Adult Education and Related Principles


Adult education is a technique in which individuals engage in systematic and continuous individual-education events to acquire new skills, views, or merits. It can infer any adult studies outside traditional schooling, from fundamental literacy to individual satisfaction as a lifelong learner and secure contentment. Adult education reflects an ideology of learning and teaching founded on the presuppositions that adults can and aim to learn within their abilities. Mature scholars are also accountable for their specific studying. Adult learning is impacted by demography, globalization, and technology and is driven by what one needs or wants to learn, the present possibilities, and how one studies. Studying takes place in various channels and circumstances, just as every individual’s life is special. According to Volle (2002), adult education can take the shape of formal, non-formal, or informal learning. The principles of accountability, and the sequence of context and learners’ reinforcement, will be discussed in my work. In addition, distinct roles and pole growth in adult learning, reflective learning, the immediacy of learning, and respect for learners as decision-makers will all be covered.

Principle of Accountability

First, while assisting them in assessing their progress, I will allow my pupils to be in charge of their learning journey as per the principle (13) of Accountability (Volle, 2002). Adult scholars are far more self-oriented and driven an indication of responsibility. Adults are more likely to learn because they see the direct advantages of doing so rather than being required to. Adults also have a larger reservoir of inspiration but need to be accountable for what they learn. Additionally, adults ought to retrieve services that curate and suggest studying curriculum to avoid skill niches and AI that is being installed to data personalized to each individual’s needs. I will make sure adults understand the importance, value, and purpose of accountability in learning.

The Praxis Principle

Second, I will allow scholars to mix their own experience and observation to understand subjects better according to principle (5) of Praxis- learning with reflection. Adults have a lot more experience than kids hence can apply it to improve learning. Adult scholars rely largely on their prior experiences, and training programs that recognize this help them learn (Volle, 2002). Real-world examples, realistic events, and content based on firsthand experience will lead to a deeper knowledge of the subject. Although relying on prior experience can aid adults in understanding new material more quickly, there is a drawback. Scholars’ previous exposure could be obsolete, erroneous, or biased which hampers advanced learning. I will inform students about these prevalent problems and lead them to new conclusions. Furthermore, I will present favored training to assist scholars to comprehend how to receive current and valid information contrary to their prior experience. I will also create training materials primarily based on real-life scenarios to enhance reflection or mindfulness while learning in class.

Clear Roles and Pole Development

In addition, I also intend to assist mature scholars in clearly defining their objectives and providing vital support for their accomplishments to motivate them in conjunction with Vella’s (2002) principle (10) of Clear Roles and Pole Development. Adults approach the learning cycle with a target in mind. They must comprehend how the sources will help them in attaining their personal or professional objectives. I will keep this in mind while building learning programs and make sure that learners are provided with enough tools to assist them in achieving their objectives. The learners must create understandable, attainable goals for themselves and be motivated to connect with information to achieve them.

Mature scholars will be inspired if they can understand how the content they are consuming is assisting them in achieving their objectives. Better results are guaranteed when this energy is harnessed and utilized to drive the learning process. I will support the growth of knowledge, skills, and teamwork by giving learners realistic, attainable targets in the form of a problem they must answer. Using this idea, I will also teach learners how to make goals using the SMART acronym. I must present information that’s relevant to the learner’s current function and difficulty.

Principle of Immediacy

Besides, I will give learners appropriate information for their learning path and assist them in utilizing extra resources to improve the effectiveness of my adult education and training programs. The benefit of the content in the training program must be stressed to involve a student adequately. As a result, both the immediate, short-lived relevance of engaging with the subject and the long-term benefits of doing so should be emphasized so that the learner will quickly pledge to learn. The short-term relevance will show what they will gain in the course and how it applies to their job hence complying with principle (8) that highlights the Immediacy of the Learning (Vella, 2002). The long-term benefit is that they will be better in their job as a result of their education. While some scholars like studying just for the sake of learning something new, adults are significantly more likely to indulge in studies that are directly tied to their goals, roles, jobs, or hobbies. I must show the short- and long-term advantages of learning. Furthermore, presenting students with different content and engaging with pertinent information would improve the outcome.

Respect for Learners as Decision Makers

Lastly, I will infer to principle (6), Respect for Learners as Decision Makers, in adult learning (Vella, 2002). Respecting learners as decision-makers in their education is a philosophy that acknowledges that adults make decisions in many aspects of their lives. Healthy adults prefer to be subjects or decision-makers rather than being preserved as objects that others can utilize. Integrity must also be infused into the classroom culture. As a teacher, I would make integrity the norm in their classrooms in numerous crucial ways, beginning with setting the tone in the school. Integrity lessons in the classroom help students apply similar values to other aspects of their lives. I will have open conversations with kids on respecting learners as decision-makers and expecting respect in return as their moderator. Classes will run well and information will be disseminated smoothly if the demand for respect is enforced.


Life experiences are important for adult development because they provide knowledge applied to new situations. I also believe that adults learn when something is relevant to them; thus, they will rapidly dismiss it if it is not immediately applicable. Another aspect of adult learning is that information is formed in a social setting, necessitating social interactions during the learning process. Adults learn best when they are actively involved in the learning process and engage with the subject. Finally, I believe that failure is essential to learning since learning occurs when one tries and fails. My fundamental beliefs about adult learning will assist me in applying the proper learning methods to ensure my success.


Vella, J. (2002). Learning to listen, learning to teach: The power of dialogue in educating adults. John Wiley & Sons.

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