REVIEW OF LITERATURE ON ADULT & DISTANCE EDUCATION -the Nigerian Case (original) (raw)
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An Assessment of an Adult Learning Model: Implications for Replication
HEAd'15. Conference on Higher Education Advances, 2015
In response to the national agenda to increase the number of adults with bachelor's degrees, East Stroudsburg University (ESU), a regional master-degree granting university, has implemented several degree completion programs geared towards non-traditional students. Using the Council for Adult and Experiential Learning (CAEL) "Eight Principles of Effectiveness for Serving Adult Learners," this study assessed the first three years of the program's implementation. This assessment used primary data collection, including a student and faculty survey. The study found that the program is replicating its teaching processes, use of technology for teaching, and advising and mentoring well. However, the assessment revealed that the program was weaker on three primary items more unique to adult learners: 1) Flexible financing options; 2) Awarding credit for prior learning; and 3) Enhancing strategic community partnerships. Parallels are drawn to similar challenges Europe faces in meeting the social dimension of the Bologna Process. The paper concludes that in order to implement successful degree completion programs, key in advancing completion goals and equity demands in both the U.S. and Europe, institutions need to commit themselves to going beyond the replication of traditional undergraduate programs, and plan for the long-term transformation of current models of education.
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Rubenson, K., & Elfert, M. (2013). A typology of adult learning.
Recent development of adult learning typologies stems from the policy community's interest in collecting information on learning activities of populations in order to understand the economic and social benefits of learning and to contribute to the development of evidence-informed policy making in the field of adult education and training. In this regard, the Social Research and Demonstration Corporation's (SRDC's) Adult Learning Typology was constructed as a heuristic device capable of classifying all types of learning in a single framework. Through a primarily conceptual process the authors arrived at a typology consisting of five classes of learning: foundational; higher education; workplace-related; labour market-related; and personal/social. While initial feedback has been positive, the typology needed to be tested for utility in describing the actual participation patterns and practices of adult learning. This paper assesses the utility of the SRDC's adult learning typology by addressing three broad questions: 1) How does the typology compare to emerging international adult learning classification schemes (UNESCO, OECD-PIAAC and EUROSTAT)?; 2) To what extent is the typology useful in describing actual participation patterns as captured by the Access and Support to Education and Training Survey?; 3) How well does the typology describe how adult learning activities are organized provincially, using British Columbia as a case study? Based on the examination of the typology conducted in this report, the authors recommend to revise the SRDC's typology. They further recommend that future surveys collecting information on organized forms of adult learning and education should be designed to collect information on all forms of formal and non-formal learning activities, as well as on informal learning. JEL classification: I20; I21; and I29 Adult learning typology ii EXECUTIVE SUMMARY The overall purpose of this report is to contribute to the development of evidence-informed policy making in the field of adult education and training by constructing a heuristic typology of adult learning. Recent development of adult learning typologies stems from the policy community's interest in collecting information on learning activities in their populations. The goal is to better understand the impact of learning activities on skills distribution and the wider economic and social benefits that eventually result. Despite conceptual and empirical progress in measuring competencies, the development of crucial linkages is less evident; we refer here to ties between competencies, forms of adult learning and education, policy levers, and outcomes. Such analyses are essential in gauging how well education and training systems perform in generating required competencies, and in clarifying which policy levers would best enhance socio-economic returns. The development of a robust typology of adult education and learning is a key component of such efforts. The Social Research and Demonstration Corporation's Adult Learning Typology is constructed as a heuristic device capable of classifying all types of learning in a single framework. Through a primarily conceptual process the authors arrived at a typology consisting of five classes of learning: foundational; higher education; workplace-related; labour market-related; and personal/social. These five types of learning were further described in terms of providers, funders, duration, learners' motivations, and other design and delivery features.