10 Areas of Administration in Adult Education Programmes


The stages for meaningful planning and administration have interacting elements, therefore, stereotyped procedure may not be effective for all situations but the following logical sequence may be useful for many situations.

1. Identify the needs of people.


People’s oriented educational programme should place the needs and interests of the individuals and the people at large at the core of its planning and administration.

The needs of the people can be ascertained through committees, observations, questionnaires, interviews, memoranda, etc.

A careful study of the socio-economic and geo-political characteristics of the people enhance planning and administration that will eschew adult education programme that could be at variance with the needs, yearnings, and aspirations of the individual and community.

2. Motivate the learners.

Programme organizers need various forms of techniques for motivating adult learners.

Some of these include participative management, commendation, promotion of ego, and self-concept. There is also the need to identify the psychological, philosophical, and sociological problems of adult learners that may inhibit learning.

Proffer possible solutions to them. Adult learners are mostly interested in the immediate returns to learning; therefore, adult educators should constantly remind them of the benefits they stand to gain in the programmes they are pursuing.

3. Design Programme of Activities.

The peculiar nature of adult education demands that adult learners are considered when designing adult education programmes and subject matter.

Programmes should critically focus on the needs of the adult learners and there should be no rigid adherence to routine or tradition as it is being done in the formal school system.

It is salient to stress that adult learners should be active recipients at every stage of teaching-learning process and the rate of movement should take cognizance of the variations in the learning rate of the adult learners.

The learners enjoy learning when an adult educator encourages free guided discussion and participation during lessons.

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Current developments in the community could influence the choice of subject matter rather than rigid compliance with the curriculum.

For example, if there is an outbreak of cholera, an adult educator could shift emphasis to prevention and cure of cholera. A resource person may be invited to lead discussions on this issue.

4. Fix time.

Since most of the adult learners are in full employment, the fixing of the time for adult education programmes should be jointly decided by the adult learners and adult educators.

The convenience of the learners should be taken into consideration before fixing classes, discussions, projects, and field trips.

This is necessary to sustain their interest in the program. An adult education educator should recognize the resilient fact that some adult learners are reluctant learners whose interest in learning is fragile.

Time scheduling therefore should not be a source of discouragement.

5. Fix meeting places.

It is important to fix meeting places for adult learners. The places for learning should be easy for the reach of the adult learners.

An adult educator should not mind traveling about six kilometers to meet his learners rather than instructing the learners to meet him in a scheduled place that is probably convenient for him alone.

He should not mind some inconveniences for the comfort of his learners.  Also, environmental fixes for learning should take into account comfort, distance, learning conduciveness, opportunity for interaction among learners and teachers, environmental attractiveness, freedom from hazards, personal prestige, and physical handicaps or disabilities.

The learning environment should afford the adult learners the opportunity to buy snacks, cola nuts, tea, bread, and other forms of refreshments during break time.

6. Decide the method of teaching.

An adult educator has the right to choose the most appropriate teaching method for adult learners.

The age, level, experience, and interest of the learners are major considerations in the choice of teaching method. The method adopted should be learner-centered.

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7. Fix the table.

Fix a suitable timetable for adult learners at the appropriate time and place to receive effective lessons. The environmental culture and convenience of the adult learners have to be considered in fixing the academic timetable.

For example, in a local environment where there is no electricity or where the power supply is not constant, classes should not extend beyond 6:30 p.m. or 7:30 p.m.

Where women cherish evening markets, the timetable should make provision for them to freely attend evening markets after their normal classes.

Lesson periods should not be too long to prevent boredom and inattention. Lessons should be suitable for the weather. For example, outdoor lessons have to be avoided when it is raining.

It is also neat to allow subjects that demand high mental concentration to hold at the beginning of the school session while the fairly relaxing subjects could come up later in the day.

8. Coordinate the programme.

The duties of the coordinator are very important in the programme. Coordination is relevant in adult education programmes to ensure that all activities are carried out according to specifications and to meet the standards for which the programmes have been set up.

The accomplishment of the desired goals should be cardinal to an adult educator. The success of any adult education programme hinges extensively on the extent to which qualified and dedicated personnel are available, funding, coordination, and supervision of instructional programmes.

The programme supervisor should see himself as a partner in progress rather than a boss. All the programme of activities should be properly supervised and coordinated to facilitate the achievement of the goals of the programme.

9. Finance the programme.

Financing of any adult education programme varies with the nature of programme and the sponsoring agent.

However, the most commonly available sources of funding for adult education programmes include federal, state, and local governments, philanthropists, agencies, and organizations.

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No matter the source of the funding, an adult educator should enlist the support of all the relevant agencies to ensure adequate funding of all programmes.

He also has the responsibility for ensuring the frugal use of resources available for any programmes.

10. Publicize the programme.

Make the programme known to the public. Information and dissemination is a vital ingredient for ensuring the support of the public in any adult education programme.

Adequate publicity can help to generate the mass awareness for a particular programme.

All necessary communication strategies should be employed by the director of an adult education programme to keep the people informed about the nature of the programme, derivable benefits, procedure, prerequisites for participation, financial implications if any, and time and venue of programme.

All basic information could serve as a veritable source of motivation for the prospective programme participants.

The most commonly used vendors of information in Nigeria include radio, television, newspapers, magazines, postal, handbills, public address systems, personal contact, public meetings, and other channels.

Any of the methods suitable for a particular locality have to be used for information. What is most important is that all the relevant audience should be reached.

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