Adult Education (AE) is about being everywhere and nowhere. Everywhere in the sense that for some adults learning is so much part of living from where we learn how to do things. Nowhere in the sense that for some adults learning doesn’t count unless was it done in a classroom or formal way of education. When purposeful and planned activities are linked to adults learner, the concept of adult education becomes clear. Knowles (1980) described AE as a set of organized activities carried on by wide variety of institutions for the accomplishment of specific educational objectives.
Non formal Education is popularly used worldwide to refer to organized learning activities that take place outside the -Formal Education System-. Activities serve several clientele such as NGO’s, Community Based Learning, Private Organization in informal settings. -Training- strongly associated with learning in workplace by referring to all workshops, seminars, classes and On Job Training designed to improve one’s work related performance
What Purpose Does It Serve?
The overall goals and purposes of adults education are shaped by the historical, cultural and social conditions present in the context and theses purposes shift over time. Although the purposes of adults education by context varies worldwide but there are some goals that are commons to most countries. Titmus (1989) has identified four goals that are commonly used:
1. Second chance education, which offers adults who missed it the kind of education obtainable in the initial education system. This may range from basic literacy to mature entrance to university;
2. Role education, which is education for social function (outside employment) and includes social role education (as citizen member of an association) and personal role education (as parent, spouse, retired person);
3. Vocational education, that is education in the skills and knowledge required in employment (such as IKBN, JTM etc.); and
4. Personal Enrichment Education or education intended to develop the individual without regard to his or her social or economic function which neither includes, in effect, anything nor covered by the other headings.
Challenges in Adult Learning
1. The structural barriers that limit access are formidable indeed, for instance socioeconomic status, ethnicity, race, age, gender and geography all conspire to limit adults accessibility to learning.
2. In some countries, rural and isolated folk, women, minorities, poorer people and older adults are helplessly underrepresented in all forms of adult and continuing education.
3. National policies in some countries were lack of coordination among services providers. Even sometimes there might be an overlap and duplication of efforts by all relevant parties such as government, private, NGO’s and international players.
