Adult Psychopedagogy

1. Adult education specific disciplinary

1.1. Conceptual delimitation
1.2. Typology according to the purpouse
1.3. Action areas
2. EA disciplinary guidelines pedagogy for adults a theory of learning in adulthood
2.1. Pedagogical method versus andragogy method
2.2. Values and limitations of andragogy model in educational practice with adults
2.3. Application in the educational practice of the two models
3. Specificity of learning in adulthood
3.1. Learning
3.2. The context of learning
3.3. Adult learner characteristics
4. Specificity of teaching adult learners - specific methods of working with adults
4.1. Unidirectional methods
4.2. Bidirectional methods (bi-univocal)
4.3. Practical methods

Objectives: after studying this chapter, students will be able to:

1. explain the specific of adult education and adult learning;
2. analyze the utility of working methods with adults depending on the context of learning;
3. use these methods in their work with adults;
4. use specific techniques to identify the needs of learning of the adults, of counselling and
guidance.

Recommended bibliography:
1. Briton, D. (1996), The modern practice of adult education, Ed. State Univresity of New York Press
2. Dave, R.H. (coord.)(1991), Fundamentele educaiei permanente, E.D.P., Bucureti
3. Federighi, P., Sava,S. (coord.) (2001), Glosar de termeni cheie n educaia adulilor din Europa, Ed.
Mirton, Timioara;
4. Gugel, G., (2001), Metode active n educaia adulilor, (trad. Raluca Ciortan), IREA, Ed. Wald Press,
Timioara
5. Heimlich, J.E., Norland,E., (1994), Developing teaching style in Adult education, Ed. Jossey-bass
Publishers, San Francisco;
6. Kidd, J.R. (1981), Cum nva adulii, E.D.P., Bucureti;
7. Knowles, S. M. (coord) (1998), The adult learner, Gulf Publishing Company, Houston, Texas;
8. Longworth,N., Davies,K. (1994), Lifelong learning a survival concept for 21st Century, Rome;
9. Muchielli, R. (1982), Metode active n pedagogia adulilor, E.D.P., Bucureti
10. Nuissl, E. (coord.) (1999), Adult education and learning in Europe, DIE, Frankfurt/ Main;
11. Nuissl, E., (2001), Conducerea organizaiilor de educaie continu, (trad. Raluca Ciortan), IREA, Ed.
Wald Press, Timioara.
12. Palo,R. (2007), nvarea la vrsta adult, Editura Didactic i Pedagogic, Bucureti.
13. Palo,R., Sava,S., Ungureanu,D., (coord.) (2007), Educaia adulilor baze teoretice i repere
practice, Editura Polirom, Iai.
14. Sava,S., Ungureanu,D. (2005), Introducere n educaia adulilor, Editura Mirton, Timioara.
15. Tuijnman, C. A. (coord.) (1996), International encyclopedia of adult education and training, Ed.
Pergamon, London;
16. Usher, R. Et al (1997), Adult education and the postmodern change, Ed. Routledge, Londra;
17. Urbanczyk, F. (1975), Didactica pentru aduli, E.D.P., Bucureti;
18. Vinanu, N. (1998), Educaia adulilor, E.D.P., Bucureti

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 OVERVIEW

The content proposed in this course is a comprehensive approach to the main issues
debated at EA at the national and international levels. There are exposed the latest guidelines
of educational policy in the field and are presented in an interactive manner, both theoretical
and practical, the latest methodological and teaching approaches, the main methods of
working with adult learners. Recourse is made to knowledge of: educational policy,
development psychology, teaching, educational management and marketing, intercultural
education.

1. ADULT EDUCATION SPECIFIC DISCIPLINARY

The Chapter aims to achieve the differentiations regarding the basic concepts of adult
education. Having clarified these issues, we proceed to identify the purposes of adult
education and to capture the action areas of adult education and the areas that can be
exploited by them.
What the theoretical support and the practical applications of this chapter aim is the
proper use of the specific conceptual apparatus of adult education and skills training and
practice in educational practice applying the concepts and theories of adult education.

1.1. Conceptual delimitation Annex 1

It aims the achievement of the conceptual boundaries between adult education,
lifelong education, continuing education, recurrent education etc.

1.2. Typology according to the purpose - Annex 2

In this case we talk about:
second chance education - providing opportunities for learning, normally
available during the initial education, to individuals who have completed this
stage and were deprived of such opportunities at that time;
vocational education - specific vocational training;
social role education - enabling adults to succeed in roles that should be played in
social and family life, except for occupational roles;

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 social care education - preventive and curative purpose;
individual developing of self - education that has as prime purpose the growth
and development of the individual as a person, irrespective of any occupation or
social role.

1.3. Action areas - Annex 3

This subchapter shows the vocational adult education, workplace training, education
for democratic citizenship, intercultural education, adult basic education, education for
leisure.

CONSOLIDATION OF THE SUBCHAPTER

Strengthening the assimilation of knowledge taught in this subchapter will be made

by capitalizing the group work - Annex 4.

2. EA DISCIPLINARY GUIDELINES PEDAGOGY FOR ADULTS A

THEORY OF LRARNING IN ADULTHOOD

The chapter proposes a comparison between the two models of education: for children
and for adults, highlighting the strengths and weaknesses, the values and limits of their use in
the educational practice.
What the theoretical support and the practical applications of this chapter aim is
training students' ability to adapt quickly to the new context and assume responsible the
specific roles of working with adults, but also the skills specific to new roles. There will also
be trained the communication skills with adults and their approach in the educational process
depending on the particularities.

2.1. Pedagogical method versus andragogy method Annex 5

The pedagogical model what it implies, the roles of the teacher and the students in
this model;
Andragogy model what it implies, the roles of the teacher and the adult students, in
this model;

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 2.2. Values and limitations of the andragogy model in educational practice with
adults - Annex 6
In this model:
the teacher becomes a facilitator of adult learning;
the level of autonomy, involvement and responsibility of the adults increases;
it ensures a climate conducive to learning;
it is influenced by the availability to learning of the adults.

2.3. Application in the educational practice of the two models

The studies show that:
the andragogy model can be applied successfully to the students, important
being their degree of self-direction;
the pedagogical model can work for adults better than andragogy, depending
on the expertise and the domain of adult working.

CONSOLIDATION OF THE SUBCHAPTER

Strengthening the assimilation of knowledge taught in this subchapter will be made

by analyzing a case study - Annex 7.

3. SPECIFICITY OF LEARNING IN ADULTHOOD

The chapter outlines the three variables that confer specificity to adult learning and
differentiates it from child learning.
What the theoretical support and the practical applications of this chapter aim is to
stimulate thinking and designing activities instructive-educational to adults, given the
specificity of these stages of life. There will also be trained the skills of working with the
adult, taking into account the characteristics of this category of learners.

3.1. Learning Annex 8

In the learning process, at this age, hiring the adult as a partner in the process and his
involvement in various development stages becomes important. Also useful are:

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 increased specificity in adult learning (physiological changes at the level of
thought, social role, etc.);
the need for individualization of teaching and learning strategies (being about
motivation, learning styles, needs, interests or different objectives).

3.2. The context of learning Annex 9

Because it is very important what causes the adult to engage in a learning process, it
is required:
the analysis of socio-psycho-economical context that determine learning at the
adult age;
knowledge and understanding the specificity of the environment (physical,
emotional, socio-cultural) in which the actual learning process takes place.

3.3. Adult learner characteristics Annex 10

The educational activities should be designed according to the characteristics of adult
learners, in which case it becomes necessary:
to identify and understand the specific characteristics of adulthood.

CONSOLIDATION OF THE SUBCHAPTER

Strengthening the assimilation of knowledge taught in this subchapter will be made

by analyzing a case study - Annex 11.

4. SPECIFICITY OF LEARNING ADULT LEARNERS SPECIFIC

METHODS OF WORKING WITH ADULTS

The chapter brings into focus three categories of methods used in working with
adults, emphasizing the importance of specific knowledge and how these methods work,
adaptation to the specific content and learners particularities.
What the theoretical support and the practical applications of this chapter aim is the
practice of developing effective strategies in teaching / learning in adulthood, adapted to the
content and the specific of the learners. There will also be trained the working skills with
teaching methods and strategies appropriate to the purpose and features of adult groups.

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 4.1. Unidirectional methods Annex 12
presentation of methods presentation/lecture, panel discussions, computer
training;

4.2. Bidirectional methods (bi-univocal) Annex 13

presentation of methods - group discussions, case studies, problem solving,
role play, brainstorming;

4.3. Practical methods Annex 14

presentation of methods - demonstration, out-door trainings.

CONSOLIDATION OF THE SUBCHAPTER

Strengthening the assimilation of knowledge taught in this subchapter will be made

by analyzing a case study - Annex 15.

CHAPTER SUMMARY

The chapter addresses issues considered relevant to adult education. Through four
chapters, there are important theoretical and practical aspects proposed for working with the
adults.
The first chapter aims to achieve some differentiation based on the main concepts of
adult education. Having clarified these issues, you go to identifying the aims of adult
education and surprise the domains for action of adult education and the areas that can be
exploited by them. The theoretical and practical applications of this chapter concerns the
proper use of specific conceptual apparatus of adult education and also the skills training and
practice in educational practice applying the concepts and theories of adult education.
The second chapter proposes a comparison between two models of education: for
children and for adults, highlighting the strengths and the weaknesses, the values and the
limits of their use in educational practice. The theoretical and practical applications of this
chapter aim the training students' ability to adapt quickly to new context and to assume
responsible roles working with adults, but also new roles and competencies. They also

6
practiced their communication skills with adults and their approach depending on the
particularities of the educational process.
The third chapter outlines the three variables that confer specificity to adult learning
and differentiates it from child learning. The theoretical and practical applications of this
chapter aim to stimulate thinking and design of educational activities with adults, given the
specificity of these stages of life. There are also trained the skills to work with adults, taking
into account the characteristics of this category of learners.
The fourth chapter brings into focus three categories of methods used in working with
adults, emphasizing the importance of specific knowledge and ways of working with these
methods, adaptation to the specific content and learners. The theoretical and practical
applications of this chapter aim to develop effective strategies to practice in teaching /
learning in adulthood, adapted to the specific content and learners. There are also practiced
skills in working with teaching methods and strategies appropriate to the purpose and
features of adult groups.
Each chapter is concluded with a proposed consolidation of content, consolidation
achieved in a specific way of working with adults, which comes to fix everything that has
been supported by both course content and theory through applications.

KEY CONCEPTS

1. adult education;
2. training
3. training and development
4. methods

BIBLIOGRAFICAL RESOURCES

1. Bee, F., i Bee, R (1994).Training needs Analysis and Evaluation. Short Run Press,
Exeter, U.K.

2. Biggs,J.B. (1996). Approaches to Learning, in International Encyclopedia of Adult

Education and Training, second edition, edit. by A.C.Tuijnman, Elsevier Science
Ltd., U.K

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3. Blundell, S. (1992). Gender and the Curriculum of Adult Education, n International
Journal of Lifelong Education 11, no.3, 199-216.

4. Entwistle, N.J. (1996). Study and Learning Strategies, n International Encyclopedia

of Adult Education and Training, second edition, edit. A.C. Tuijnman, Elsevier
Science Ltd. U.K.

5. Hiemstra,R. & Sisco,B. (1990). Individualizing Instruction: Making Learning

Personal, Empowering, and Successful. San Francisco: Jossey-Bass

6. Ionescu, Miron, 2000, Demersuri creative n predare i nvare, Presa Universitar

Clujan, Cluj-Napoca.

7. Krueger, Richard, i Casey, Mary, Anne, 2005. Metoda focus grup. Ghid practic
pentru cercetarea aplicat, Editura Polirom, Iai.

8. Sava, Simona, 2007, Educaia adulilor, identitate, problematic, n Ramona Palos,

Simona Sava, Dorel Ungureanu (coord.), Educaia Adulilor. Baze teoretice i
repere practice, Editura Polirom, Iai, pp. 15-66.

9. Tisdell,E.J., (1993).Feminism and Adult Education, n New Directions for Adult and
Continuing Education, no 57, 91-103.

OTHER USEFUL RESOURCES

1. Popescu, Tiberiu , Permanenta educatiei permanente, Articole din Revista de
Pedagogie, disponibil la http://www.1educat.ro/resurse/ise/permanenta_educatiei.html,
accesat la 02.02.2009.
2. *** Educatia adultilor - un proiect sub egida Centrului de Training, Consultanta si
Mediere, disponibil la http://educatiaadultilor.blogspot.com/2007/12/ce-este-educaia-
adulilor.html, accesat la 02.02.2009.
3. CEDPA/Training Trainers www.cedpa.org
4. .*** (2001). Memorandum-ul privind nvarea permanent, document elaborat de
Comisia European, traducere Mihai Fifor, tiprire i difuzare Centrul Naional
Leonardo da Vinci. Romnia