields? Are there
opportunities for credit-bearing, faculty-led overseas study experiences of varying duration?

4. Learning environment

Is the institution exclusively for the adult students, or is it dedicated within a larger entity? If the
program is situated within a college or university structure that also serves full-time students in
residence, are the adult students taught separately? Placed in classes among younger students? If
the program is part of a larger institution, can students take courses in other schools or
departments as an integral aspect of their collegiate experience? Whether online or in person,
what are the average and modal class sizes, and the student to faculty ratios? For online
programs, are there structured opportunities for students to meet with each other and their faculty
face-to-face over the course of their studies?

5. Support services

Are career-guidance and job placement capacities in place, with particular sensitivity to the
needs of older students who are likely to be working already? Do the academic advisers

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specialize in serving adult learners, whether Veterans, working parents or immigrants whose
formative prior educational experience will have been in a different culture (and language)? Do
academic advisers include faculty members or only administrative staff? Are there services for
students with disabilities? Are there tutorial services, or writing centers? Can students access the
library or library services at a schedule convenient to them, or through digital means? Whether
online or campus-based, are the services accessible in the evenings or weekends?

6. Community

Is there evidence of an active student community among the adult learners? Are there student
clubs for peer support and peer learning? Mentoring programs? Supportive and active alumni
networks? Do the curricula themselves foster team collaboration and collaborative problem
solving?

7. Costs and aid

Private institutions may have higher fees, but offsetting financial aid possibilities as well. Is
financial assistance available, other than access to loans? Are there endowed or institutionally
supported scholarship programs reserved for adult students? Are there merit-based awards for
students who demonstrate sustained academic achievement?

8. Industry involvement

Are there industry advisory boards in place to assure the currency and self-correcting capacity of
the programs to adjust to changes in their respective professional fields? Are there industry
mentors or internship opportunities available as part of the degree experience?

9. Standards of academic excellence

What proportion of recent graduates successfully pursue advanced graduate or professional

degree programs? (Even if the pool of applicants is likely to be smaller as a percentage of the
whole than for younger graduates of full-time residential programs, the success rate among
those who do apply may be an important indicator of academic rigor and quality.)

10. Amenities

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The online or commuting adult student may not care about the amenities enjoyed (and paid for)
by full-time students in residence. But if the program they choose exists within a campus
environment that provides them, can the adult student access the gyms, the public lecture series,
the discounts to events, the athletic games, the health services, and other benefits associated with
campus life?

RESOURCES OF ADULT LEARNING

Counsel on Adult and Experiential Learning (CAEL)

CAEL is a national organization dedicated to expanding lifelong learning opportunities for
adults. Through collaboration with educational institutions, industry, government and labor,
CAEL promotes learning as a tool to empower people and organizations. In addition to offering
services, they have published resources to assist adult learners. Some of their titles
include Portfolio Development and Adult Learning: Purposes and StrategiesandEarn College
Credit for What You Know,Assessing Learning: Standards, Principles, and ProceduresAssessing
Learning: A CAEL Handbook for Faculty,,Prior Learning Assessment: A Guidebook to American
Institutional Practices
http://www.cael.org/
Association for Non-Traditional Students in Higher Education (ANTSHE)
ANTSHE is an international partnership of students, academic professionals, institutions and
organizations whose mission is to encourage and coordinate support, education and advocacy for
the adult learning community.
http://www.antshe.org/
Non-Traditional Student Organizations (by state)
This is a great resource that links to Non-traditional student services sections of university
websites. It can be a great assistance to advisors looking to establish services for adult learners.
http://www.antshe.org/links/ntsorg.htm
American Association for Adult and Continuing Education
The American Association for Adult and Continuing Education is the nation's premier
organization dedicated to enhancing the field of adult learning. With members from 60 affiliates
and 40 nations, the Association represents its members from secondary and post-secondary
education, business and labor, military and government and from community-based
organizations. AAACE publishes three of the nation's leading periodicals in education and
training topics.
http://www.aaace.org/
California Advocates for Re-Entry Education (CARE)
This active state-wide organization holds an annual Southern California Fall Workshop. This
year it will be held at Orange Coast College on November 16. Check out their website for
details.
http://stars.ucsc.edu/index.html

PROBLEMS OF ADULT EDUCATION

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Numerous problems in the way of social education act as obstacles and hinder the progress of
social education.

1. Non- co-operation of adults

In the rural areas especially in several backward regions, there is severe orthodoxy among
the adults, and they refuse to cooperate with the teachers.

2. Problem of social education workers

For a successful programme of social education it is necessary to get honest and devoted
teachers with missionary goal.

3. Problem of attendance

The attendance of adults in adult education is very poor. They do not come regularly. The
solution is to make the program inspiring and interesting so that the adults will have great
pleasure in attending.

4. Problem of equipment

The centres for adult education are not properly equipped. The books and other materials
are not available.

5. Problem of social backwardness

Differences of caste and creed give rise to numerous problems in this regard. Many
people do not like to sit by the side of backward class people.

6. Problems of suitable literature

Adults need easy and interesting literature for self study after they picked up reading and
writing which is not easily available.

7. Problem of finance

Lack of funds available for adults education is a great handicap in the way of its
promotion.

CONCLUSION

Keeping adults motivated, instilling in them confidence, reinforcing positive self-esteem

allows for them to develop into lifelong learners. Typical motivations include a
requirement for competence or licensing, an expected (or realized) promotion, job

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 enrichment, a need to maintain old skills or learn new ones, a need to adapt to job
changes, or the need to learn in order to comply with company directives. The best way
to motivate adult learners is simply to enhance their reasons for enrolling and decrease
the barriers. Instructors must learn why their students are enrolled (the motivators); they
have to discover what is keeping them from learning. Then the instructors must plan their
motivating strategies. A successful strategy includes showing adult learners the
relationship between training and an expected promotion, they can be shown that the
course benefits them pragmatically, they will perform better, and the benefits will be
longer lasting. It is crucial for teachers to be aware of the characteristics of their learners
and that they develop lessons that address both the strengths and the needs of their
individual students.

REFERENCES

1. Bhaskar Nima and Bhaskara raj Elakkuvana. Textbook of nursing education.

EMMESS medical publishers.1st edition.2013. page no- 323-26.
2. http://www.literacy.ca/professionals/professional-development-2/principles-of-adult-
learning/
3. https://en.wikipedia.org/wiki/Adult_education
4. http://www.tmg.edu.au/5-important-benefits-of-adult-learning/
5. http://evolllution.com/opinions/adults-want-defining-top-10-priorities-adult-students/
6. http://www.nacada.ksu.edu/Community/Commission-Interest-Groups/Advising-
Specific-Populations-I/Advising-Adult-Learners-Commission/resources.aspx

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