The document outlines key differences between adult and child learners in 3 areas: 1. Child learners rely on others to decide what is important to learn, have little experience to draw from, and have limited ability to serve as a resource. Adult learners decide what's important for themselves, have substantial experience, and can significantly contribute as a resource. 2. Conditions of learning differ - children are motivated by disharmony while adults want immediate usefulness. Approaches also differ with children needing structure and adults preferring participation. 3. Adults bring their own experiences, needs, learning styles and educational backgrounds to learning. Teachers must be flexible and create a non-threatening environment for adult learners.

1. KEY DIFFERENCES BETWEEN ADULTS AND CHILDREN AS
LEARNERS

2. CHILD AND ADULT LEARNING CHARACTERISTICS
CHILDREN ADULTS
Rely on others to decide what is
important to be learned.
Decide for themselves what is
important to be learned.
Accept the information being
presented at face value.
Need to validate the information
based on their beliefs and values.
Expect what they are learning to be
useful in their long-term future.
Expect what they are learning to be
immediately useful.
Have little or no experience upon
which to draw. “blank slates”
Have substantial experience upon
which to draw. May have fixed
viewpoints.
Little ability to serve as a
knowledgeable resource to teacher
or fellow classmates.
Significant ability to serve as a
knowledgeable resource to the
trainer and fellow learners.

3. CONDITIONS OF LEARNING AND APPROACHES TO TEACHING
CONDITIONS OF LEARNING APPROACHES TO TEACHING
Learning is a basic human need. Teaching may not be essential to
learning but may facilitate it.
Motivated when there is disharmony
between individual’s experience and his
perception of the world.
Structure the process of learning
together so that it may be relevant to the
experience or problem that created the
felt need to learn.
Adult learner like to participate in the
learning process.
Method used should be Socratic or
facilitative rather than didactic.
Adult learners bring their own:
* Experiences to the learning situations.
* Meaning systems to the learning
situations.
* Needs to the learning situations.
*Use experiences as learning resource.
*Methods should be used to enable
students to use their previous knowledge
as a resource.
*Help students to be aware of the
relevance of what they are learning.

4. CONDITIONS OF LEARNING APPROACHES TO TEACHING
Adult learners bring to the learning
situation their own:
* Self-confidence
* Self-esteem
* Self-perception
* Teachers should be empathetic and
assertive.
*Reinforce all correct knowledge and
understanding
*Encourage self-assessment rather
than teacher-assessment.
Adult learn best when the self is not under
threat.
Create an ETHOS-no adult to feels
threatened or inhabited.
Cooperation not competition.
Adult learners need to feel that they are
treated as adults.
Teachers should not regard themselves
as fount of knowledge. Should create
engagement among all the participants.
Adult learners have develop their own
learning styles.
Teachers should be flexible and adopt
teaching styles relevant to the teaching
and learning transactions.

5. Adults have different educational
biographies so they may learn at
different speeds.
Teachers should encourage
adults to learn at their own pace
Adults have developed a
crystallized intelligence.
Teachers should not be influenced
by previous academic record,
especially that from initial education.
Adults bring different
physiological conditions to the
learning situations.(e.g. Declining
visual/audio acuity, less energy,
failing health.)
Teachers should ensure that the
physical environment is
conducive to learning.

6. GLOBALIZATION
 Also known as Web 2.0
Technological advancement
 Opens new possibilities for world-wide information exchange and
communication.

7. DISCUSSING GLOBALIZATION ACCORDING TO RAO MEANS:
 Rethinking asymmetrical relationship; technology,
society, and the economic life of countries.
 Critically analyzing the current globalization trends.
 Discussing different views on the significance of
globalization.
 Working on the central perspective of globalization.
 Understanding that individuals have more than one
identity.
 Identifying conflicts being intensified through the
process of globalization.
 Developing a more holistic and strategic framework
in responding to globalization.

8. INDIGENOUS PEOPLE
Three sources of Human Rights;
•The concept of universal human rights.
•The system of protection of minorities within
existing states; and
•The right of people to self-determination.

9. LIFELONG LEARNING
Knowing the
Learner
(Self-awareness)
Lifelong Learner
Planning for
learning
(Self-management)
Understanding
how to learn
(Meta-
Learning)
Evaluating
learning
(Self-monitoring)

11. EXPERIENTIAL LEARNING