Unit Five: The Curriculum of Adult and Nfe
Unit Five: The Curriculum of Adult and Nfe
Unit Five: The Curriculum of Adult and Nfe
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A). Information Model
• The model is derived from the goals and purposes of adult education.
• It aims at cultivating the intellect and focuses on academic contents of
education.
• In this model, less regard is given to effective and skills learning.
• The role of the teacher is to make decisions on what students learn and to
have a complete control over students learning.
• It is a teacher-centered approach,
• where the content is expected to provide as complete information as possible
by leaving little or nothing for the learner to contribute.
• The student is a passive listener
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B). Individual Self-Actualization Model
In this model the focus of the content is on the learner’s individual
experience, goals, interests and beliefs.
It gives less regard for a body of knowledge and more emphasis is
given to affective learning.
The teacher in this model is expected to play the role of a facilitator
helper and partner.
The student’s individual freedom and responsibility for his/her own
learning is highly valued.
The emphases or methods of learning in this model are
experimentation and discovery.
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C) Individual and Social Improvement Model
• This model of adult education pre-supposes a content which focuses on
student experience and action.
• The source of knowledge from this perspective is experience.
• Specific content becomes subordinated to the development of skills to
evaluate experience.
• The role of teachers in this model is to organize, stimulate and evaluate
learning.
• The main role of the students is to do their own activities and studies.
• This model involves problem solving, project or activity as well as
experimental methodologies of learning.
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D. Organizational effectiveness Model
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The students are expected to acquire and develop the required competencies by their
organization.
The varieties of methods that exist in such practices are: lectures, conferences,
Seminars, Panel discussion, workshops, and case studies and so on.
E). Social Transformation and Development
Within this model there are different views to curriculum.
There is a view that most people acquire most of their knowledge outside the school
unconsciously. for instance, the only true content for adult education is that which
emanates from the learners.
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• In this perspective the role of the teacher and the student is assumed as
a “horizontal relationship”.
• This is because; adult education program has neither a single philosophy nor a single purpose around
• And of course adult education could be part of or integrated with some other programs be it
community development, agricultural extensions, skills training, health education or small business
development.
•At the same time, adult education by and large implies a freedom of choice in regard to what is learned
by the adult, and thus there is no limit to the curriculum of adult education.
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Contents of Adult Education in
Developed Countries Developing Countries
Literacy
General education
Civic and Political Education
Occupational Training
Health and Family life
Community Issues
Agricultural Education
Personal/Family Living
Vocational Training
Social life and Recreation
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5.2 Organization ad Selection of Courses
• What is course organization?
In any curriculum, contents should be structured in steps with increasing levels of achievement.
Each level should have defined standards; so that learners can measure progress towards defined
goals.
Curriculum organization is basically a matter of arranging component parts of the curriculum for
learners at a given time in a given level so as to obtain a desired effect.
This implies that adult education programs should have a developmental orientation.
Learners should be aware of their individual growth and personal development as they proceed
through a sequence of learning experiences.
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Cont…
• They should be suitable for self-learning and also for use by reading groups
based in homes libraries, reading centers, learning centers and else where.
1. Continuity
Continuity is the planned arrangement of contents at successive levels each
time at an increased level of complexity.
It deals with the vertical relationship of a course and to make contents
repeat at a given interval to achieve better retention of the some kinds of
skills and concepts.
So the Adults expected to practice the skill again and again until the
expected objective is realized to be achieved.
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Cont…
2. Sequence
Sequencing is arranging the contents and materials into some sort of order
of succession.
Even though sequence is related to continuity, it goes beyond it as it
increases the quantity of information to be acquired.
In considering the sequence of contents for adult learners, their
accumulated experiences should be considered.
There are two types of sequencing; logical and psychological sequencing.
The logical sequencing of content organization puts the content and materials in to some
sort of order of succession.
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Cont…
It has to start from what learners know to what they want and should know.
It also means the chronological arrangement of events.
This implies the arrangement of facts and ideas in a time sequence.
In the logical sequencing degree of complexity should also be considered.
Adults will be more interested to learn if contents start from simple and proceed to
complexity.
The psychological sequence of contents refers to the arrangements of contents and
activities by giving more attention to the learning activities in relation to:
the abilities,
interests,
aspirations and backgrounds of the learner rather than the course and content coverage.
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Cont…
3. Establishing Scope
• Scope means to decide what must be taught to learners at levels of
the education system which also includes adult education programs.
• It indicates the type of educational experiences that are believed by
curriculum planners to be appropriate for teaching learners at a
particular stage.
• Defining the scope of a curriculum is much more difficult for adult
education than that of the formal schools.
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4. Integrations
Integration of contents is the horizontal relationship of facts,
principles, concepts and activities.
Integration focuses on helping learners to perceive the relatedness
between concepts and processes within the different courses and also
with the outside environment.
Integration provides some kind of coherence to the content discussed
from course to course in a program.
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Curriculum planners and adult educators have to consider the following difference
while organizing contents and offering them to adult learners.
a) The adult learner is a volunteer; the school student attends school because it is compulsory at least for
a while.
b) The adult learner is self-elected; more often than not; he is a part- timer
c) The adult learner is more mature, experienced and can relate things better.
d) The adult leaner is highly motivated and earnest about his study.
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a) The adult leaner forgets more quickly than the young.
d) The adult learner wishes to be compared with his own previous performance rather than with his classmates.
e) The adult learner has been out of school or never been to school.
f) The adult learner has much more responsibility than a school student-responsibility
g) The adult learner does not have the facilities and services that a regular student may have
h) Unlike the school child, the adult leaner brings to the learning process experiences of life; interests emotions, abilities,
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5.2.2 Selection of Courses
• Usually, there is a wide variety of possible contents to choose from, and the
problem is one of deciding which subjects would be best and will offer.
• Selecting of contents involves decision about what should be taught.
Principles for determining what courses to offer in adult education programs.
1. Setting a tentative goal as to the number of courses to offer;
• this requires appraising several factors, including capacities of staff, number of
meeting rooms, financial resources, capacity of the learners, etc.
2. Basing every program in a solid core of subjects;
• this implies that programs should be based on subjects in which there is a known
need and interest.
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Principles…
3. Presenting a more or less balanced variety of subjects in the general
courses programs;
• one of the objectives of adult education is to broaden the interests of
participants, it seems important to include as wide a variety of
subjects as possible.
4. Setting subjects that are keeping with policies of sponsors and
objectives of the program;
• this implies that program leaders should have a definite frame of
reference in deciding whether or not a given subject would be a
desirable for that program.
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Principles…
5. Offering subjects that will not duplicate or conflict with the programs
of other organization-
• the relationship of a course program to other programs in the
community should be such that it should avoid competition or
replication of the programs of other agencies.
6. Limiting courses to objectives that can be accomplished within limits
set by the nature of the program-
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7. Delineating subject according to topical area of knowledge or according to
functional problems to be dealt with;
• these shows that adult education is functional and is concerned with the real-
life problems of people, and not merely with abstract knowledge.
8. Balancing between courses that produce an income and courses that
require subsidy
9. Selecting subjects with sensitivity to seasonal interest and to current
developments in human affairs
10. Selecting courses according to policies by the program director
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5.3 Scheduling Courses
•After the selection is done consideration should be given on how to schedule the
courses. Some of the most important considerations in scheduling courses include.
•When should course meetings be held? Evening hours prove to be most convenient to the vast
majority of adults,
•Almost all downtown programs schedule their courses to start it at 6:00 or 6:30 p.m.
•Programs that take place in residential neighborhoods, on the other hand schedule most of their
classes to start at 7:30 or 8:00 p.m.
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• How long should the meeting last? The general practice ranges from
one to three hours, but the most common duration of class meetings
seems to be an hour and half. Several factors determine to decide the
best length of time.
The element of fatigue must be considered in all cases.
• What days of the week are best? The general experience seems to be
that the earlier days in the week are the most popular,
• How frequently should classes meet? The most common practice is to
schedule class meetings once a week or twice a week.
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• How should subjects be grouped in the time schedule?
In a program that has two sets of courses each evening, each set should
probably include a variety of subjects.
• How long should the terms of series be?
Terms range in practice from six to sixteen weeks.
An examination of the program announcements of a number of course
programs shows that ten weeks is the most frequent length of term, with
eight and twelve weeks tying for second place.
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UNIT SIX: THE ORGANIZATION AND MANAGEMENT OF ANFE
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1. Para-formal Education
The term ‘para – formal education comes from Argentina.
It has been applied as a term for educational activities in between the formal programs
that follow the highly-organized, structured and full-time educational ladder and the
array of loosely-structured, part-time out-of-school provisions.
Carr-Hill (1991) defined them as “educational programs that provide a substitute for
regular full-time schooling.
The main objectives of these programs are to offer a second chance to those who, for
various reasons, could not benefit from the regular school system at the certain moment.
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Continue….
• Para-formal activities are often sponsored by the education authorities and
run parallel to the education system.
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2. Popular Education
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3. Personal Development
• This is defined as ‘education programs covering a range of learning practices
organized by cultural institutions that promote leisure-time activities’.
• It includes a market approach whereby different courses are sold either for
direct consumption or as human capital investment (Carr-Hill, 2001).
• highly individualized, more privatized and more ephemeral.
• Residential short courses, study visits, fitness centers, sports clubs, heritage
centers and self-therapy programs are the most typical types of personal
development.
• Purpose
• To improve oneself and to struggle with one self and ones intimate relationships.
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4. Professional and Vocational Training
• Covers all training out side the formal or non-formal forms of initial
skills training leading to recognized national diplomas.
• It includes;
on the job learning,
artisonal or informal sector apprenticeships,
agricultural or industrial extension services,
entrepreneurship development programs,
and all forms of in-service skills development, upgrading or re-
skilling etc..
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Forms of Adult Education
1. Life-Long Education
• The concept of life-long education becomes popular after the years
following World War II.
• It refers to education from the cradle to the grave, that is, life-long
learning;
• Life-long education is that formal school education is not enough and
learning does not stop at leaving school (for those who have been to
school).
• UNESCO popularized the concept;
• “integrated” so that it becomes life-long integrated education .
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Cont…
• The aim of life-long integrated education has to:-
Reinforce and improve the education of the young as well as offer
adults broad opportunities for self-renewal and social advancement.
Restricted neither to schooling for the young, nor for the adults.
Indicate that life-long education rejects age limits and the concepts of failure
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2. Recurrent Education-
• Recurrent education was seen as a new strategy, radically changing the
school and colleges to the new insights of life-long education,
• Incorporating the formal and informal adult education agencies into
one single education system (Rogers, 1992).
• Recurrent Education was seen to be a matter of entitlement to education
especially to the needs of work.
• Recurrent educations was seen as strategy for implementing the whole
of life-long learning at child hood and adult stages by transforming the
educational system through political action.
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Cont…
3. Formal, Non-Formal and In-Formal Adult Education
• Formal AE refers to;
ÛSystematically arranged adult education programs in which students are
enrolled or registered to follow established courses, either a full-time or a
part-time basis.
Programs that are normally held within the walls of institutions, and
follows norms set by the school-type learning.
Programs where the teacher who knows the subject.
Certain methods of teaching and certain types of institutions are usually
associated with formal adult education such as evening classes.
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• The concept of non-formal education connotes “alternative to schooling’-
hence the term ‘out-of-school education’.
• The scope of non-formal education covers training and instruction outside the
formal education system.
• It ranges from individualized apprenticeships to nation-wide literacy.
• It may be:
Vocational: designed to provide employment
Political and social: to teach citizenship or leadership.
Rural animation: designed for rural community’s development.
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Informal adult education, learning tends to become unintentional and accidental as adults engage in
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4. Adult Basic Education
• Adult Basic Education is the first level of formal adult education.
• It includes Adult Literacy Education, often thought of as education in the 3Rs-reading, writing and
arithmetic.
• There are two aspects of functional literacy;
1. Work-oriented Functional Literacy-
Teaching in the context of vocational knowledge and technical skills to the extent that the acquired
knowledge and skill enable the learners to improve their working efficiency and increase their
productivity.
2. Socio-Cultural Functional Literacy-
This deals with the teaching of literacy in a socio-cultural context, such as family life, sanitation,
nutrition, religion and civics.
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Cont’d…
• In many countries literacy programs are fitted into a larger plan of
post-literacy education.
• In general, Adult Basic Education is considered as part of a wide
system of Remedial Education, which is designed to enable learners to
make-up for schooling previously missed.
• Remedial programs may cover the width of the primary and secondary
school curricula.
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5. Continuing Education
• This is the second stage of formal adult education.
• Participants have had some formal educational background and desire to go
further in their learning.
• Among the very well-known type of continuing education are;
offered by universities as extension’ and “extra moral studies”
• These programs may provide formal or non-formal education.
• Such kind of education, if it is formal the contents would be examination of
university itself while their non-formal work may be vocational or liberal.
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starting from the social needs;
6. Needs- • Basic Education Needs: Designed by religious
and government agencies, to combat
Related Adult
illiteracy,
• Technical-Vocational Training Needs: To fit
new manpower for employment and to
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Adult Education in terms of individual
aspirations or competitiveness
• To acquire basic education as tools
• To acquire skills and techniques in chosen occupations
to earn a living.
• To acquire skill necessary to take the best advantage of
one’s physical, community, civic and political
environment.
• To attain self-fulfillment and release creativity.
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7. Methodically Identified Adult Education
Content
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The formats are summarized into;
• Apprenticeship/internship,
• Correspondence,
• Counseling,
• Independent study,
• Multi-media learning packages,
• Programmed instruction and computer assisted instruction as well as
supervision.
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A) Apprenticeship/Internship: this refers to a contractual relationship
between an employer and an employee through which the employee is
trained for prescribed work processes by practical experience under the
supervision of master crafts people and by formal instructor.
• Internship refers to a similar experience, but tends to be used in the context
of managerial and professional experience.
B) Correspondence Study: refers to course offers of every description in
which student engages in reading with guidance of a syllabus, submits
written assignments, and has these statements reacted to by an instructor-all
through postal services.
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C) Counseling: clinical counseling which typically involves a series of
interviews over an extended period of time, and is concerned with helping an
individual gain self-insight, can properly be classified as a mode of delivery
for adult learning.
D) Independent Study: this mode of delivery involves developing tailor-
made reading sequences to help individuals engage in self-directed inquiry,
with periodic consultations with a mentor on their progress and problems.
E) Multi-media learning packages: involve the construction and
distribution of sequences of learning experiences made up of combinations
of printed materials, diagnostic instruments, audio-tapes, films, slide films,
microfiches, exercises, workbooks, and evaluation instruments.
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F) Supervision: the fact that the supervision is seen as being essentially
a teacher, and supervisory training courses focus on helping supervisors
gain the ability to serve as facilitators and resource persons, is changing
the concept of supervision from control to developing the self-directing
capacities of subordinates.
Defined this way, supervision qualifies as a mode of delivery for adult
learning.
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2. Modes of Delivery for Groups Learning
The ways for reaching adult learners in groups are also numerous:
A). Action Project: comprise groups formed primarily for the purpose of engaging in social action of some sort
in an organization.
B). Clinics, Institutes and Workshops: these modes of delivery refer to a short intensive, multi
activity, large group learning experience.
• The clinic emphasizes the diagnosis, analysis and solving of problems arising out of the
participant’s field experience.
• The institute emphasizes the development of knowledge and skills in a specialized area of
concern or practice.
• The workshop emphasizes the development of individual competences in a defined area of
largely through a variety of small groups.
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C) Clubs and organized Groups: such clubs, range from extremely
informal arrangements of neighborhood friendship circles to the highly
rigid structures or fraternal and service clubs.
• Clubs as modes of delivery are advantageous, because their less
formal structures included a larger social component to attract adults
who might shy away from educational experiences.
• The flexibility of their content can also serve as an effective
instrument for helping members explore new interests.
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D) Conferences and Conventions: involve the brining together of a large number of
members of an organization to renew old friendships.
• It is essential to develop the competences and build up the personal resources of their
members.
• Thus, these modes of delivery play important roles in the presentation of information,
inspiration, and exchange of experience, training, problem solving and commitment
to action among members.
E) Courses: this is the most efficient and dominant unit for organizing most kinds of
learning.
• The course or class is a group with a definite enrolment, meeting at specified times
for a predetermined length of time and study of limited area of subject matter, under
the direction of a continuing teacher.
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F) Demonstrations: involve showing and teaching simultaneously.
• They are visual and verbal explanations of a process or fact or ideas.
• Demonstrations show how things are done.
G) Exhibits, Fairs and Festivals: the essential feature of this mode
learning is the displaying of ideas, products or process.
• The exhibit is basically a stationary sequential display, the fair a non-
sequential mixture of exhibits and activities, and the festival a moving
display.
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3. Modes of Delivery for Mass Education
One of the most common approaches to deliver mass adult education involves community development programs.
improving communities, solving community problems
Patterns of organization
Provide for staff services –diverse management patterns in institutions of adult education
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•four basic features of an adult education organization:
3) Freedom of expression.