This document discusses planning adult education events and programs. It provides guidance on preparing for an event through organizing logistics and developing a schedule. When making the teaching and learning program, the document recommends considering goals, content, participant needs, title, educational objectives, content structure, time allocation, and recording the event plan. Program design principles should ensure adaptability, clarity, targeting the audience, maintaining excitement, and including hidden learning objectives. Proper planning of goals, content, methods, and consideration of participant skills and needs are essential for effective adult education programs and events.

1. Planning adultPlanning adult
education and eventeducation and event
managementmanagement
By R. Koncevičienė
November 30, 2017
Šakiai

2. PlanningPlanning

3. Preparation for a teachingPreparation for a teaching
event:event:
1. The organisation of the event and
logistics
2. Making the programme of the event

4. Important factors inImportant factors in
organising an event:organising an event:
• Planning the event
• Participants
• Educational and promotional material
• Training accessories

5. The main rule:
The more thoroughly we prepare for
the event, the smoother it is going
through.

6. Making the teachingMaking the teaching
and learningand learning
programmeprogramme
Goals
Contents

7. Questions when making theQuestions when making the
programmeprogramme
 Who am I goinng to work with in this seminar?
 What is the duration?
 What topic am I going to deliver?
 What can the participants gain from me?
 What are my expectations?
 What expectations do the participants and the
organisers have?
 How am I going to convey my ideas?

8. The needs of participantsThe needs of participants
• Age
• Education
• Experience
• Competences

9. Topic /TitleTopic /Title
• Answers the question WHAT?
• Consists of no more than 10 words
• Avoids twaddling
• Contains the words that reflect the problem

10. The choice of the trainingThe choice of the training
positionposition
TEACHER
TRAINER
FACILITATOR
1. Gives knowledge,
conveys information
(cognitive approach)
2. Forms skills
(psychomotor
approach)
3. Affects feelings and
emotions (emotional
approach)

11. GoalGoal
“If one does not know to which port one
is sailing, no wind is favorable.”
(Seneca)

12. Bloom’s Taxonomy of EducationalBloom’s Taxonomy of Educational
GoalsGoals
EDUCATIONAL GOALS –
BEHAVIORAL CHANGES
COGNITIVE GOALS-
KNOWLEDGE
EMOTIONAL GOALS-
UNDERSTANDING, EMOTIONS,
VALUES
PSYCHOMOTOR
GOALS –
SKILLS

13. Educational goalsEducational goals
Mean the result not the activity
Goals can be:
•PURPOSEFUL (e. g: andragogical competences of a
participant)
•LARGE-SCALE (e. g.: introduction of the differences
between pedagogy and andragogy; programme
design principles)
•MINOR (sometimes called objectives)

14. ObjectivesObjectives
Realistic steps that show the result
They can be checked by asking:
•Will the participants be able to, e.g., design a programme,
describe differences, understand, distinguish ...
Realise goals
Objectives reflect:
•Activity content
•Methods
•Results (skills, knowledge, attitudes)

15. Content/1Content/1
 What topics are necessary to provide knowledge?
 What topics should be put into practice?
 What are the goals of practical tasks:
 consolidation of the theory?
 extention of understanding?
 training?
 The relationship between theory and practice
 The intergration of practical examples and exercises

16. Content/2Content/2
 General topics and their sections (logical chain)
 The layout of the topics into modules
 Allotted space for parallel topics
 The topics which can be skipped
 Time for revision and generalization
 Methods

17. Time consumptionTime consumption
 Day-long activity – 6 h.
 Topic blocks 90 min long each.
 Breaks– 20 – 30 min.
 Lunch break– 60-90 min.

18. Time proportionsTime proportions
 INTRODUCTION (introducing, event theme, goal,
programme, work methods and rules) - 15%
 TEACHING (providing information, questions, answers,
discussions, group work, “icebreakers”) - 80%
 COMPLETION (summary, evaluation, farewell)
- 5%

19. Recording the event planRecording the event plan
TIME DURATION ACTIVITIES METHODS TOOLS
9.00 – 9.15 15 min. xxxx Discussion 1-5 slides
Pens

20. Task. Programme designTask. Programme design
principlesprinciples
• Step 1. The participants are devided into 5 groups.
• Step 2. Every group is provided with the description
of one principle of the programme design.
• Step 3. Group memebers discuss their principle and
prepare a short presentation to other participants of
the seminar.
(Duration – 15 min.)

21. Programme designProgramme design
principlesprinciples
• ADAPTABILITY
• CLARITY
• TARGETING
• EXCITEMENT
• ‘HIDDEN CONTENT’

22. SummarySummary
(program(programmeme principprinciplesles))
• Programme principles are considered to be the
essential ‘navigation’ system
• Activity principles could be compared to the
foundation for a building: the stronger the
foundation the stronger the building
• The principles alone are not enough, and you need:
o Tools
o Rules
o Schemes
o Technique

23. SummarySummary
Educational goals
Content
Methods
1.What tasks should the
participants be able to
solve after training?
2. What information is
required to achieve
goals?
3. What information,
experience and attitudes
do the participants
possess?