Educating adults differs from educating children in several ways given that adults have accumulated knowledge and work experience which can add to the learning experience. Most adult education is voluntary, therefore, the participants are generally self-motivated, unless required to participate, by an employer. The practice of adult education is referred to as andragogy to distinguish it from the traditional school-based education for children pedagogy. Unlike children, adults are seen as more self-directed rather than relying on others for help.

Adults are mature and therefore have knowledge and have gained life experiences which provide them a foundation of learning. An adult's readiness to learn is linked to their need to have the information. Their orientation to learn is problem-centered rather than subject-centered. Their motivation to learn is internal.

Adults frequently apply their knowledge in a practical fashion to learn effectively. They must have a reasonable expectation that the knowledge they gain will help them further their goals. For example, during the 1990s, many adults, including mostly office workers, enrolled in computer training courses. These courses would teach basic use of the operating system or specific application software. Because the abstractions governing the user's interactions with a PC were so new, many people who had been working white-collar jobs for ten years or more eventually took such training courses, either at their own whim (to gain computer skills and thus earn higher pay) or at the behest of their managers.

The purpose of adult education in the form of college or university is distinct. In these institutions, the aim is typically related to personal growth and development as well as occupation and career preparedness. Another goal might be to not only sustain the democratic society, but to even challenge and improve its social structure.

A common problem in adult education in the US is the lack of professional development opportunities for adult educators. Most adult educators come from other professions and are not well trained to deal with adult learning issues. Most of the positions available in this field are only part-time without any benefits or stability since they are usually funded by government grants that might last for only a couple of years.

However, in some countries, which contain the advanced systems of adult education, professional development is available through post-secondary institutions and provide professional development through their ministry of education or school boards and through nongovernmental organizations. In addition, there are programs about adult education for existing and aspiring practitioners offered, at various academic levels, by universities, colleges, and professional organizations.

Regards,

Caitlin Tera,

Managing editor,

International Journal of Adult and Non Formal Education

Whatsapp- +3225889658