Using Adult Learning Principles in Adult
Basic and Literacy Education

ABSTRACT

Most adult education students (74%) leave their educational program during the first year. A number of reasons exist for this high attrition rate, but one overlooked reason may be that too many adult education programs resemble school. Structuring programs around Adult Education Principles may help to better involve adults in their own education and give them a more compelling reason to return day after day.

APPLICATION

Adult Education Principles

  1. Involve learners in planning and implementing learning activities. This can begin with an intake that allows the learner to assess his/her own needs and set goals and objectives that the educational program can meet.
  2. Draw upon learnersí experiences as a resource. Not only do adult learners have experiences that can be used as a foundation for learning new things but also, in adulthood, readiness to learn frequently stems from life tasks and problems.
  3. Cultivate self-direction in learners. When adults are encouraged to become self-directed, they begin to see themselves as engaged in their own recreation and not simply shaped by uncontrollable outside forces (Brookfield 1986, p. 19)
  4. Create a climate that encourages and supports learning. The classroom environment should be characterized by trust and mutual respect among teachers and learners.
  5. Foster a spirit of collaboration in the learning setting. Adult learning is a cooperative enterprise that respects and draws upon the knowledge that each person brings to the learning setting.
  6. Use small groups. Groups promote teamwork and encourage cooperation and collaboration among learners.

Recommendations for Practicing the Adult Education Principles

  1. Create classroom activities that reflect studentsí lives and are student centered; consider allowing students to take turns leading the class in learning about something that is important to them.
  2. Ask students to assist with the orientation of new students, perhaps pairing new students with a mentor for a limited amount of time.
  3. Create a record keeping system that allows students to set their own goals and keep track of their own progress towards those goals.
  4. Appoint an advisory board for your classroom, allowing students to solicit suggestions for learning activities and work with you in implementing them.
  5. Develop and/or use instructional materials that are based on studentsí lives.
  6. Develop an understanding of your particular learnersí experiences and communities. Ask questions, make writing assignments, direct reading, etc. to discover and allow your student to identify and communicate their experiences and communities to you.