November Monthly Review

Darcey commented on Groups 1, 2, 3, and 5. 😊

Vince commented on Groups 1, 2, 3, and 5.

Looking back over the last month it is hard to believe that we have come so far in our journey.  From our paper on two important organizations to our E-Archive we have really tackled some big tasks for this class. Staying on top of the assignments can be a challenge, but in the midst of it all we have discovered or reaffirmed  a few of the essential elements to be successful.

One key factor has been communicating to each other about when we are going to be really busy, away on a trip, going to be out of communication or concerning other barriers to our shared work. This helped us always be aware of our best times of availability to work on our tasks for the projects. Beyond the demands of the class, for us, this also lead to connecting on a personal level about one another's  lives, hopes,  and concerns. This was personally enriching as we developed a friendship over the course of the class. For instance, in October as Darcey already shared last month, Darcey's mom had surgery, and this month Vince's youngest son had surgery. Thorough it all, we were able to navigate through our work together.

Another key factor was knowing that on each project  the other teammate had read an understood the directions in the syllabus and was following the outline of the tasks spelled out in the syllabus. If there was ever any questions we used the syllabus to clarify the task before us. This kept each project on a singular focus and provided consistent development of our independent work. This structure also gave us the framework to easily divide up tasks and responsibilities, the ability to work on smaller more manageable chunks, and set up a manageable schedule. This kept our stress levels lowered, our productivity high, and gave us what we needed to add in our own creativity.

But most of that is the technical side of our work, hands down, the most rewarding part of our work has been the development of a friendship and the camaraderie of helping each other grow in the pursuit of our degrees in the program and for life.  Our work together became much more than concern for the tasks before us—we became friends together in the journey.

"If you want to build a ship, don't drum up people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea."  - Antione de Saint-Exupery

The greater success is always that which lies beyond the tasks or even the class itself.

The Significance of Adult/Community Education

Darcey commented on Groups 1,  2,  & 3.
Vince commented on Groups 1,  2,  & 3.

Darcey Mitschelen

and

Vincent Stults

Ball State University

EDAC 631

Here is Our E-Archive

Roles: Darcey Wrote Summary Article. Gathered Ideas for E-Archive
           Vince Wrote E-Archive. Gathered Ideas for E-Archive

What follows is a summary on the subject of what we have learned over the course of our work completing several projects concerning Adult and Community Education for ECDAC631.  We both collaborated extensively on how to approach and design this project. We have detailed how we arrived at these thoughts on our E-Archive. The archive is written to convey in a non-technical way what we have learned about adult education, outlining for the public key ideas about what adult education is, and how it can benefit them. The summary is simply that, a means of summarizing these thoughts in a simple synopsis, Thank you for reading and please visit our E-Archive and explore this group blog to see what we have been learning.

Here is a link to our E-Archive for EDAC631.

We also made a video for you: "Adult Educations is..."

 

 

The Significance of Adult/Community Education

When discussing adult/community education it is important to consider three main components: the student, the educator, and the field. A closer look at each component will reveal significant aspects that contribute to and shape the overall experience of adult education. Together, they help to bring a focus to the broad definition of adult/community education – “...activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” (Merriam & Brockett, 2007,  p. 8).

Significant Aspects

The Adult Student

Collectively, the following student aspects provide an understanding of the uniqueness of adults as learners and the instruction challenges they bring to the classroom. The adult student:
•    Comes to the classroom with experiences and a history.
•    Utilizes prior experiences to base learning and to solve problems.
•    Advances prior understanding to a deep level through the use of the five senses.
•    Demonstrates potential through both informal and non-formal education opportunities.

The Adult Education Educator

The adult educator must respond to the ever-changing social and economic demands of the times to keep adult education important and relevant. The use and inclusion of technology, including social media and computerized instruction, assists in developing skills that are being demanded by the business world. Additionally, the educator:

•    Acknowledges awareness of the importance of the senses and create opportunities to connect emotional experiences with content to enhance understanding, memory, and recall.
•    Collaborates with other educators and programs across the state, federally and internationally building a resourceful adult educational presence.
•    Understands and supports the need for continual professional development to provide both educator and students with the best tools and practices.

The Field of Adult/Community Education

The Field is responsible for the global understanding of adult/community education. It assists in defining the broader stroke of the umbrella in which adult/community education exists. Additionally, it supports research and publication in efforts to further the field. The Field:
•    Is central to lifelong learning as it encompasses all of learning in adulthood.
•    Promotes lifelong learning and citizenship for adults of all backgrounds.
•    Provides formal education and supports non-formal and informal means of learning.
•    Recognizes that true student success is dependent on personal, professional, and academic achievements and understands its responsibility for providing instruction in all those areas.

Conclusion

    It is through the combined efforts of the student, the educator, and the field that adult/community education experiences growth and success. Each provides commitment and dedication that allows for meeting the ever changing needs of our world, creating a new generation that not only embraces the challenges of the day, but welcomes the opportunity to leave a renewed legacy.

Reference

Merriam, S. B., & Brackett, R. G. (2007). The profession and practice of adult education.
 San Francisco, CA: Jossey-Bass.

Important Organizations

Vince Commented on Group 1 and Group 3
Darcey commented on Group 2 and Group 3

Darcey Mitschelen

and

Vincent Stults

Ball State University

EDAC 631

ROLES: Darcey wrote the conclusion, about IAACE, and added info to chart
                Vince wrote the intro, about UIL, and added info to chart

               

Introduction

Whether one lives in a remote village, a world-class city, or in small town USA, organizations like UNESCO's Institute for Lifelong Learning and the Indiana Association for Adult and Continuing Education play a significant role in shaping the character and nature of adult education. As organizations of like-minded people working towards cooperative ends, they advance the impact and visibility of the work of adult education to communities, cities, states, nations and the world. Through studying these two organizations that work in vastly different arenas, we can better understand the impact such organizations have on the field of adult education and upon society gaining insight into the role that such organization serve in our day.

UNESCO Institute for Lifelong Learning (UIL)

Human rights can be protected. Child marriage can be prevented. Forced marriage and Female Genital Cutting can be stopped. Before we learned about Human Rights, men hit their wives, but after this education from Tostan, these beatings are now stopping, in our homes, in our society. Through this Tostan education, we have now really begun to understand that these things must stop. We now stand together, chatting, doing things together. We all come together like brothers and sisters. This is why I really appreciate this and am happy and hope that tomorrow will bring more of this education! - Sanneba Keita, Tostan class participant in Medina Koto, The Gambia (Desmond, Elfert, & Unesco Institute for Lifelong Learning, 2008, p. 30). 

With a unique educational model of human rights, health, and democracy called the Community Empowerment Program (CEP), this work of Molly Melching, creator and director of the NGO Tostan, is an integrative model of non-formal education beginning with oral tradition as a foundation for literacy development. In this 2008 publication of UNESCO Institute for Lifelong Learning (UIL), this NGO, Tostan, along with several other models in similarly addressing literacy challenges in Africa are highlighted. The support and collaborative representation of such research displays the wide range of activities along strategic areas of action on advocacy, research, capacity-building and partnership that is UIL's work (“News Target | UNESCO Institute for Lifelong Learning,” n.d.).

In 2006, UIL became the new face of what was the UNESCO Institute for Education (UIE). Formed in the decade following WWII to address the crisis of a devastated educational system in Europe and Japan, UIE was planned as a means of advancing human rights and international understanding (“News Target | UNESCO Institute for Lifelong Learning,” n.d.). UNESCO's president, the renowned humanist Julian Huxley, called for those he believed were the brightest minds of the time to convene at the first meeting of the Governing Board in Wiesbaden, Germany, 1951, which included Maria Montessori and Jean Piaget. UNESCO Institute for Education (UIE) was officially founded in Hamburg in 1952. (Elfert 2013a, p. 263)

Developing into an international organization, it has influenced worldwide educational policy and research in excess of 60 years, beginning with comparative education and the first empirical studies, UIE exercised a great deal of intellectual influence through its conceptual work on lifelong education in the 1970s ( Elfert, 2013a, p. 281). It was UIE's Faurer Report in 1972 that brought this theme to the forefront: We propose lifelong education as the master concept for educational policies in the years to come for both developed and developing countries(p. 182). This focus on lifelong learning was again reiterated in Delors Report (1996) and helped solidify the foundation for CONFINETA V held in Hamburg in 1997. UIE, was able to assume the organizing role of this conference from its mother organization UNESCO due to several circuitous but fortunate acts. As cited by Elfert (2013b) among many others: Hamburg, is considered a milestone in the history of the CONFINTEA conferences (p. 152). The conference theme was deemed “Adult learning: A key to the 21st and ushered in adult education as a key focus for all segments of society. UIE's organizing work also was a landmark for integrating NGOs and civil society into the composition of the UN conference itself. (Elfert 2013b). Their following organizing of CONFINTEA VI in Brazil, 2009, built upon this holistic understanding of adult learning and non-formal education within a life-wide and lifelong learning perspective and established measurable action through which this vision could be realized (“News Target | UNESCO Institute for Lifelong Learning,” n.d.).

In 2000, the German government, who had been financing 90 percent UIE's operations since 1966, announced a five year plan to phase out institutional funding. UIE officially ended in 2006 when it was renamed UNESCO Institute for Lifelong Learning (UIL) and in 2007 became a fully-fledged international institute, provided with a host country agreement between the German Foreign Office and UNESCO (Elfert 2013a, p. 279). According to the UIL website, the new name gave emphasis to the Institute's long-standing focus on adult learning as well as out-of-school and non-formal education within a lifelong learning perspective (“News Target | UNESCO Institute for Lifelong Learning,” n.d.). Through an agreement between the German host government, UNESCO, and the City of Hamburg, (home of UIE since 1951) facilities were provided at the historic Albert Ballin villa in Feldbrunnenstrasse. Today UIL is one of six UNESCO Education Institutes and is the publisher of the oldest international journal of comparative education, the International Review of Education (“News Target | UNESCO Institute for Lifelong Learning,” n.d.).

Roles and Responsibilities

 

With a staff of 30, and a Governing Board of 12 internationally selected educationists along with the Director-General of UNESCO and 30 staff, UIL's mission is to see to that all forms of education and learning– formal, non-formal and informal–are recognized, valued and available for meeting the demands of individuals and communities throughout the world (“News Target | UNESCO Institute for Lifelong Learning,” n.d.). Activities are focused on reaching the Education for All (EFA) and Millennium Development Goals (MDGs) along with the objectives of the International Conference on Adult Education (CONFINTEA) series, the United Nations Literacy Decade (UNLD), the Decade of Education for Sustainable Development (DESD), and the UNESCO Literacy Initiative for Empowerment (LIFE) (“News Target | UNESCO Institute for Lifelong Learning,” n.d.).

Impact and Implications

 
As sketched out in UIL's history, mission statement, and reflected in their work, UIL's major impact includes: 1) bringing worldwide understanding to the need for lifelong learning 2) going beyond a focus on adult education to adult learning; 3) elevating the importance of informal and non-formal learning; 4) expanding the understanding of literacy to more than reading; and 5) promoting greater collaboration among NGOs, UNESCO, and civil society.
The Implications of UIL for adult education are clearly seen in its impact and can be listed in parallel fashion: 1) adult education is central to the notion of lifelong learning; 2) adult education encompasses all of learning in adulthood; 3) adult education must go beyond formal education and necessitates non-formal and informal means of learning; 4) basic education focused on literacy development should be seen as a continuum; and 5) partnerships and collaboration across organization sectors is essential to accomplish the goals of adult education.

Indiana Association for Adult and Continuing Education (IAACE)

 

Indiana Association for Adult and Continuing Education (IAACE) is a state-wide association that has roots going back to December, 1943 when a group of concerned adult educators met to discuss the future of adult education in Indiana. This meeting was called in part to address the issues of the number of service men returning from the war needing education and training to re-enter a tightened workforce. During the war years, an unprecedented number of Indiana women had entered the job market and were not vacating those positions at the end of the war creating a job shortage. The following decades saw a variety of changes in focus, scope, and demand, but it was clear that there was a growing need for a unified organization to bring best practices, programming, and resources to adult education programs in Indiana. In 1983, the current IAACE was formed with the purpose to advocate for adult education in Indiana and to cultivate leaders who advance adult education for stronger communities in Indiana (“Mission + History,” n.d.).

Roles and Responsibilities

 

IAACE is a thirteen member volunteer board with one paid staff person. Board members, representing a variety of backgrounds, professions, and geographic areas within Indiana, oversee advocacy for adult and continuing education at both the state and federal levels, sponsor annual conferences, provide professional development opportunities, encourage and implement research, and maintain continual communication with memberships and public. Annual membership of $45 brings additional benefits of resource access, Teacher’s Credit Union eligibility, and affiliation with American Association for Adult and Continuing Education and The Commission on Adult Basic Education including invitation to their national conferences.

The goals of IAACE are:

• Collaborate with Indiana adult education stakeholders
• Communicate and promote adult education
• Facilitate professional development 
• Provide support to members  (“Mission + History,” n.d.)

A less formalized goal, but one of great importance to the organization, is to set aside time during the annual IAACE conference to honor to adult educators, paraprofessionals administrators, coordinators, volunteer tutors, business and industry partners, and adult learners who have gone above and beyond what is required and have made a significant contribution to the field of adult education. Awards are presented by members with personal connection to the recipients which celebrates not just the individual achievement, but a key component of IAACE membership - the importance of peer to peer support and the ensuing camaraderie that develops.

Impact and Implications

“State or provincial associations provide resources for professional development that is typically attuned to more local concerns and offers conferences and other professional development opportunities at lower cost than those of national organizations” (Merriam & Brackett, pg. 225). This certainly is the case with IAACE. Sara Gutting, IAACE President Elect, shared in a phone interview that in addition to supporting best practices and providing weekly e-communications to its members, the main focus is on professional development. Gutting went on to say, “In order for the field of adult education to grow and to be a contributor the future of our country, continual educational experiences must be readily available, otherwise adult education will lose its value in a quickly changing and evolving world” (personal communication, 2014).

IAACE was also a prominent lobbying voice at both the state and federal level for additional funding streams through the late 2000s. This role changed when adult education was moved from the Department of Education to the Department of Workforce Development (DWD). With that shift, IAACE moved from a lobbying focus to collaboration with DWD and worked closely with its membership on the transition. 

IAACE was key in the process of moving from G.E.D. testing to T.A.S.C. testing for the High School Equivalency diploma. The association assisted in the review of materials and procedures in the decision making process. In addition, IAACE provided educator training and other support resources to assist in the change in testing and ultimately, in instruction.

Most recently, IAACE has worked with DWD on establishing a mentoring program, The Experience Exchange, for first year teachers. The programs offers new teachers dialogue with experienced adult educators, classroom tips and tools, and professional networking(“Mentoring,” n.d.).

Conclusion

 

UIL is an international organization with focus on adult education and lifelong learning in contrast to IAACE which is a state/regional association with emphasis on educator development and member support. Although there are these differences, commonality of UIL and IAACE can be seen at the core of activity of the two organization. Both advocate for adult education and support research in the field. In addition, both organizations understand the importance of collaboration and partnership with membership and supporting contributors in setting policy and direction. Regardless of the stage or the driving concentration, UIL and IAACE have established a map for years of successful adult education programming, demonstrating the need and impact for both international and regional organizations.

Table 1. Summary of Important Adult Education Organizations
	UNESCO Institute for Lifelong Learning (UIL)	Indiana Association for Adult & Continuing Education (IAACE)
Year it was founded	Established in 1952 (reorganized and renamed  in 2006).	Initial development 1943. Current organization 1983
Missions/Goals	Mission: to see to that all forms of education and learning – formal, non-formal and informal– are recognized, valued and available for meeting the demands of individuals and communities throughout the world. ·         action on advocacy ·         research ·         capacity-building and partnership	·   Collaborate with Indiana adult education stakeholders ·   Communicate and promote adult education ·   Facilitate professional development ·   Provide support to members
Roles and responsibilities	Realizing the: ·         Education for All (EFA) and Millennium Development Goals (MDGs) ·         Objectives of the International Conference on Adult Education (CONFINTEA) series ·         United Nations Literacy Decade (UNLD) ·         Decade of Education for Sustainable Development (DESD) ·         UNESCO Literacy Initiative for Empowerment (LIFE)	·         Advocate for adult and community education ·         Sponsor annual conference ·         Provide professional development opportunities ·         Encourage and implement research ·         Continual communication with membership and public
Other important information	UIL's activities directly tie into UNESCO's greater goals.	·   Affiliation with American Association for Adult and Community Education and the Commission on Adult Basic Education
Impact	·         Bringing worldwide understanding to the need for lifelong learning ·         Going beyond a focus on adult education to adult learning ·         Expanding the understanding of literacy to more than reading ·         Elevating the importance of informal and non-formal learning ·         Promoting greater collaboration among NGOs, UNESCO, and civil society	·         Support of best practices ·         Weekly communication with membership ·         Variety of professional development opportunities in association with DWD ·         Contribution to the transition from DOE to DWD
Implications	·         Adult education is central to the notion of lifelong learning ·         Adult education encompasses all of learning in adulthood ·         Adult education must go beyond formal education and necessitates non-formal and informal means of learning ·         Education focused on literacy development should be seen as a continuum ·         Partnerships and collaboration across organization sectors is essential to accomplish the goals of adult education	·         Change is necessary to meet the needs of adult learners ·         Change is necessary to meet governmental requirements ·         Professional development is key to provide both educators and students with the best tools and practices ·         Collaboration of adult education programs across the state is important to building a resourceful state presence

References

Desmond, S., Elfert, M., & Unesco Institute for Lifelong Learning. (2008). Family literacy: experiences from Africa and around the world. Hamburg: UNESCO Institute for Lifelong Learning.

Elfert, M. (2013a). Six decades of educational multilateralism in a globalising world: The history of the UNESCO Institute in Hamburg. International Review of Education, 59(2), 263–287. doi:10.1007/s11159-013-9361-5

Elfert, M. (2013b). The UNESCO Institute for Education and the Legacy of Immaterialism. In ANNUAL CONFERENCE (2013) (p. 149).

News Target | UNESCO Institute for Lifelong Learning. (n.d.). Retrieved November 3, 2014, from http://uil.unesco.org/about-us/news-target/unesco-institute-for-lifelong-learning/27f167bca55e284291781a1d4c82ecf2/

Mentoring. (n.d.). Retrieved November 8, 2014, from http://www.iaace.com/mentoring.html

Merriam, S.B. & Brackett, R.G. (2007). The profession and practice of adult education. San Francisco, CA: Jossey-Bass.

Mission + History. (n.d.). Retrieved November 8, 2014, from http://www.iaace.com/mission--history.html