The Roles Of Adult Education In Human Development

The Roles Of Adult Education In Human Development
 

INTRODUCTION

Is adult education a practice or a program? A methodology or an organization? A ‘science’ or a system? A process or a profession? Is adult education different from continuing education, vocational education, higher education? Does adult education have form and substance, or does it merely permeate through the environment like air? Is adult education, therefore, everywhere and yet nowhere in particular? Does adult education even exist? (McCullough 1980 quoted in Jarvis 1987a: 3)

The Roles Of Adult Education In Human Development

1.       Reduction Poverty

Although inadequately understood, adult education has been cited as a key in reducing poverty levels around the world (UNESCO-UIL, 2009 in EAEA, 2010) as it has the capacity to positively affect may dimension of poverty. Results show that adult education has a role to play in nurturing the skills and knowledge necessary to both reducing the risk of poverty, but also for providing the capacity to withstand poverty-inducing pressures. EAEA (2010) underlines the empowering role that adult education can have in times of crises, providing a stable community, a chance for reorientation, a safe place and social recognition. Also, the United Kingdom, the Inquiry into the Future of Lifelong Learning (IFLL) (Sabates, 2008) concludes that participating in adult learning can help substantially to reduce poverty through enhancing employment prospects, improving health levels of poor people and giving better chances of acquiring the tools needed to run their own lives. Therefore, it should be a part of any approach to reducing poverty, as multiple initiatives are needed to lift people out of poverty.

2. Educational Progression

Progression into other learning is an important outcome of adult education. There is clear evidence that (successful) engagement in learning provides an incentive for further learning. Manninen (2010) found that 93 percent of course participants said that their participation has motivated them to learn more. Further, learners described their progress by referring to real-life activities they could now do in a wide variety of life contexts (everyday and leisure practice, work) community and educational practice). Self-confidence, finding voice and opening up to learning were identified by almost all learners and seemed central to their perspective on learning. These outcomes provided improvement in the quality of their lives and become part of their learner identity.

3. Change Attitudes

An individual who participate in adult learning may differ from the one who does not in terms of prior attitude. It was found (Feinsteinet al, 2003) that adult learning is associated with more “open-minded” perspectives on race and authority, greater understanding of people from different backgrounds, challenging previously held beliefs and with a sustaining effect on nonextremist views. Especially academic oriented courses are most suited for opening minds and generally link adult learning to increased racial tolerance, a reduction in political cynicism and a higher inclination towards democratic attitudes.

4. Civic and Social Engagement

Many countries share a concern about declining levels of voter participation and about the state of civic participation. It is possible that adult learning might inspire a change in attitude, which in turn brings about a change in behaviour. Several studies (OECD, 2007; Desjardins & Schuller, 2006, 2006; Field, 2009) amongst others show that learning can promote social cohesion and strengthen citizenship. Adult learning may support the development of shared norms, greater trust towards other individuals and the government and more civic co-operation.

5. Health

Empirical evidence has found that adult learning can have both transforming and sustaining effect on health. Transforming effects are when adult learning changes health behaviour (for instance from smoking to non-smoking) while sustaining effects are when health behaviour is maintained, for example, the likelihood of remaining a non-smoker. Therefore, people attending Adult education courses are more likely to have healthy lifestyles, and there is a body of literature which describes adult learning and its relation to mental health. Also, inter-generational effects of educated parents on the health of their children are very relevant Manninen (2008).

CONCLUSION

Investment in the development of human capital through adult education is critical for producing a labour force with technical know-how that can compete in today’s global economy. For obvious reasons, formal education alone is not sufficient to make a worker functional all through his working life, especially as today’s knowledge, tends to render previously acquired knowledge and skill inappropriate or old fashioned for effective operation in societal life. Since the Nigerian labour force is fraught with illiterates and products of the formal education system, they need to be constantly updated and re-skilled through adult education programmeds to enable the country has workers that are well trained, technically educated and well motivated to work towards her developmental goals.

References

Aderinoye, R.A. (1977). Literacy Education in Nigeria. Ibadan: University of Ibadan Publishing House.

Anyanwu, C.N. (1981). Principle and Practice of Adult Education and Community Development. Ibadan: Abiprint Publishing.

Aroge, S.T. and Hassan, M.A. (2006). Labour Education and The actualization of Millennium Development Goals: A Perspective. Adult Education in Nigeria,, Journal of NNCAE, 13, 63- 76.

Delker, P.V. (1974). Governmental Roles in Lifelong Learning. Development Education 7 (4) 24-33.

Enuku, U.E. and Oyitso, M. (2005). Literacy and Community Development Strategies. Nigerian Journal of Adult and Lifelong Learning 1, (1), 71-79.