ADLT 101 Introduction to Adult Education Session 9 Evolution of - - PowerPoint PPT Presentation

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ADLT 101 Introduction to Adult Education Session 9 Evolution of - - PowerPoint PPT Presentation

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ADLT 101 Introduction to Adult Education Session 9 Evolution of Adult Education Worldwide Lecturer: Dr. Isaac Kofi Biney Contact Information: kbiney@ug.edu.gh/ikkbiney@yahoo.co.uk College of Education School of Continuing and Distance

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College of Education School of Continuing and Distance Education

2014/2015 – 2016/2017

ADLT 101 Introduction to Adult Education

Session 9– Evolution of Adult Education Worldwide

Lecturer: Dr. Isaac Kofi Biney Contact Information: kbiney@ug.edu.gh/ikkbiney@yahoo.co.uk

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Session Overview

Goals and Objectives

At the end of the session, the student will

  • Describe how adult education evolved in Europe
  • Discuss evolution of adult education in United States of

America

  • Examine the focus of adult education in Asia
  • Analyse how the evolution of adult education in Africa

was influenced by Europe

  • Make proposals for the future of adult education in Ghana
  • Dr. Isaac Kofi Biney, SCDE

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Session Outline

  • Introduction
  • Overview of Adult Education Worldwide
  • Evolution of Adult Education in Europe
  • Educational Implications
  • Conclusion
  • References
  • Dr. Isaac Kofi Biney, SCDE

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Reading List

This week, complete the following tasks:

  • Log onto the UG Sakai LMS course site:

http://sakai.ug.edu.gh/XXXXXXXXX

  • Watch the Videos for Session 9 – Evolution of Adult Education Worldwide,

special attention on Europe

  • Review Lecture Slides: Session 9 – Evolution of Adult Education

Worldwide, special attention on Europe

  • Read Chapter 7 of Recommended Text – Nafukho, F., Amutabi, M. &

Otunga, R. (2005). African Perspective of Adult Learning - Foundations of Adult Education in Africa. Hamburg: UNESCO Institute for Education. Pages 46 – 48. Kwapong, O. A. T. F. (2012). Introduction to Adult

  • Education. Accra: ICDE, University of Ghana. Pages 122 - 133
  • Visit the Chat Room and discuss the Forum question for Session 9
  • Complete the Individual Assignment for Session 9
  • Dr. Isaac Kofi Biney, SCDE

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Introduction

  • The evolution of adult education has differed from continent to

continent and country to country.

  • The history, purpose and nature of its practice have impacted
  • n the way indigenous adult education existed in a country

before.

  • It also influences the introduction of any formal adult learning

(Ouane, 2009) .

  • Evolution will be looked at specific regions and sub-regions

such as Europe, America, Asia, Arab and Africa with special focus on Ghana.

  • This enables us explore how adult education has fared in the

sub-regions lessons to pick for improving adult education in Ghana and your community.

  • Dr. Isaac Kofi Biney, SCDE

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Overview of Adult Education Worldwide

  • Adult education has in recent years often been

accompanied by adult learning.

  • Thus placing more emphasis on demand than on the

process of provision.

  • Of fundamental importance is education and learning

for adults.

  • This gives opportunity to learners to participate in

political, economic, cultural, artistic and scientific life.

  • Dr. Isaac Kofi Biney, SCDE

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Interative Adult Learners

  • Adult education takes different

forms - formal, non-formal and informal.

  • It is provided in different places

and set-ups which include universities, colleges, community learning centres, folk high schools, on-the-job training and day and evening learning sessions.

  • The levels range from primary to

post-doctoral in the form of adult basic education, continuing education or higher education (The 1997 Hamburg Declaration

  • n Adult Learning).
  • Dr. Isaac Kofi Biney, SCDE

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Evolution of Adult Education Worldwide

  • Ouane (2009 cited in Kwapong & Aggor, 2012) notes that

national history has heavily influenced approaches to provision of adult education

  • While Mexico, Nepal and Senegal see non-formal

provision of education principally in terms of adult education, Bangladesh and Indonesia take a broader view, stressing adult education as flexibility and programme diversity to complement formal education.

  • Burkina Faso, Ghana, Kenya, Nigeria, the Philippines, the

United Republic of Tanzania and Zambia largely conceive

  • f non-formal education as any structured learning

activity taking place outside the formal education system (Ouane, 2009 cited in Kwapong & Aggor).

  • Dr. Isaac Kofi Biney, SCDE

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Evolution of Adult Education Worldwide (Contd.)

  • In1960, Egypt established ‘schools for the people’

similar to that developed in Britain a century ago to educate the adult population.

  • For years primary education was concerned with creating

public school systems, but from1970s countries in Africa, Asia, and Latin America began to increase opportunities for adult education (Ouane, 2009 cited in Kwapong & Aggor, 2012).

  • Innovative programmes involving the mass media began

in many countries.

  • Tanzania, has used mass-education techniques and the

radio to organise national education programmes in health, nutrition, and citizenship.

  • Dr. Isaac Kofi Biney, SCDE

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Adult Education Worldwide

  • In1980s,

international educational exchange programmes involving short-term non-degree study in specialized fields grew in popularity in the United States and many other countries (Ouane, 2009 cited in Kwapong & Aggor, 2012).

  • Dr. Isaac Kofi Biney, SCDE

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Adult Education in European Region

  • Adult education as a formal programme began in the 18th

century in the European Region.

  • The Danish folk high school movement in the mid-19th

century prevented a strong German influence that threatened the loss of Danish language and culture.

  • In Britain, the need to expand educational opportunities for all

especially, the vulnerable resulted in the growth of adult education programmes.

  • Examples are the evening school and Mechanic's Institute.
  • the Soviet government virtually eliminated illiteracy by

establishing various institutions and extension classes for adults after the Russian Revolution (Kante, cited in Kwapong & Aggor, 2012).

  • Dr. Isaac Kofi Biney, SCDE

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Latin America and the Caribbean Region

  • In Chile's Califica programme, young people and adults have been

institutionalised through vocational training programmes after completing and certifying primary and secondary education.

  • In Argentina, government programmes link literacy, basic education

and work.

  • Colombia had a special programme with OEI support operating in

several departments of the country.

  • In Brazil, the Fishing Letters Programme provides literacy

training for fishermen and women, to link literacy teaching to entrepreneurial activity.

  • However, policy shift to prioritise investment in children's primary

education in Latin American countries has affected the promotion of adult education in the region (Ouane, 2009 cited in Kwapong & Aggor, 2012).

  • Dr. Isaac Kofi Biney, SCDE

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Adult Education in the Arab States

  • Arab States made strides in response to international and national interventions to

promote adult education, through the following:

  • The number of illiterates has fallen from 64 million to 58 million and

coordination of formal and non-formal education is evident.

  • A national committee on literacy and non-formal education is in place.
  • The number of programmes aimed at people with special needs has
  • increased.
  • Sudan makes reference to Bedouins and Algeria disabled people as special

target groups.

  • There are challenges in the region, for instance, women in the region are still under-

educated (50% are illiterate) and are disadvantaged in terms of citizenship rights, legal rights, representation in professional and technical positions

  • They are as well underrepresented in parliamentary and ministerial positions.
  • Dr. Isaac Kofi Biney, SCDE

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Adult Education in Asian Region

  • Several countries in Asia have developed systematic approaches to

adult learning and education guided by policy frameworks.

  • The Philippines Alternative Learning System (ALS), Thailand’s

National Education Act of B.E. 2542 (1999) and amended Act of B.E. 2542 (2002).

  • These policies make non-formal education integrated into lifelong

learning.

  • The Republic of Korea build a learning society, Australia, Japan, the

Republic of Korea and New Zealand have come close to achieving universal education at all levels.

  • Lack of specific policies and strategic implementation plans are

militating against their overall success.

  • Dr. Isaac Kofi Biney, SCDE

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Adult Learners in a Classroom Learning Setting

  • Dr. Isaac Kofi Biney, SCDE

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Adult Learning in the African Region

  • Sub-Saharan African region has put in place several innovative policies and

programmes that had a positive impact on adult learning and education.

  • Progress made in the region includes:
  • In (2003) and (2005), Namibia and Eritrea have a National Policy on

Adult Learning respectively.

  • Cape Verde developed adult learning and education policies, legislation and

administrative frameworks (1998, 1999, 203, 2006, 2007, 2008).

  • Benin launched a national policy on literacy and adult education in 2001,

with new vision, mission, objectives, strategies and resources needed to reach the defined goals by 2010.

  • Burkina Faso has a policy on environment and literacy and non-formal

education.

  • Dr. Isaac Kofi Biney, SCDE

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Adult Learning in African Region (Contd.)

  • Cameroon has no clear law on adult learning and education, but passed related laws

in 2004 and 2007 to cover literacy and professional training.

  • Democratic Republic of Congo has no specific policies on adult learning and

education, but has related Executive Orders which touch on professional training centres, for the youth.

  • Good signs though, the challenge in the Region is the high illiteracy levels among

the adult population.

  • Ghana for instance, is yet to formulate a national policy for adult education.
  • Ghana has a national policy on formal education which makes provisions for

widening access to formal education for the adult population through establishment

  • f community colleges and an open university.
  • Governmental and non-governmental institutions work together to promote formal,

non-formal and informal adult education in the country.

  • Dr. Isaac Kofi Biney, SCDE

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Evolution of Adult Education in Europe

  • Adult education has an interesting history in Europe due

to the rich and powerful elements of enlightenment.

  • It brought about equity and access to thinking among

countries. Focus on United Kingdom

  • They started with Bible classes, and then added

citizenship education, arithmetic and so on.

  • Records show that adult schools were the first dedicated

educational provision for adults in Britain.

  • Emphasis on fellowship and spiritual nature of education

was significant.

  • They carried it into other institutions.
  • Dr. Isaac Kofi Biney, SCDE

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Adult Education in UK

  • They use discussion and democratic ways of working as

an important element in the making of adult education method.

  • They shared such concerns with key figures such as R. H.

Tawney in university extension work and the Workers Education Association (WEA, Smith, 2004).

  • Emphasis was placed on Bible Studies and religious

exploration.

  • Not only in Ghana that education has been influenced by

religion, especially Christianity, where Bible studies was used to kick-start formal education, but UK, too.

  • Dr. Isaac Kofi Biney, SCDE

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Adult Education in UK (Contd.)

  • Before, during and after the First World War teachers and

participants’ focus was sapped away, thus, a decline in the numbers that were attending adult schools.

  • The trend was revived through the emergence of other

adult education organizations such as the Workers' Educational Association (WEA) provision.

  • In the beginnings were gender issues of adult schools in

the UK while male membership dropped dramatically (from nearly 74,000 in 1910 to 9,600 in 1937-8), female membership fell far less quickly (38,000 in 1910 to 17,600 in 1937-8).

  • Dr. Isaac Kofi Biney, SCDE

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Adult Education in UK (Contd.)

  • In 1910, adult schools were male dominated (by 2 to

1).

  • By 1937, they were largely female preserves (by

nearly 2 to 1 again).

  • By 1970, there were just 2000 participants in adult

school classes showing a drastic reduction (Smith, 2004 cited in Kwapong & 2012).

  • Dr. Isaac Kofi Biney, SCDE

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Conclusion

  • From the presentation so far, it can be concluded that

adult education is a universal programme, and it is widely practiced. However, its practice is situationally or country specific.

  • That notwithstanding, best practices and lessons can

be learned, from one another and adapted to specific situations to address both individual and societal challenges.

  • Adult education, in its diverse nature, should be

bought into seriously by Ghanaians, to help engender learning society in our part of the world.

  • Dr. Isaac Kofi Biney, SCDE

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References

Kwapong, O. A. T. F. & Aggor, R. A. (2012). Introduction to adult education. Accra: ICDE. Omolewa, M., Karani, F. & Nikiema, N. (2014). The history of adult education. Hamburg: UNESCO Institute of Education. Nafukho F., Amutabi, M. & Otunga, R. (2005). Foundation of adult education in Africa. Hamburg: UNESCO Institute for Education.

  • Dr. Isaac Kofi Biney, SCDE

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