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AdultED_Phil

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This is a presentation about the adult education philosophies that apply to job-skills and vocational training.

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AdultED_Phil

  1. 1. ADULT Education Philosophies and Principles<br />By: heather galan<br />Workforce Training<br />ED512: Spring 2011<br />
  2. 2. Overview<br />Workforce Training<br />Adult Education Philosophies<br />Humanistic Education <br />Principles of Andragogy<br />Behaviorist Education <br />Job-skills Training<br />Conclusion<br />References<br />
  3. 3. Workforce Training<br />“Skills Gap”in the workforce<br />Difficult for hiring officials to find qualified job applicants<br />(Gordon, 2005, p. 159) The “Job Crisis” is forcing employers to focus on education demand for:<br />Learning new information<br />Communication skills<br />Problem solving<br />Trainers should understand the Adult Education Philosophies that relate to workforce training<br />
  4. 4. Skills Gap<br />
  5. 5. Adult Education<br />Adult Education Philosophy (Elias & Merriam, 2005)<br />Humanist Adult Education (p. 111-130)<br />Dedicated to internal aspects of learning<br />Focuses on skills needed for career<br />Science of helping adults learn<br />Behaviorist Adult Education (p. 92-93)<br />Focuses on observable behavior <br />Used mainly for curriculum design<br />Applies to vocational education and job-skills training<br />
  6. 6. Humanist Education <br />Humanist adult education focuses on (Elias & Merriam, 2005, p. 111):<br />“Survival Skills”<br />Freedom <br />Dignity<br />Malcolm Knowles (Elias & Merriam, 2005, p.132)<br />Influential adult educator in the United States <br />Believed the humanistic education theory is suitable for teaching adults<br />Believed that andragogy is well suited for adult education<br />
  7. 7. Principles of Andragogy<br />Andragogy is the art and science of helping adults learn.<br />Knowles’ Principles of Andragogy (Elias & Merriam, 2005, p. 132-134):<br />Facilitated learning<br />Respectful of the learner<br />Cooperative rather then competitive environment<br />Respect for learners life experiences<br />Learner is responsible for their own learning<br />Learners readiness to learn <br />Immediate application of knowledge<br />Adults are intrinsically motivated to learn.<br />
  8. 8. Behaviorist Education<br />Characteristics of Behaviorist Education Philosophy(Elias & Merriam, 2005, p. 83):<br />Learning is a change in behavior<br />Environment controls behavior<br />Reinforcement is central to explaining the learning process.<br />B.F Skinner (Elias & Merriam, 2005, p. 88)<br />Radical behaviorist<br />Developed steps for task learning.<br />Believed that teachers need to have an understanding of teaching and learning<br />
  9. 9. Job-skills Training<br />Behaviorists Adult Education has influenced (Elias & Merriam, 2005, p. 108):<br />Vocational education<br />Continuing professional education<br />Literacy education<br />Behaviorist Education can be linked to measurable outcomes:<br />Success<br />Competency<br />Increased productivity<br />Concrete results<br />
  10. 10. Return on Investment<br />Emphasizing ROI for training (Gordon, 2005, p. 118):<br />Mobilize employers to support workforce training programs<br />Investing in worker training programs is an investment in human capitol<br />Investing in workforce training, can help reduce the negative effects of the “skills gap” that America is facing.<br />
  11. 11. Conclusion<br />Adult Education Philosophies<br />Humanistic Education<br />Malcolm Knowles<br />Andragogy<br />Behaviorist Education<br />B.F. Skinner<br />Job-skills training<br />
  12. 12. References<br />Elias, John L., Merriam, Sharan B. (2005). Philosophical Foundations of Adult Education, Third Edition. Malabar. Kriegar.<br />Gordon, E. E. (2005). The 2010 Meltdown: Solving the Impending Jobs Crisis. Westport: Praeger.<br />Senge, P. M. (2006). The Figth Discipline: The Art & Practice of the Learning Organization. New York: Doubleday.<br />

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