Adult Education, all forms of schooling and learning programs in which adults participate. Unlike other types of education, adult education is defined by the student population rather than by the content or complexity of a learning program. It includes literacy training, community development, university credit programs, on-the-job training, and continuing professional education. Programs vary in organization from casual, incidental learning to formal college credit courses. Institutions offering education to adults include colleges, libraries, museums, social service and government agencies, businesses, and churches.
Adult education has long been important in Europe, where formal programs began in the 18th century. For example, the Danish folk high school movement in the mid-19th century prevented the loss of Danish language and culture that a strong German influence threatened to absorb. In Britain, concern for the education of poor and working-class people resulted in the growth of adult education programs, such as the evening school and the Mechanic's Institute, to expand educational opportunities for all people. After the Russian Revolution the Soviet government virtually eliminated illiteracy through the establishment of various institutions and extension classes for adults.
In other areas of the world adult education movements are of a more recent origin. In 1960, Egypt established a “schools for the people” system designed to educate the adult population. The pattern used is similar to that developed in Britain a century ago. After many years in which the primary educational concern was with creating public school systems, in the 1970s countries in Africa, Asia, and Latin America began to increase opportunities for adult education. Innovative programs involving the mass media are being used in many countries. Tanzania, for example, has used mass-education techniques and the radio to organize national education programs in health, nutrition, and citizenship. In the 1980s, international educational exchange programs involving short-term nondegree study in specialized fields grew in popularity in the United States and many other countries.
A literate population is a necessity for any nation wishing to take advantage of modern technological growth. For instance, research has shown a direct relationship between literacy among women and improved health and child care in the family. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has long supported the concept that education must be considered an ongoing process. UNESCO has encouraged literacy programs, agricultural extension, and community instruction. The low cost and flexibility of such programs make adult education suitable for many areas of the world that do not yet have formal school programs.
Adult education has long been important in Europe, where formal programs began in the 18th century. For example, the Danish folk high school movement in the mid-19th century prevented the loss of Danish language and culture that a strong German influence threatened to absorb. In Britain, concern for the education of poor and working-class people resulted in the growth of adult education programs, such as the evening school and the Mechanic's Institute, to expand educational opportunities for all people. After the Russian Revolution the Soviet government virtually eliminated illiteracy through the establishment of various institutions and extension classes for adults.
In other areas of the world adult education movements are of a more recent origin. In 1960, Egypt established a “schools for the people” system designed to educate the adult population. The pattern used is similar to that developed in Britain a century ago. After many years in which the primary educational concern was with creating public school systems, in the 1970s countries in Africa, Asia, and Latin America began to increase opportunities for adult education. Innovative programs involving the mass media are being used in many countries. Tanzania, for example, has used mass-education techniques and the radio to organize national education programs in health, nutrition, and citizenship. In the 1980s, international educational exchange programs involving short-term nondegree study in specialized fields grew in popularity in the United States and many other countries.
A literate population is a necessity for any nation wishing to take advantage of modern technological growth. For instance, research has shown a direct relationship between literacy among women and improved health and child care in the family. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has long supported the concept that education must be considered an ongoing process. UNESCO has encouraged literacy programs, agricultural extension, and community instruction. The low cost and flexibility of such programs make adult education suitable for many areas of the world that do not yet have formal school programs.
