2. In the year 2011, 4,393,305 was the number of
people in Canada aged 55 to 64 and 4,365,585 was
the number of people in Canada aged 15 to 24 -
first time in Canadian history where there was a
greater proportion of Canadians aged 55 to 64
than people aged 15-24.
In the year 2011, most Canadians expect to work
past the age of 66 - and the majority of those
workers say it will be because they need to, not
because they want to.
In 2011, 11.3 per cent of Canadians over the age of
65 were still working, up from 5.9 per cent a decade
before.
3. What does this mean for older Canadians, will
they continue to work in their same field or
will they opt for a new career direction?
Will this growing segment require further
education and training to keep them
employable, or at the very least, keep their
mind active to remain healthy?
Our Canadian government to develop and
expand educational programs which cater to
the needs of adult learners in an ever
increasing aging population.
4. Research question: “Identification of Critical
Conceptual Elements in the Development of Adult
Education Curricula?".
The elements critical to the planning and delivery
of an adult education curricula is the
understanding and implementation of adult
education principles
Adult education programs should be designed and
developed to meet the unique needs of adult
learners so they can gain knowledge, skills and
abilities toward the betterment of their lives.
5. Imel (1998) describe six adult education principles that
demonstrate the treatment of our learners as adults which
include:
1. Involving learners in planning and implementing learning
activities.
2. Drawing upon learners’ experiences as a resource.
3. Cultivating self-direction in learners
4. Creating a climate that encourages and supports learning
5. Fostering a spirit of collaboration in the learning setting.
6. Using small groups.
6. Knowles’(1970) concept of andragogy provides this
theoretical or conceptual framework and defines
andragogy as "the art and science of helping adults
learn" (p. 38). This concept of andragogy responds to
the development of a new and distinctive theory of
adult learning developed by adult education theorists
in North America and Europe.
Knowles (1984) observes that by 1970s and 1980s- there
was a substantial enough body of knowledge about
adult learners and their learning to permit educators
and education developers an opportunity to organize it
into a systematic framework of
assumptions, principles, and strategies.
7. Sork and Cafarella (1989) view curriculum
development in adult education as systematic
planning. This systematic planning is according to
them "a powerful tool for designing effective,
efficient, relevant, and innovative programs or
curricula" (p. 235). It consists of the following
steps: (a) analysis of the planning context and
client system, (b) needs assessment, (c)
development of program objectives, (d)
formulation of the instructional plan, (e)
formulation of the administrative plan, and (f)
design of a program evaluation.
8. Prevedel (2003) describes three commonly used
approaches to curriculum development:
"traditional" and is often used in K-12 school
setting.
"learner-driven" incorporates theories specific
to adult education as well as recent research
about teaching and learning.
"critical" sees education as a distinctly political
act, and curriculum development as
functioning in personally or politically
empowering ways.
9. Zais (1976) study examines four different
curriculum development models in adult
education:
1. Administrative (Line=Staff) model,
2. Grass-Roots Model,
3. Beauchamp's System
4. Andragogy Model.
10. Galbraith and Zelenak (1989) suggests that adult educators should
have the following competencies:
(a) understand and take into account the motivation and participation
patterns of adult learners,
(b) understand and provide for the needs of adult learners,
(c) be knowledgeable in the theory and practice of adult learners,
(d) know the community and its needs,
(e) know how to use various methods and techniques of instruction,
(f) possess communication and listening skills
(g) know how to locate and use educati3nal materials,
(h) have an open mind and allow adults to pursue their own
interests, (i) continue his or her education,
(j) be able to evaluate and appraise a program.
11. Linderman (1926) succinctly summarizes stating
that “orthodox education may be a preparation for
life but adult education is an agitating
instrumentality for changing life.
Institutions, groups and organizations come
within the scope of continuing, advancing learning
in so far as these collective agencies furnish the
medium for educational experience” (p. 105).
