What I have learnt through this Unit....
Education For All
- education for all means all of the positive philosophy learning that includes educational exclusivity is totally contrary to youth in development work, which rests soundly on the notions of social justice for all.
- in development work educations for all is the keystone to successful youth.
Lifelong learning
- can be defined as all forms of and needs for learning , both within and outside the formal education system.
- the concept is overlaps with the concept of adult education because the latter illustrates the use of lifelong learning opportunities.
- adult are involved in both.
- not necessity to discuss lifelong separately.
- age is not the consideration.
- the philosophy of lifelong learning is meant to serve a purpose much broader economic necessity.
- formal education is considered a preparation for lifelong learning, for self-realisation. It has to impart skills, attitudes and interests and a whole set of personality characeteristic that will be enable learners to continue to extend their personal potential throughout life.
- lifelong learning is essential when combined with the ideas of autonomy, individual responsiblity and need to abolish privilege.
- the ability to select, plan, execute and evalute learning activities both from the individual and the social points views are the examples of the skill that relevant to the long term process of growth and development.
- Personality characeteristic that contribute to lifelong learning are self awareness, interest in the world, interest in other people and desire to achieve and internalise standards or criterior for making judgements.
Maturation and readiness to learn
- another important aspect to consider as part of a positive philosophy of learning.
- the physiological and psychological changes that occur with maturation are associated with various age levels and readiness to learn.
- the stage of development indicates : an individual's level if readiness , their ability to make use of instruction and the types of instruction that would motivate learners and help them achieve learning abjectives ( Piaget, Bruner and Erikson - mapping out the development states of infants, children, adolesencents and adults)
Learners Needs and Motivations
Motivated behaviour is characterised by :
- a high level of emotinal involvement
- energetic activity, and
- goal-directed behaviour
Motivated behaviour indicates that the individual is conscious or aware of a definite goal to be achieve. This awareness provides the context of an direction to behaviour.
Participation not Just Preparation
Adult should have the ability and right to participate in anything that affects them, especially their own learning which means more than just preparation for a job.
- The concept of education as preparation comes the connotations given to the word in different languages.
- Looking at the education as participation necessarily means that educator need to create an environment that is conducive to participation. (conducive environment)
- Learners gets the opportunity to contribute from personal experience . They function as resources within a cultural framework that is familiar to them .
Teaching as Guidance rather than Instruction
- The guidance model of education is one that is based on the principles of justice, liberty and personhood
- The concept of education as instruction conjures a picture of the learner as one who sits on a relatively passive fashion learning.
- When teaching is looked upon as guidance, the role of the teacher assumes a different focus.
- The purpose of the process is known to the educator, and it is their task to guide learners into the process, which in the case of the adult is necessarily a self educative process.
Discovery and Experiential Learning
Learning through experience enables learners to :
- discover satisfactory solutions to problems
- find out, independently, the methods used to : learn through discovery and arrive at solution to problems.
