Concept Map 2

Module 1 Concept Map

Module 1 Concept Map

Martize Wilson

Western Kentucky University

The landscape of adult education

Since the creation of the adult education sector, it has been important for analysts and professionals to understand how adult learners learn. Overall, adult education is a miracle linking fields that are generally very different, from basic adult education (ABE) to human development and from gerontology to gerontology to continuing quality education (Ross-Gordon et al., 2016). The range of conditions under which adult education takes place, the size of the curriculum, and the appropriate diversity of students have all been successful. Some will point to incomprehensible substances united in the common goal of promoting adult education. After about 80 years of education we have no clear answers, hypotheses or adult education model. What we have is more of a living mosaic of the speculations, patterns, standards and explanations that form the basis of scientific information for adults (Ross-Gordon et al., 2016). The focus of this hypothesis and model is on adults who participate in formal and informal learning exercises that meet clear needs or premiums. Whether they have taken a break from ABE classes, attended workplace administration training, or learned how to follow their family background, adults are busy studying.

The task of explaining how adult students learn is very important for both scientists and professionals. Overall, adult education is a miracle that brings together completely different fields, from basic adult education (ABE) to the development of human capabilities and from instructive gerontology to continuous experiential teaching. The various conditions under which adult classes are administered, the coverage of educational programs, and the diversity of students that are feasible have left the field hanging - some would suggest that it is indistinguishable - an element that shares a common goal of promoting adult education is unified. After about 80 years of education we have no clear answers, hypotheses or adult education model (Ross-Gordon et al., 2016). What we have more of is a brilliant mosaic of hypotheses, models, standards and explanations that consolidate and form the information base of adult education. The focus of this speculation and pattern is on adults engaging in formal and informal learning exercises that meet clear needs or premiums.

References

Ross-Gordon, J. M., Rose, A. D., & Kasworm, C. E. (2017). Foundations of Adult and Continuing Education. San Francisco, CA.Jossey-Bass.