Understanding Training Methods and Facilitation Skills in Adult Education
Explore the distinctions between formal and non-formal education, as well as the differences between education and training in the context of adult learning. Discover how training prepares individuals for specific tasks, while education focuses on theoretical knowledge and skill development. Gain insights on how teaching and training work together to impart knowledge and skills effectively.
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Training Methods and Facilitation Skills in Adult Education By Samuel Zinabu Lecturer, department of AECD
Chapter One: Introduction
FORMAL EDUCATION This is the form of adult learning with which we are most familiar. Distinguishing characteristics are: organized by professional educators, there is a defined curriculum, and Often leads to a qualification. It includes study in educational institutions like universities and technical and further education colleges, and sequenced training sessions in workplaces (Foley, 2000).
Non formal education This sort of learning occurs when people see a need for some sort of systematic instruction, but in a one-off or sporadic way (Foley, 2000). Examples include workers being trained to operate a new machine.
Education Training Education is all about gaining theoretical knowledge in the classroom or any institution. a typical system of learning involves theoretical orientation comparatively wider. Longer duration Training refers to an act of inculcating specific skills in a person. a way to develop specific skills completely based on practical application training is narrow Short duration Education vs. Training
Training Education prepares a person for the present job. The purpose of training is to improve the performance and productivity of employees Focus on how to do a specific task prepares a person for future job and challenges the purpose is to develop a sense of reasoning and judgement. teaches about the general concepts Contd .
Education Vs. Training Basis for Comparison Training Education Meaning The process of inculcating specific skills in a person is training. Theoretical learning in the classroom or any institution is education. What is it? It is a method of skill development. It is a typical form of learning. Based on Practical application Theoretical orientation Perspective narrow wide Involves Job experience Classroom learning Term Short term Comparatively Long term Prepares for Present job Future job Objective To improve performance and productivity. To develop a sense of reasoning and judgments. Teaches Specific task General concepts
Teaching and Training Teaching and training go hand in hand on many occasions. Teaching functions Impart new knowledge and skills to learners. Provide the necessary environment for healthy learning to take place. Understand and facilitate the needs of learners physically, academically and emotionally. Assess progress and provide support for the learners. Teaching takes place in a context that the teacher provides with academic learning.
Contd Training functions On the job skills based development. Quality training that suits the needs of the company. An opportunity to accelerate development and improve individual performance. A chance to equip the academically sound employee with the practical tools for the job.
Teaching Training Training is the practical sharing of skills to improve on the learner s performance. Training generally takes place in the work environment or sports field. Trainers are often mentors in the work place who have the expertise to offer on the job training. Teaching is the imparting of knowledge and concepts. It is an academic approach to learning Teaching generally takes place in a classroom environment. Teachers are trained to teach at training colleges and teaching institutions. Teaching Vs. Training
Teaching Training Teaching gives pupils new knowledge. Teachers give reports and feedback to learners to monitor progress. Teaching is broader in its focus. Trainers add skills onto existing knowledge. Trainers are given feedback from the trainees to improve on their performance. Training will focus on specific skills. Cond..
Learning The process of change in behavior, attitude, and skills.
Forms of learning Formal learning: occurs as a result of experiences in an education or training institution, with structured learning objectives, learning time and support which leads to certification(UNESCO, 2009).
Non formal learning : typically does not lead to certification. It is, however, structured (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner s perspective(UNESCO, 2009).
INFORMAL LEARNING This sort of learning occurs when people consciously try to learn from their experiences. It involves individual or group reflection on experience, but does not involve formal instruction (Foley, 2000).. Examples include the management committee of a community centre reviewing the operations of its organisation.
Contd. Informal learning: results from daily life activities related to work, family or leisure. is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. may be intentional but in most cases it is non-intentional (UNESCO, 2009).
Individual Assignment Explain the differences and similarities of learning and education
A Theory of Adult Learning: Andragogy
Andragogy: Historical Development The term andragogy has a long history of development and evolution (Chan, 2010). Unlike pedagogy, which has been around for thousands of years, andragogy emerged in the 1800s
Contd Andragogy can be traced back to 1833 when Alexander Knapp, a German educator developed the term while trying to describe the practice Plato exerted when instructing his pupils who were young adults The term disappeared for nearly a century ago and revived around 1921 by German social scientist Eugen Rosenstock
Contd In 1926 influenced by John Dewey philosophy, Edward Lindman published a seminal book entitled The meaning of Adult Education (Knowles et al, 2005) and formulated the essential philosophical assumptions of adult education (Muneja, 2015).
Contd Until the 1960s, the model developed for the children have been equally functioned for adult learners there was no a unifying theory of learning to teach adults
Contd Later andragogy is popularized by Malcolm Knowles in North America. Malcolm Knowles have contributed more to make adult education as separated field of study and famous throughout the world during the past four decades. Knowles writing on andragogy gave a brand name and transformed the profession of adult education.
Contd Lack of research in the field of adult education is attributed by full of surprise because many influential ancient philosophers and educators such as Confucius and Lao Tse of China; the Hebrew prophets and Jesus in Biblical times; Aristotle, Socrates, and Plato in ancient Greece; and Cicero, Evelid, and Quintillian in ancient Rome were really adult educators not teachers of children (Knowles, Holton II &Swanson, 2005). They had been a great conviction to instill the learners into mental inquiry (Knowles et al, 2005).
Contd That is why Knowles (1984) eloquently write The adult learner: A neglected specious . Most educational theories are rooted on behaviorist and cognitivist theory of learning, teacher centered in which the teacher serve as the guardian of knowledge. However, adult educators recognize that many colleges are moving from student centered pedagogy to adult student centered teaching strategies
Contd The differences between children and adults learning has been debatable issue for decades and pedagogy has been providing education for both children and adult without recognizing differences, the same philosophy. their real
Andragogical Assumptions At the outset, Knowles come up with four basic assumptions about the characteristics of adult learners in which andragogy is premised and laid the foundation of adult learning that are distinguished from the assumptions of pedagogy premised.
Contd These assumptions include as a person mature: 1) the self-concept moves from dependency to independent personality and self-directedness, 2) the experience will increase both in quantity and quality which will serve as a resource for learning, 3) readiness to learn shifts from postponed use to immediate application of knowledge, 4) orientation to learn will be changed from subject centeredness to performance centeredness (Knowles, 1980).
Contd Later he added the two additional basic andragogical assumptions: as a person mature 1) he/she need to know why and how he/she is learning and 2) he/she is highly motivated by internal motivation (Knowles, 2005).
CHAPTER TWO The Concept of Facilitation, Principles and Values
Teaching vs. Facilitation Student vs. learner Teacher vs. facilitator
Facilitator and facilitation Facilitator is someone who helps a group of people understand their common objectives and assists them to plan to achieve them without taking a particular position in the discussion. a person who guides and supports the participants to help them explore their knowledge and experiences. The facilitator's job is to support everyone to do their best thinking and practice through encouraging full participation, promotes mutual understanding and cultivates shared responsibility.
Contd.. By providing non-directive leadership, the facilitator helps the group arrive at the decisions that are its task. The role is one of assistance and guidance, not control. Additionally, s/he has the task of creating a positive atmosphere comfortable for effective adult learning to occur. S/he is a catalyst that ensures learners participation/encourages participation and facilitate more than lecture. By supporting everyone to do their best thinking, a facilitator enables group members to search for inclusive solutions and build sustainable agreements
Contd.. facilitators are responsible for guiding participants through the content and stimulate the learning process. the facilitator draws on the existing knowledge of the participants and assists them in building on that knowledge by providing input and training to fill identified gaps. The training and learning process shall be based on active participation, group interaction and discussion.
Contd Facilitation is the process of enabling groups to work cooperatively and effectively. In particular, facilitation is important in circumstances where people of diverse backgrounds, interests and capabilities work together. Adults are not empty vessels to be filled up with knowledge. The most important facilitation skill is the ability to listen actively.
Facilitation encourages greater participation and responsibility for decisions. Through facilitation, group members come to value and develop their own expertise and skills. The facilitator ensures that the needs of individuals within the group are recognized, acknowledged and responded to; this is seen as an integral part of the task at hand and not superfluous to it.
2.2. Qualities of Effective Facilitator Research on effective facilitation has been conducted for nearly a century. However, many concluded that effective facilitation could not be described or taught. Good facilitators are like sponge. They are never satisfied with the skills and knowledge they have, and are aware that their capacity for learning is endless.
Contd 1. Enthusiasm 2. Warmth and Humor 3. Credibility and Trustworthiness 4. Encouraging and Supportive 5. Professional Demeanor 6. Ability to listen: 7. A sense of timing
Enthusiasm: Promotes learning by helping to motivate learners, by keeping them persistent at tasks, and by helping them feel more satisfied with the teaching. Enthusiastic facilitators vary their voice, gestures, and expressions; they move around the room, from front to back as well as side-to-side; and they maintain a quick lesson pace involving high levels of interaction with learners or participants.
Warmth and Humor: Seem mostly to influence participants learning indirectly by promoting an environment in which learners feel free and are motivated to participate. Warmth is conveyed by demonstrating concern for learners success, and by being open. Humor can be spontaneous or planned. Facilitators should be able to laugh at themselves and at their mistakes; they should avoid using sarcasm or teasing learners. However, warmth and humor, if overemphasized, actually reduce learning, and so they are best used naturally and sparingly. being a by real person
Credibility relaxed, supportive environment where learners trust the facilitator to help them be successful. and Trustworthiness: create a They are developed through open, honest teacher- learner interaction, not through teacher s position or credentials. An effective facilitator forms a mutual trust relationship with the group the group trusts the facilitator to foster a safe environment while the facilitator trusts the group to engage in meaningful learning.
Encouraging facilitators are encouraging and supportive of learners and convey a sense of genuine respect for them and for their individual abilities. Encouragement and support are most important when learners are reluctant to begin new tasks or when they experience difficulty and frustration. Facilitators demonstrate support by avoiding negative comments, by noting empowerment not just perfection, and by helping learners reach realistic goals. and Supportive: Effective encouragement and
Professional Demeanor: Includes the ability to calmly and effectively adapt to changing classroom circumstances. This includes the ability to read what is happening in the learning environment; the level of learners motivation, changes environment, and problems with instruction. understanding in the and classroom
Ability to listen: One way the facilitator learns to sense the feelings of individuals and the group is by acute listening, both to the explicit meaning of words and also to their tone and implicit meaning. In fact, facilitators generally speak less than anyone in the group. And often the facilitator's comments repeat, sum up, or respond directly to what others have said
A sense of timing: The facilitator needs to develop a "sixth sense" for time: when to bring a discussion to a close, when to change the topic, when to cut off someone who has talked too long, when to let the discussion run over the allotted time, and when to let the silence continue a little longer
Values of Effective Facilitation Impartiality Participation Inclusiveness Respect Equality Trust and Safety Listening Preparedness: Flexibility Timekeeping Authority
Impartiality: The trainer needs to be neutral and objective and conduct the training in an impartial and non-partisan manner. Participation: Facilitation succeeds when participants are motivated and enabled to actively get involved.
Inclusiveness: Participation in the training and learning process needs to be inclusive. This means that the trainer has to be sensitive towards the needs of individual participants and their roles in the group in order to find a way of adequately involving each participant.
Respect: The trainer must acknowledge and respect each individual participant and ensure that all participants show each other the mutual respect they deserve. The trainer also needs to be sensitive about issues of age, culture and tradition and show the expected respect. Equality: Each participant is regarded as having an equal right to contribute, to influence, to determine the direction of the group. Equality also relates to respect, valuing of personal experience and participation.
Trust and Safety: To enhance participation by all, the facilitator must encourage the development of trust and safety. Participants need to feel free and comfortable in the group. Listening: Facilitation means listening to what people are saying and tuning in to what they are not saying. Preparedness: A good trainer should be prepared in order to perform all tasks well. A good preparation of the training will make the trainer more confident and enhance acceptance by the participants.
