Many countries in the Asian region have a history of enduring colonialism and exploitation by foreign powers, which hindered their development and national aspirations. They also faced civil wars and political chaos during their struggles for independence. India is no exception to all of these. And hence, producing and cultivating an educated and productive workforce remained crucial for the nation’s prosperity.
In a scenario of this kind, providing quality learning for adult population has also become a priority. In fact, the concept of adult learning has gained prominence, with adults recognizing the need to continuously acquire new skills and knowledge to adapt to a changing job market. Short, focused, and easily digestible learning modules, known as microlearning, have also gained popularity among adult learners, making it easier to fit learning into busy schedules.
Interestingly, adult learning is not as simple as is thought to be, it is guided by several theories and principles that are designed to help educators understand how adults learn and how to facilitate effective learning experiences for them. For example, ‘Andragogy’is a theory that emphasizes the unique characteristics and needs of adult learners. It suggests that adults are self-directed, have a wealth of life experiences, and are motivated by intrinsic factors such as relevance to their lives and immediate application of knowledge.
Experiential Learning theory, developed proposes that adults learn by actively engaging in experiences, reflecting on those experiences, and applying what they have learned to new situations. Another theory called ‘Transformational Learning’ focuses on the idea that adults can experience transformative shifts in their thinking and perspectives through critical reflection on their experiences. This theory emphasizes the role of disorienting dilemmas and the importance of dialogue and critical self-examination in the learning process. And ‘Connectivism’ is indeed a theory which is so relevant in today’s date. It suggests that learning occurs through the connections and interactions between individuals and digital resources, with an emphasis on the ability to navigate and make sense of a rapidly changing information landscape.
But, let us not mix up adult learning with adult education. While adult learning refers to the process of acquiring new knowledge, skills, or competencies by adults, which can be through formal education, informal learning, or workplace training and is mostly self-directed, adult education is a specific subset of adult learning that involves organized and structured educational programs and activities designed for adults.
For a country like India, adult learning is making a huge difference. It is helping professionals in all sectors in contributing not only to increased productivity but also to innovations, which is indeed impacting the overall economic development.Adults who are acquiring new skills and knowledge are securing higher-paying jobs, improving their income, and providing better living conditions for their families.Adult learning programs are now empowering women as well, especially those who have had limited access to education in the past. This is leading to enhanced gender equality. And needless to say, adult learning is fostering social inclusion by providing marginalized and disadvantaged populations with the chance to access education and training.
While there are still challenges to overcome, such as reaching remote and marginalized populations, India’s initiatives in adult learning are helping to enhance the skills and knowledge of its adult population, contributing to individual growth and the country’s overall development. Digital literacy initiatives, such as the Digital India campaign and the Gramin Digital Saksharta Abhiyan, which aim to improve digital literacy among adults, particularly in rural areasare definitely significant in nature.
A number of studies have also proven the value adult learning brings in various facets of life. One such experiment which was done in the field of nutrition, utilized adult learning to ensure nutrition education. A three-year adult learning intervention with indigenous groups in Eastern India, aimed at creating learning spaces for the community to reflect on their nutrition and health practices, specifically the status of women and children, in the context of their groups’ histories and identities. The interventions sought to facilitate a process of action and reflection by community representatives, and theprocess actually helped them in identifying, prioritizing and taking action, to augment food and nutrition security at the household level. Simultaneously, this engagement helped in gaining insights into other knowledge and skills, such as identifying pathways for claiming their social security entitlements.
It is time to consider professionalizing the field of adult learning. There is a wealth of neuroscience research available, which we could use to inform our practices. Each day, we gain a deeper understanding of the biological workings of the brain and how this knowledge can impact the learning process. Educators often overlook this valuable resource, but it has the potential to be incredibly beneficial.
Imagine individuals entering the field of adult learning and becoming experts in this foundational knowledge, much like what happens in other professions like medicine, law, and engineering. Another aspect to ponder is whether we should utilize prior experiences to personalize learning more effectively. Science suggests that building upon people’s past experiences is essential for optimal learning. The act of consciously recalling previous experiences, knowledge, and skills helps strengthen neural pathways.
Furthermore, many scientists are recommending the integration of design thinking principles and methods into the realm of adult learning. This approach may promote a growth mindset, creativity, grit, and resilience, all of which are vital in thriving in our rapidly changing world of work.
Indeed, adult learning serves as a cornerstone of development, enhancing workforce skills, fostering innovation, nurturing leadership and entrepreneurship, and increasing engagement. It equips individuals with the knowledge and skills needed for success across various industries, contributing to both economic growth and personal advancement.
(Dr. Benazir Patil is an Chief Executive Officer – SCHOOL)
