Edecere Approach To Adult Learning

This short easy will discuss learning approaches with a bias towards what I think is a more relevant approach to adult learning from my perspective and experience working in the education sector and social development. Adult learning can be defined as a process “of making changes (some intended, some not intended) in knowledge, skills, understanding, attitudes and value systems, and in behaviour” for adults (Rogers, 1992). In this course, Adult Learning for Development, two general approaches or models of learning have been presented these are: “educare”, labelled “model a,” and “edecere” labelled “model b”. I am of the view that model a, educare is a more appropriate and effective approach for adult learning.

Educare is a an approach to

According to Ausburn, (2002) adult learners have been “shown to prefer to engage in learning that offers opportunity for self-direction and or a sense of control over aspects of learning.” As such the edecere approach where the learner is least involved in their learning doesn’t fit well with adults, as the teacher or facilitator take lead to direct the learning process and program. I fully agree with Ramirez (1992) who argues that the goal of adult education should include self-direction. I think learners should have the space to practice self-direction, and probably this is one of the main reasons why adults prefer flexible learning programmes such distance learning education where there can choose when and what module they can take at which point. At community level, I have also seen that adults prefer to be involved in how their learning, specifically on how trainings are organized, and as much possible be allowed to comment the type of content they would like to

As such it is fitting that teaching methods include discussion, problem-solving, etc. In my experience working on a large programme that provided training adult women in child protection and counselling, we received a lot of negative feedback for the first session that were teacher centred; imparting knowledge through presentations was discouraged by the learners. They preferred to have significant amount of discussions and role play where they would discuss various scenarios and solutions with support from facilitators who were subject matter specialists. However for this to work well very well there is need for a well experienced facilitator. In social development work, the facilitator must recognize the social and cultural dynamic as he facilitates using this approach. Ramirez (1992), agrees that the facilitator’s interpersonal, values, language ability, and intentions will determine to a large extent how a community accepts their presence and role in their