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Providing Learning Opportunities: M & C Chapter 4

Providing Learning Opportunities: M & C Chapter 4. What’s the purpose of adult education?. Personal growth and development Occupational and career related education Social transformation (grass roots/community ed) HRD/training (Merriam and Brockett, 1997, as cited in M & C, 1999)

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Providing Learning Opportunities: M & C Chapter 4

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  1. Providing Learning Opportunities: M & C Chapter 4

  2. What’s the purpose of adult education? • Personal growth and development • Occupational and career related education • Social transformation (grass roots/community ed) • HRD/training (Merriam and Brockett, 1997, as cited in M & C, 1999) • Education for social control /promotion of status quo

  3. Who decides what opportunities should be available? • Factors: Government demands (e.g. response to 9/11, Welfare-to-work,) Type of government intervention: laizzez faire, encouragement, intervention, direct services. • Local government demands • Community demands • Others?

  4. Who benefits? • The dominant culture and those who adapt the values: White, middle-class, who takes on the on the attitudes of the dominant culture benefits most. Access: race, class, gender, location • Reproduction theory: Education reproduces status quo. • Any other thoughts?

  5. Program Planning (Cervero, 1994) Assumption: Program planning is a social, ethical and political activity where people negotiate their own interests and the interests of the organization. • Who has the power in the planning? • Who are the stakeholders in the program? • Whose interests should be or are being served? • Keep these questions in mind when deciding objectives and audience.

  6. Activity: Plan an adult education program Considering barriers, the average adult learner, etc. Plan an education program for adults. In addition to previous slide consider: • population to be served by program (who is included and excluded) • Stakeholders in program planning • objectives (at least 2) and how to achieve them (activities, evaluation etc) • barriers to participation • how to overcome those barriers • how your program reproduces the status quo • how it may serve as resistance against the status quo • how you can attract people to your program,

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