Planning Learning Opportunities for Adults
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The structure of the paper echoes the main topics mentioned below. The early part of the paper sets the platform for understanding the nature of adult learning/education. it focuses on the key concepts associated with programme development, especially from a bottom-up approach conceptual (e.g. via popular education strategies). In the second part of the paper the attention moves more towards using the technical aspects of programme development, more aligned to a top-down approach. The overall intent is for students to develop their own approach to programme development, given the particular circumstances and social-cultural context in which planning, implementation and evaluation takes place.
Throughout the paper guests from around the Hamilton/Waikato region who work in adult, community and vocational education share their ways of developing adult learning programmes. The final assignment requires students to apply their understanding of the dynamics of programme development in a particular context of their choice.
Basic concepts, including (adult) learning theories
Prominent adult education theorists (Knowles; Mezirow; Freire)
Contextual factors in planning (social-cultural context, including globalisation; power dynamics)
Programme development models (e.g. Tyler; Knowles; Boone; Rogers; Caffarella)
Implementation matters (e.g. objective setting; needs assessment; programme design; budgetting; marketing)
Evaluation and ethical considerations
Students who successfully complete the course should be able to:
Reflect on their own learning to identify enhancers and inhibitors to effective adult learning
Critically discuss concepts related to adult learning and programme development
Demonstrate a working knowledge of effective adult learning principles
Demonstrate a working knowledge of what constitutes an appropriate model of planning for a specific context
Demonstrate a strong grasp of basic tenets of scholarshipLinked to the following assessments:
The aims of the four assignments are to:
encourage your own reflection about the nature of adult learning
stimulate thinking about factors which influence effective planning of learning opportunities
familiarize you with key components of models of programme development for adult learners
strengthen your use of library and internet search skills for credible academic literature
identify processes required to produce a strong scholarly analysis
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Self reflection as an adult learner||
15 Mar 2019
|2. Bottom-up model Critical Essay||
5 Apr 2019
|3. Top-down Model Critical Essay||
17 May 2019
|4. Integrated Model Critical Essay||
7 Jun 2019
Required and Recommended Readings*
The literature identified below is highly recommended together with readings from the official Reading List for this paper. The literature that follows is a useful starting point to complete assignments. You are expected to make extensive use of the University library databases, including journals, to supplement these readings.
Benseman, J., Findsen, B., & Scott, M. (Eds) (1996). The fourth sector: Adult and community education in Aotearoa New Zealand. Palmerston North: Dunmore Press.
Caffarella, R.S. (2002). Planning programs for adult learners. (2nd ed.) San Francisco: Jossey Bass.
English, L. (Ed.) International encyclopedia of adult education. London: Palgrave Publishers.
Foley, G. (Ed.) (2004). Dimensions of adult learning. Sydney: Allen & Unwin.
Merriam, S.B., Caffarella, R.S. & Baumgartner, L.M. (Eds.) (2007). Learning in adulthood: A comprehensive guide. (3rd ed.) San Francisco: Jossey Bass.
Milana, M., Webb, S., Holford, J., Waller, W. & Jarvis, P. (Eds.) (2018). The Palgrave International Handbook on Adult and Lifelong Education and Training. London: Palgrave Macmillan.
Tight, M. (2002). Key concepts in adult education and training. (2nd ed.) London: Routledge.
Wilson, A.L. & Hayes, E.R. (Eds.) (2000). Handbook of adult and continuing education. San Francisco: Jossey Bass.
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Linkages to Other Papers*
Restricted papers: PCSS231