Ambo University

Institute of Education and Behavioral sciences

Department of Lifelong learning and Community Development

Course Description
This course is designed to help learners to grasp the general overview of adult and non-formal
education and community development. It will help to map the broader picture of the program.
Important terminologies most frequently used in the program will be defined and discussed. The
basic concepts, theories and principles of adult education will be covered. Historical
development of adult and non-formal education at international and national level will be treated.
Difference and similarity between pedagogy and andragogy is another important area of
discussion. The link between adult education and community development will also be examined
Learning Outcomes
At the end of this course, the student will be able to:
 Recognize the basic concepts in ANFE and Community Development
 Identify the role of Adult & NFE in Development activities and Practices
 Recognize, the essential organization and provisional skills needed in the Management of
Adult and NFE curriculum program
 Recognize and practice the aspects of Adult and NFE programs and delivery systems
such as literacy, distance learning, in-service and extension education
Understand the role of Adult Education in Community development
Chapter One: Introduction
The Basic Concepts, Theories and Principles of Adult Education
 The concepts of Adulthood and Adult Learner
Characteristics of Adulthood and Adult Learners
Autonomy. Adults typically prefer a sense of control and self-direction. They like options and
choice in their learning environment. Even adults who feel anxiety from self-direction may learn
to appreciate this approach if given proper initial support.
Goal-oriented. Many adults have specific goals they are trying to achieve. They prefer to
partake in learning activities that help them reach their goals.
Practical. Adults in the workplace prefer practical knowledge and experiences that will make
work easier or provide important skills. In other words, adults need personal relevance in
learning activities.
Competence and mastery. Adults like to gain competence in workplace skills as it boosts
confidence and improves self-esteem.
Learning by experience. Many adults prefer to learn by doing rather than listening to lectures.
Wealth of Knowledge. In the journey from childhood to adulthood, people accumulate a unique
store of knowledge and experiences. They bring this depth and breadth of knowledge to the
learning situation.
Purposeful. Workplace training is often part of an initiative that involves change. Adults want to
know the purpose of training and the motivation underlying an organization’s training initiative.
Emotional Barriers. Through experience, adults may fear a subject, have anxiety about a
subject or feel anger about forced changes in job responsibilities or policies. These emotions can
interfere with the learning process.
Results-oriented. Adults are results-oriented. They have specific expectations for what they will
get out of learning activities and will often drop out of voluntary learning if their expectations
aren’t met.
Outside responsibilities. Most adult learners have numerous responsibilities and commitments
to family, friends, community and work. Carving out time for learning affects adult learners.
Potential physical limitations. Depending on their age and physical condition, adult learners
may acquire psychomotor skills more slowly than younger students and have more difficulties
reading small fonts and seeing small images on the computer screen.
Big Picture. Adults require the big picture view of what they’re learning. They need to know
how the small parts fit into the larger landscape.
Responsible for Self. Adult learners often take responsibility for their own success or failure at
learning.
Need for Community. Many self-directed adult learners prefer a learning community with
whom they can interact and discuss questions and issues.
Why Adults Learn (The Need of Adult Learner)

In the early 1970s Malcolm Knowles introduced the term "andragogy," describing differences
between children and adult learners (Knowles, Swanson, & Holton, 2005). Andragogy focuses
on special needs of adult learners. Knowles identified six assumptions about adult learning: (1)
need to know, (2) self-concept, (3) prior experience, (4) readiness to learn, (5) learning
orientation, and (6) motivation to learn.

The Need to Know. Adults want to know why they need to learn something before undertaking
learning (Knowles et al., 2005). Facilitators must help adults become aware of their "need to
know" and make a case for the value of learning.

The Learners' Self-Concept. Adults believe they are responsible for their lives (Knowles et al.,
2005). They need to be seen and treated as capable and self-directed. Facilitators should create
environments where adults develop their latent self-directed learning skills (Brookfield, 1986).

The Role of the Learners' Experiences. Adults come into an educational activity with different
experiences than do youth (Knowles et al., 2005; Merriam & Caffarella, 1999). There are
individual differences in background, learning style, motivation, needs, interests, and goals,
creating a greater need for individualization of teaching and learning strategies (Brookfield,
1986; Silberman & Auerbach, 1998). The richest resource for learning resides in adults
themselves; therefore, tapping into their experiences through experiential techniques
(discussions, simulations, problem-solving activities, or case methods) is beneficial (Brookfield,
1986; Knowles et al., 2005; McKeachie, 2002; Silberman & Auerbach, 1998).

Readiness to Learn. Adults become ready to learn things they need to know and do in order to
cope effectively with real-life situations (Knowles et al., 2005). Adults want to learn what they
can apply in the present, making training focused on the future or that does not relate to their
current situations, less effective.

Orientation to Learning. Adults are life-centered (task-centered, problem-centered) in their

orientation to teach (Knowles et al., 2005). They want to learn what will help them perform tasks
or deal with problems they confront in everyday situations and those presented in the context of
application to real-life (Knowles et al., 2005; Merriam & Caffarella, 1999).

Motivation. Adults are responsive to some external motivators (e.g., better job, higher salaries),
but the most potent motivators are internal (e.g., desire for increased job satisfaction, self-
esteem). Their motivation can be blocked by training and education that ignores adult learning
principles (Knowles et al., 2005).

Andragogy urges teachers to base curricula on the learner's experiences and interests. Every
group contains a configuration of idiosyncratic personalities, differing past experiences, current
orientations, levels of readiness for learning and individual learning styles. Thus trainers should
be wary of prescribing any standardized approach to facilitating learning (Brookfield, 1986).
Understanding the six assumptions in andragogy prepares facilitators to create successful
training.

Forms of Education
Education goes beyond what takes places within the four walls of the
classroom. A child gets the education from his experiences outside the
school as well as from those within on the basis of these factors. There
are three main types of education, namely, Formal, Informal and Non-
formal. Each of these types is discussed below.
1.4.1. Formal Education
Formal education or formal learning usually takes place in the premises of the school, where a
person may learn basic, academic, or trade skills. Small children often attend a nursery or
kindergarten but often formal education begins in elementary school and continues with
secondary school.
Post-secondary education (or higher education) is usually at a college or university which may
grant an academic degree. It is associated with a specific or stage and is provided under a certain
set of rules and regulations.

The formal education is given by specially qualified teachers they are supposed to be efficient in
the art of instruction. It also observes strict discipline. The student and the teacher both are aware
of the facts and engage themselves in the process of education.

Examples of Formal Education

 Learning in a classroom
 School grading/certification, college, and university degrees
 Planned education of different subjects having a proper syllabus acquired by attending the
institution.
Characteristics of formal education
 Formal education is structured hierarchically.
 It is planned and deliberate.
 Scheduled fees are paid regularly.
 It has a chronological grading system.
 It has a syllabus and subject-oriented. The syllabus has to be covered within a specific time
period.
 The child is taught by the teachers
Advantages of Formal education:
 An organized educational model and up to date course contents.
 Students acquire knowledge from trained and professional teachers.
 Structured and systematic learning process.
 Intermediate and final assessments are ensured to advance students to the next learning
phase.
  Institutions are managerially and physically organized.
 Leads to a formally recognized certificate.
 Easy access to jobs.
Disadvantages of Formal education:
 Sometimes, brilliant students are bored due to the long wait for the expiry of the academic
session to promote to the next stage
 Chance of bad habits’ adoption may be alarming due to the presence of both good and bad
students in the classroom
 Wastage of time as some lazy students may fail to learn properly in spite of motivation by
the professional trainers.
 Some unprofessional and non-standard education system may cause the wastage of time and
money of the students which leads to the disappointment from formal education and argue
them to go for non-formal education.
 Costly and rigid education as compare to other forms of learning

1.4.2. Informal Education

Informal education may be a parent teaching a child how to prepare a meal or ride a bicycle.
People can also get an informal education by reading many books from a library or educational
websites.

Informal education is when you are not studying in a school and do not use any particular
learning method. In this type of education, conscious efforts are not involved. It is neither pre-
planned nor deliberate. It may be learned at some marketplace, hotel or at home.

Unlike formal education, informal education is not imparted by an institution such as school or
college. Informal education is not given according to any fixed timetable. There is no set
curriculum required. Informal education consists of experiences and actually living in the family
or community.

Examples of Informal Education

 Teaching the child some basics such as numeric characters.

 Someone learning his/her mother tongue
 A spontaneous type of learning, “if a person standing in a bank learns about opening and
maintaining the account at the bank from someone.”
Characteristics of Informal Education

 It is independent of boundary walls.

 It has no definite syllabus.
 It is not pre-planned and has no timetable.
 No fees are required as we get informal education through daily experience and by learning
new things.
 It is a lifelong process in a natural way.
 The certificates/degrees are not involved and one has no stress for learning the new things.
 You can get from any source such as media, life experiences, friends, family etc.
Advantages of Informal Education

 More naturally learning process as you can learn at anywhere and at any time from your
daily experience.
 It involves activities like individual and personal research on a topic of interest for
themselves by utilizing books, libraries, social media, internet or getting assistance from
informal trainers.
 Utilizes a variety of techniques.
 No specific time span.
 Less costly and time-efficient learning process.
 No need to hire experts as most of the professionals may be willing to share their precious
knowledge with students/public through social media and the internet.
 Learners can be picked up the requisite information from books, TV, radio or conversations
with their friends/family members.
Disadvantages of Informal Education
 Information acquired from the internet, social media, TV, radio or conversations with
friends/family members may lead to the disinformation.
 Utilized techniques may not be appropriate.
 No proper schedule/time span.
 Unpredictable results which simply the wastage of time.
 Lack of confidence in the learner.
 Absence of discipline, attitude and good habits.
1.4.3. Non formal Education
The word “non-formal” is derived by using the pre-fix “non” to formal. It is usually written NFE.
It can be define “Any organized educational activity outside the established formal system
whether operating separately or as an important feature of some broader activity that is intended
to serve identifiable learning clienteles and learning objective”
Non-formal education includes adult basic education, adult literacy education or school
equivalency preparation. In non-formal education, someone (who is not in school) can learn
literacy, other basic skills or job skills. Home education, individualized instruction (such as
programmed learning), distance learning and computer-assisted instruction are other
possibilities.
Non-formal education is imparted consciously and deliberately and systematically implemented.
It should be organized for a homogeneous group. Non-formal, education should be programmed
to serve the needs of the identified group. This will necessitate flexibility in the design of the
curriculum and the scheme of evaluation.

Examples of Non-formal Education

 Boy Scouts and Girls Guides develop some sports program such as swimming comes under
non formal education.
 Fitness programs.
 Community-based adult education courses.
 Free courses for adult education developed by some organization.
 Online free courses
Characteristics of Non-formal Education

 The non-formal education is planned and takes place apart from the school system.
 The timetable and syllabus can be adjustable.
 Unlike theoretical formal education, it is practical and vocational education.
 Non formal education has no age limit.
 Fees or certificates may or may not be necessary.
 It may be full time or part-time learning and one can earn and learn together.
 It involves learning of professional skills.
 A participatory learning system
 No need for structured course and curriculum
Advantages of Non-formal Education

 Practiced and vocational training.

 Naturally growing minds that do not wait for the system to amend.
 Literacy with skillfulness growth in which self-learning is appreciated.
 Flexibility in age, curriculum and time.
 Open-ended educational system in which both the public and private sector are involved in
the process.
 No need to conduct regular exams.
 Diploma, certificates, and award are not essential to be awarded.
Disadvantages of Non-formal Education

 Attendance of participants is unsteady.

 Sometimes, it’s just wastage of time as there is no need to conduct the exam on regular basis
and no degree/diploma is awarded at the end of the training session.
 Basic reading and writing skills are crucial to learn.
 No professional and trained teachers.
 Students may not enjoy full confidence as the regular students enjoy.
 Some institutes provide fake certification through online courses just for the sake of earning.
Concepts and Nature of Non-Formal Education
NFE in its ideal form differs both from formal and informal education. It is flexible and open
ended.
 NFE is universal for all sections of people.
 NFE is planned and systematically implemented.
 NFE is a long-standing and a continuous process.
 NFE is regarded as a complementary system to formal education.
 NFE is closely connected with improving people’s quality of life and with social as well
as national development. Since, NFE promotes literacy it has positive correlation with
development.

(E.g. Most of the farmers are unaware about the new technologies, so promotion of new
technologies will enhance their knowledge which will lead to national Development)

Historical Development of NFE

Distinctions and Relationships between NFE and Adult Education
A ‘non-formal’ education, to me, means that you learned from life experiences. Perhaps you
went to school long enough to learn to read, right, and work with numbers; but beyond that, your
life in the world taught you the lessons that only the world can teach. Personal experience is
probably the best and most memorable teacher. Americans, given our wild, adventuresome
beginnings, value learning by experience. Read Huckleberry Finn by Mark Twain. There is
always a struggle about whether to learn in school, which is good, or to learn by experiencing all
that life has to offer—the good and the bad. The bad experiences will be your road to wisdom.

‘Adult’ education means to me that you are an adult and are now pursuing a more formal
education in a classroom at a school or college. The neat thing about this country is that you can
go back to school at any age—or start school at any age if for some reason you did not get to go
to school when you were a child. Schools run from early in the morning to late at night. A great
deal of schools run online, classes by closed circuit TV, or partly in the classroom and partly
online. There are dozens of ways to pursue a college degree even if you finished with your
formal schooling a long time ago. Careers are changing—some dying out and some developing.
It’s not unusual anymore to completely change careers/professions a couple of times in your
adulthood, and often this means formal training or education of some type. Basically, adult
education is you, an adult, returning to school for more learning. Probably some sort of advanced
degree that you could not afford before, or now have a need for or an interest in.

Understanding Pedagogy and Andragogy

Modern dictionary definitions of pedagogy highlight the art of teaching or training (The Free
Dictionary, 2011). Malcolm Knowles (2005) further characterizes pedagogy as the “art or
science of teaching children” (p. 61) based on the Greek origin of the word. The term pedagogy
derives from the Greek word paid, meaning “child,” and agougous, meaning “leader of.” Very
literally then, pedagog means “leader of children.” The pedagogical model allocates full
responsibility to the teacher for what subject will be learned, how it will be learned, and
ultimately whether the concept has been learned by the student. Based on assumptions of
learning and teaching evolved in European monastic and cathedral schools between the seventh
and twelfth centuries, pedagogy is the educational model from which most U.S. schools,
including higher education, derive.
Basic Premises of Pedagogy
 Learners only need to know what the instructor teaches. The basic purpose for learning
the material is to pass the course. Learners do not need to understand how what they are
learning will apply to their lives outside the classroom.
 The instructor’s perception of the learner is that of a dependent entity. Therefore, the
learner begins to see himself as a dependent entity.
 The learner’s previous knowledge is of little consequence as a resource for learning. The
essential components of the learning process are the teacher, the textbook, and
supplemental educational materials.
 Learners become ready to learn what the instructor tells them they must learn to succeed
in the course.
 Learners organize information according to subject matter. Instructors must organize
material in a logical manner.
 Learners are motivated by external factors (e.g., parental or instructor approval, good
grades).
Pedigogical standards seem appropriate in the first years of an individual’s learning process.
However, as the individual matures the need for external direction diminishes, therefore
assumptions of the appropriateness of the pedagogical model decrease significantly as the
individual ages. Consequently, exploration of specific assumptions about adult development and
learning emerged (Knowles, et al., 2005). The first historic use of the term “andragogy” was by
German high school teacher Alexander Kapp in 1833. Although Kapp did not develop a theory
of andragogical principles, he did describe learning as a necessary lifelong process in his book
Plato’s Educational Ideas. Kapp argues that self-reflection, intrinsic motivation, and higher self-
efficacy are the purpose of human life and learning happens not only through instructors but also
through life experience. In 1968, Malcolm S. Knowles developed the theory of andragogy and
published an article entitled Andragogy. Not Pedagogy, which established him as the leading
theorist on adult education in the United States (Reischmann, 2011). Knowles’ theories
emphasize the adult learner as self-directed, intrinsically motivated, and possessing relevant
previous knowledge in most learning scenarios.
The assumptions of the andragogical model differ significantly from those of the pedagogical
model. Adult learning is a vast area of educational research and probably one of the most
complicated. Adults learn differently and have different strategies in learning. Adults Learning
Theory and Principles explain in details these strategies and sheds more light on how adults
cultivate knowledge. Talking about adult learning brings us to the concept of Andragogy.
According to the article Malcolm Knowles an American practitioner and theorist of adult
education, defined andragogy as “the art and science of helping adults learn”. Knowles identified
the six principles of adult learning as:
 Adults are internally motivated and self-directed
 Adults bring life experiences and knowledge to learning experiences
 Adults are goal oriented
 Adults are relevancy oriented
 Adults are practical
 Adult learners like to be respected
Basic Premises of Andragogy
 Adults need to understand why they need to learn something. The information has to
have meaning for their lives and be of some applicable benefit.
 Adults are self-directed and have a deep psychological need to be acknowledged by
others as capable of self-direction.
 Adults arrive in learning scenarios with a wider variety of knowledge and experience
than children. This previous knowledge can be of assistance in a new learning situation
but can also be a hindrance if it results in the individual being less open to new concepts.
In either case, adults expect their prior experience to be acknowledged.
 Adults are task-centered learners. They become ready to learn subject matter based on
the need for certain learning in order to cope with their lives.
 Although adults respond to external motivators like promotions or higher salaries, they
are more motivated by intrinsic factors like self-esteem, job satisfaction, and quality of
life (Knowles, et al., 2005).
The principles and assumptions of andragogy are constantly studied and refined. Although most
educational institutions are established according to the pedagogical model, theorists and
educators are realizing the need for alternative forms of practice in the adult learning process.
Adults learn differently than children, are motivated to learn for different reasons, and view
themselves as “learned learners.” Andragogical practices support the more mature characteristics
of adults and foster self-efficacy and higher learning.
A Comparison between Pedagogy and Andragogy

Principles of Adult Education

Forms of Adult Education
Life-Long Education
Recurrent Education
Adult Basic Education
Continuing Education
Needs-Related Adult Education
Further Education

Chapter Two:
2.Community and Community Development
2.1. The concept of community
2.1.1. What is Community?
2.1. 2. Elements of a Community
2.1.3. Types of Community
2.1.3. Community Vs. Society
The Concept and nature of Community Development
2.2.1. The concept of Development
❖ Development as Economic growth and modernization
❖ Development as human development/ people-centered development and transformation
2.2.2. The concept of Community Development
❖ Community Development Vs. Economic Development
❖ what Community Development is not:
• It is not service delivery
• it is not social work or welfare
• it is not a feel good exercise
Historical Development of Community Development
2.2.4. The purpose of community Development
2.2.5. Characteristics of Effective Community Development
2.2.6. Principles and Values of Community Development
Human beings can transform their world Development comes from within
Healing is a necessary part of development
Justice is an inviolable rule in the development process
No vision, no development
Development process must be rooted in the culture of the people
Interconnectedness/the holistic approach
The hurt of one is the hurt of all; the honor of one is the honor of all
Unity: essential prerequisite of development
Participation: driving force of development
Learning
Sustainability: the main feature of development
Additional Community Development Principles
• Community Participation
• Community Ownership
• Empowerment
• Lifelong Learning
• Inclusion
• Access and Equity
• Social Action
• Advocacy
• Networking
• Self Help
Chapter Three 3. The Role of Adult and Community Education For community
Development
3.1. Relevant Examples and experiences on the role of Adult Education on Community
Development
Final Exam Week
Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work
(independent study),…….etc.
Assessment Methods Assessment Types Weight %
At least one quiz 12%
At least One group ass. 12%
At least one individual ass. 11%
Mid exam 25%
Final Exam 40%

Course Policies
 Attending the class regularly is Compulsory. A student who missed 15% of the class
will not be allowed to take final examination.
 Students should do all the assignments they are given.
 anyone caught cheating or plagiarizing will receive a zero mark for that particular task,
however if it is final exam, the course will become “F”
 Academic misconduct (lateness, missing classes, any disturbing or violent behaviors, and
so on) will result into penalty.
References
Berganih et al (1963) Adult Education Procedures. The Seabury Frers New York.
2. Bown, L. E (1981) An Introduction to the Study of Adult Education. Ibidan University Press.
Ibidan: Nigeria
3. Fasokun,T., Katahoire, A.& Oduaran,A. (2005) The Psychology of Adult Learning in Africa.
David Longhan. Cape Town
4. Gboku, M & Lekoko, R.N (2007) Developing Programs for Adult Learners in Africa. Rolene
Liebenberg with David Langhan. Hamburg: German
5. Indabawa, S. & Mpofu, S. (2006) The Social Context of Adult Learning in Africa. Rolene
Liebenberg with David Langhan. Hamburg: German
6. Knowels, M. S. (1980). The modern practice of Adult Education Follett Publishing Company
Chicago
7. Jarvis, P. (1986) the Sociology of Adult and Continuing Education. Billing and Sons Ltd Great
Britain
8. Jarvis, P. (2004) Adult Education and Lifelong Learning: Theory and Practice (3rd ed).
Rutledge Falmer. New York