A Theoretical Basis for Adult Learning Facilitation: Review of Selected Articles

Autor/in	Muneja, Mussa S.
Titel	A Theoretical Basis for Adult Learning Facilitation: Review of Selected Articles
Quelle	In: Journal of Education and Practice, 6 (2015) 31, S.54-61 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Adult Learning; Literature Reviews; Adult Education; Journal Articles; Andragogy; Global Approach; Educational Theories; Constructivism (Learning); Relevance (Education); Piagetian Theory; Scholarship; Productivity; Meta Analysis; Lifelong Learning; Postmodernism; Change Agents; Models + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education; Journal article; Zeitschriftenaufsatz; Andragogics; Andragogik; Globales Denken; Educational theory; Theory of education; Bildungstheorie; Relevance; Relevanz; Scholarships; Stipendium; Produktivität; Meta-analysis; Metaanalyse; Life-long learning; Lebenslanges Lernen; Postmoderne; Analogiemodell
Abstract	The aim of this paper is to synthesize a theoretical basis for adult learning facilitation in order to provide a valuable systematic resource in the field of adult education. The paper has reviewed 6 journal articles with topics ranging from theory of andragogy; the effect of globalization on adult learning; the contribution of Malcolm Knowles; Constructivism as a theoretical Model for Adult Learning and the Relevance of Piaget and Neo-Piagetian theories on adult education. Each article was first summarized and then it was critically reviewed to reflect the current Africa realities on Adult Education. The overall finding is that African scholars have not been in the forefront in contributing towards theories of adult learning facilitation. The key theorists like Malcolm Knowles, John Dewey, and Piaget are among many others who were born and trained in the west. So they theorized according to their own contexts. In the end a call is given to African academics in adult learning to push boundaries further in the field of andragogy in order to be applicable in the current socio-political and economic realities. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01