Adult Learning

Introduction

Adult education and training is an important element of the life-time accumulation of human capital. As much as one half of lifetime human capital is accumulated in the period after formal schooling, i.e. through adult education and training (Frey & Alman, 153).

This paper has attempted to outline one theory of how adults learn and has presented a simple model for the cause-and-effect relationship that relates to the phenomenon.

Discussion

One of the major forces in the field of adult learning in the 20th Century was Malcom Knowles. He developed a model of adult learning based on six characteristics or assumptions (Fidishun, 90). The six characteristics are:

The need to be familiar with

The self-concept of the learner

Role played by the experiences of the learner

Willingness to learn

Learning Orientation

Motivation

Every adult has developed a self-concept. Generally this includes the concept of being responsible for their own lives and their own decisions. They have beliefs about their own capabilities to achieve certain goals. These beliefs are what Bandura refers to as self efficacy (Heckman, 121).

Adults have collected a wealth of life knowledge and experiences that may include family responsibilities, previous education, and work-related activities. Their new knowledge and experience needs to be connected to their previous database. To help them do that, the topics should be picked which brings out the learners knowledge and experience (Knowles, 36).

Adults are, more often than not, goal-oriented. When engaged in learning, they know what goal they want to achieve. Therefore, organized educational programme with clearly defined elements is appreciated by the adults. The concepts and theories that they learn must be related to the familiar setting of the learner (Frey & Alman, 153). Adults are practical, and they focus on the lesson aspects important to their work. Educators must tell learners openly how the learning will be helpful ...