Educational education planning is a program that involves a series of decision-making process which takes place among different organization, people, and activities. Adult learners have learning traits that are different from those of young people because of the obligations they have to fulfill in daily life. Adult learners have various responsibilities as parents, employees, and learning activities (Shi, 2017). Adult learners are also are self-directed and have traits that increase viability in the community. Besides, adult learners usually have barriers against participation in educational programs due to limited time, motivation, confidence, lack of confidence and skills needed in the education approach. Based on the traits of adult learners, educators should be in a position to design and adopt teaching methods that ensure continued learning process throughout their teaching process. The teaching process for adult learners should be flexible and relevant to attracting potential adult learners. The adult learning process needs to apply different techniques capable of breaking adult learning barriers.
Part 1: Assignment Summary
Instruction Assignment
This assignment provides an insight into the nature of instructions that educators need to follow when educating adult learners. An essential aspect of teaching adult students to develop skills that are essential to improve the skills required to succeed in the education process. Instructions form the basis for students to develop to adopt the necessary skills in improving skills that will enhance the mechanisms that are essential in receiving and comprehend these ideas. The primary objective of this stage is to ensure that adult learners are in a position to understand the different skills that should be applied in the learning process. For instance, the first skill to be incorporated into the student is ensuring that learners develop the ability for combining different ideas in the learning process.
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Technology is an essential skill that is needed to ensure that people develop an ability that is important to improve the learning and teaching process for the program. As a result, this assignment tries to implement the skills needed to improve the Venn diagram skill. Observation and analysis technic is also essential in ensuring that people develop skills that are required to enhance the learning process. The information is obtained from different sources and placing it in the Venn diagram to analyze and draw a comparison to increase the possibility of interpreting information needed to succeed in the organization. The instruction assignment is also applicable in educating learners on the role of teachers and the activities that they have to play. For instance, the educator performs a role in affirming the learners on the importance of imparting learners with vocabulary. Based on the information presented in this assignment, there will be the provision of skills and techniques that should be applied when implementing the teaching and learning project for adult learners.
Reflection
This assignment is essential in the adult education planning process because it provides an insight into the technology to be applied in the education program. Adult learners have difficulties in adopting and implementing technology that can ease the learning process. However, modern education is changing taking the use of technology in the community. Unless adult learners are educated on the use of new technology such as Venn diagram and overhead projectors, the teaching process will not be sufficient. The learning process also requires students to apply both observational and analytical skills. Therefore, this assignment provides the information needed in improving the learning and teaching process.
Summary for Needs Assessment Assignment
The process will ensure that there is the development of a strategic approach that is designed to identify the needs and gaps that ought to be filled through the education program. The primary objective as to why people develop an interest in pursuing an education in adulthood. People have different needs as to why they choose to pursue education. The commonly identifies reason for continuing education at the adult level is to develop skills that increase competitiveness in the community. Identification of the needs of the adult in the society is based on first-hand information as researchers select a research team from the community and apply technology suitable for participants to give information helpful to the research team. The data collection process focused on the current trends and changes in the population, thus finding solutions to such issues. The target population will also provide information regarding the target audience and the skills needed to improve the learning process.
The needs assessment assignment also tries to identify the barriers and challenges that people experience in an attempt to access adult education programs. The budgetary allocation is also determined to identify the needs and challenges that researchers should address when identifying strategies applicable in meeting the goals for adult learners in the community. When selecting the sample population, researchers applied random selection approach as a way for avoiding any form of biasness that could lead to the production of unreliable information. Questionnaires and interviews were also used to collect data, thus making it easy to analyze and interpret the results. The feedback provided to the community solves some of the problems and challenges facing adult people, thus improving technology needed to improve the functioning of the society.
Reflection
The information provided in this assignment is essential in the adult learning process because it creates opportunities for identifying the needs of people in the community. Understanding the reasons as to why people perceive and understand education becomes a viable approach for ensuring that there is the identification of goals that the education program should achieve (Cyprian, 2012). For example, if the goal for the education process is to increase economic viability in the community, the plans will impart adult learners with skills that enhance the feasibility of this process. Identifying the challenges will also be applicable in improving these skills.
Part 2: Transfer of Learning
Life long learning process focuses on ensuring that there is an acknowledgement of the barriers that prevent people from identifying skills needed in transferring knowledge to the adult learners. Successful intervention strategy should be the provision of strategies for enhancing these barriers. In most cases, adult learners affect experience challenge in assessing education programs because of cultural differences that discourage learning process. In an attempt to address cultural barriers, the education program will involve interaction with community members to identify the norms and beliefs that have adverse impacts on the perception of adult education (Merriam & Bierema, 2013). In an attempt to address this challenge, there will be the implementation of the strategy to ensure that there is an implementation of images and education designs that reflect the traditional way of life in the community. Most adult people have a culture that is resistant to change, thus calling for a need to improve the teaching and learning process. The adult education program will offer training to people on the importance of creating an environment that motivates people in the community to adopt change. Resources such as technological devices and educators create an opportunity for improving adult education through the provision of successful strategies for transferring knowledge to skills. Adult learners will be exposed to different financial institutions that provide financial support for adult learners.
The transfer of knowledge to the adult learners will only occur after people have developed after the necessary changes are made in the target population. For instance, the process should begin with the establishment of resources and identification of the skills that need to be applied in changing the community to remain supportive of the program. After the opportunities have been identified and the adult learners informed of these changes, there will be the establishment of a mechanism designed to promote the development of training and coaching target population about the opportunities available through the training process (Brockett & Hiemstra, 2018). The practice opportunities will create a chance for trainees to experiment and ask questions regarding the opportunity to research the possibilities. Trainee readiness is also needed to implement the process of transferring knowledge to the adult learners. Peer coaching design is also required to provide successful knowledge transfer to the learners.
The adult teaching program will include various stakeholders such as trainees, supervisors, and trainers. These shareholders will identify the strategies that could be applied to supporting the transfer of knowledge to adult learners (Brockett & Hiemstra, 2018). Supervisors will play an essential role in monitoring the nature of the flow of information from educators to learners. Trainees will be the people receiving the instruction and experimenting the opportunities before they could apply the skills in different working workplaces. The stakeholders will be involved in designing the teaching and learning process to be used in the teaching and learning process.
In an attempt to transfer knowledge and skills, it is essential to use available strategies that facilitate the transfer of knowledge. For instance, providing networking to a group of people that appear to be loosely attracted to each other is applicable in transferring ideas to learners. The action research strategy is also appropriate in passing the learning process. For instance, the use of case studies and descriptive studies techniques also increase the ability of people to transfer knowledge to learners. Website techniques such as twitter and Google sites could also be applied in transferring knowledge to the learners (Merriam & Bierema, 2013). Website approaches are the most preferred strategies for moving experience to adult learners. However, there is a need to implement negotiation strategies with the community and target adult learners to adopt the skills needed to use the applicable technology in the learning process. Adult learning process experiences different barriers such as cultural beliefs and inadequate resources required to improve the transfer of knowledge to learners. These problems will be addressed by educating trainees on skills needed to enhance the teaching and learning process. Devices will also be made available to learners, thus improving the success of adult learners in the community.
Conclusion
The adult learning program has various barriers that require different techniques to break these challenges. Instructions given to learners should reflect the sources of obstacles in the community, thus creating different mechanisms that can address the challenges. The various technologies needed to be applied when giving instructions. Successful adult learning program begins by researching to identify the needs in the community before implementing the plan. The requirements should be determined from first-hand information, thus conducting research to identify techniques that could be applied in transferring ideas. Networking and sharing of information in groups are applicable in facilitating the transfer of knowledge. However, a web-based method is appropriate in promoting the learning process. This technique should begin by creating an approach to break the cultural practices and beliefs regarding the adoption of technology.
References
Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult learning: Perspectives on theory, research and practice. Routledge.
Cyprian, O. E. (2012). Adult Learning Development from the Prism of Homestay. Higher Education Studies, 2(3), 77-87.
Jarvis, P. (2012). Adult learning in the social context. Routledge.
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons.
Shi, H. (2017). Planning Effective Educational Programs for Adult Learners. World Journal of Education, 7(3), 79-83.
