Developing Programs In Adult Education

The Second Edition of Developing Programs in Adult Education will serve as an indispensable guide for current and prospective adult educators in planning, designing/implementing, and evaluating/accounting for adult education programs. Like the successful First Edition, this revised and expanded volume presents a conceptual programming model that draws from many concepts, constructs, and theories generated by adult educators and other scholars in closely allied disciplines. The updated model, field tested and validated, enhances and elaborates on the complex contextual relationships and processual actions represented in the original. The authors offer illustrative applications within varied organizational contexts and provide a panorama of both macro- and micro-perspectives and actions of a program planning process, with examples from various fields of adult education practice. This innovative text is the definitive authority on one of the few theoretical models of the programming process based in systems theory merged with the practice ecology of adult education.

Become an effective adult educator by approaching teaching systematically As the author describes at the beginning of Creating Courses for Adults, "The big idea of this book is that education for adults has to be designed." Whether in basic skills training, English language classes, professional development workshops, personal interest courses, or formal degree programs, good teaching tends to conceal all the planning and decisions which had to be made in order to present participants with a seamless and coherent process for learning. The author posits that nobody is a completely intuitive teacher and that everybody has to make a series of choices as they put courses together. The decisions they make are important and far-reaching, and deserve to be considered carefully. Starting with the three core factors which must be taken into account when creating courses, Creating Courses for Adults walks readers through a manageable process for addressing the key decisions which must be made in order to design effective learning. Instructor factors are what the teacher brings to the teaching and learning process, such as experience and preferences. Learner factors are the influences that students bring with them, including their past experiences and expectations for the class. Context factors include the educational setting, whether in-person or online, as well as the subject matter. Readers of Creating Courses for Adults will learn a systematic approach to lesson and course design based on research into the ways adults learn and the best ways to reach them, along with pointers and tips for teaching adults in any setting.

"The book provides comprehensive coverage and definitions of the most important issues, concepts, trends and theories in adult education, adult ESL (English as a Second Language) and information communication technologies, offering an in-depth description of key terms and theories/concepts related to different areas, issues and trends in adult education worldwide"--Provided by publisher.

Planning Programs for Adult Learners, Third Edition covers the development of adult education programs in clear, specific detail. This popular step-by-step guide contains information on every area of program planning for adult learners, from understanding the purpose of educational programs to obtaining suitable facilities to incorporating technology appropriately. For educators and practitioners for whom planning programs is a full-time responsibility or only a part of their jobs, as well as volunteers in a variety of organizations, will find this book to be an essential tool. Grounded in a variety of program planning models, the new edition includes: new refinements to the 11-component interactive model updated exercises and examples from new settings new material on the practical application of technology discussion of instructional and program evaluation a focus on critical managerial tasks a new chapter on exploring the foundational knowledge of program planning a new section on the ethical issues related to program planning

“Griff Foley has done those of us who are interested in adult learning a favour… Dimensions of Adult Learning provides an up-to-date, internationally relevant and comprehensive overview of an increasingly diverse field of study… an ideal introduction to the field for teachers, researchers and policy-makers." Journal of Education and Work “[The book] lives up to its ambitious name and has something to offer policy-makers and practitioners who want to take a fresh look at the expanding world of adult learning.” Talisman “This timely and valuable book makes an important contribution to our understanding of key recent developments in adult education and their significance. Reflecting the increasingly global nature of scholarship in the field, well-respected international contributors analyse issues facing practitioners today and consider how these can be most positively embraced to further the international cause of adult learning and social justice.” – Janet Hannah, University of Nottingham. This broad introduction to adult and post-compulsory education offers an overview of the field for students, adult educators and workplace trainers. The book establishes an analytical framework to emphasise the nature of learning and agency of learners; examines the core knowledge and skills that adult educators need; discusses policy, research and history of adult education, and surveys innovations and issues in adult education and learning. It also examines adult learning in different contexts: on-line learning, problem-based learning, organisational and vocational learning. Edited by internationally known academic Griff Foley, the book features chapters from leading contributors in the UK, North America, Australia and worldwide. Contributors: Damon Anderson, Francesca Beddie; Carmel Borg; Bob Boughton; Mike Brown; Shauna Butterwick; Tara Fenwick; Laurie Field; Keith Forrester; Vernon Galloway;Andrew Gonczi; Nancy Grudens-Schuck; Joce Jesson; Linda Leach; Peter Mayo; John McIntyre; Paul McTigue; Mike Newman; Tom Nesbit; Kjell Rubenson; Peter Rushbrook; Tom Sork; Barbara Sparks; Bruce Spencer; Peter Stephenson; Nelly Stromquist; Lucy Taksa; Mark Tennant; Shirley Walters; Michael Welton

Whether it is earning a GED, a particular skill, or technical topic for a career, taking classes of interest, or even returning to begin a degree program or completing it, adult learning encompasses those beyond the traditional university age seeking out education. This type of education could be considered non-traditional as it goes beyond the typical educational path and develops learners that are self-initiated and focused on personal development in the form of gaining some sort of education. Essentially, it is a voluntary choice of learning throughout life for personal and professional development. While there is often a large focus towards K-12 and higher education, it is important that research also focuses on the developing trends, technologies, and techniques for providing adult education along with understanding lifelong learners’ choices, developments, and needs. The Research Anthology on Adult Education and the Development of Lifelong Learners focuses specifically on adult education and the best practices, services, and educational environments and methods for both the teaching and learning of adults. This spans further into the understanding of what it means to be a lifelong learner and how to develop adults who want to voluntarily contribute to their own development by enhancing their education level or knowledge of certain topics. This book is essential for teachers and professors, course instructors, business professionals, school administrators, practitioners, researchers, academicians, and students interested in the latest advancements in adult education and lifelong learning.

This book represents the distillation of the author's knowledge & experience gained over twenty years of research, teaching, & the practical application of his "conceptual programming model" for adult education.

The heightened interest in and the rapid expansion of adult education has become a trend in a variety of environments. In order to serve these developing areas, educators, personnel directors, as well as staff development specialists require improved methods for planning learning activities within their own unique organizational contexts. In The Organization and Planning of Adult Education Kowalski examines the issues created by providing a social service in diverse organizational settings and presents a format for initiating and developing adult education programs. In order to comprehend the complexity of the context of programming within an organization, two novel components are included: first, a typology of sponsoring organizations is presented. This allows the reader to study program development in greater detail through a categorization of the sponsoring institutions. Second, organizational theory is applied to the process of programming in adult education. To be successful, the adult educator must be able to analyze both the existing organizational climate as well as to devise programs compatible with this environment. Kowalski has written a valuable resource and guide for those faced with the responsibilities of planning adult education programs in their own particular setting.