Back to school: Why adult education should be learner-centric

Back to school: Why adult education should be learner-centric

When teaching adult learners who have a wealth of knowledge or experience, from mid-career professionals to individuals pursuing their passions, educators should be prepared to be challenged in class.

Rather than seeing such challenges as a threat, educators can treat them as an invaluable teaching opportunity, said a panel of speakers at the NUS Adult Educator Symposium on 23 April 2024.

Organised by the School of Continuing and Lifelong Education(SCALE) to the theme of "Learner Centricity In Adult Education", the symposium unpacked the concept of learner centricity and its impact on adult learners, with attendees learning best practices from experts in the field and networking with like-minded practitioners.

Associate Professor Stephen Tay from the Department of Built Environment at NUS College of Design & Engineering(CDE) recalled how a mature student rebutted his theory, which opened up a discussion for the rest of the class.

"I tried to build upon the unique experiences of other participants. After all, we are not teaching one single individual but a class…Some students disagreed with (their classmate's) argument because of their own prior experiences," he noted. This sentiment was echoed by Associate Professor Chai Kah Hin, NUS Associate Provost (Masters' Programme and Lifelong Education), in his welcome address at the symposium that drew over 400 attendees.

"When we value the wisdom, thought, and experience that each adult learner brings to the table, we create rich learning environments, where learning happens among the participants as much as it happens between learners and instructors," said Assoc Prof Chai, who is also Vice Dean (Graduate Programmes) at CDE.

In fact, disagreements could aid in the learning experience. "It is all right to introduce things that are not so 'peaceful' in class to challenge the students and turn it into an opportunity for mutual learning," added Associate Professor Peace Wong, Deputy Head & Field Director (Social Work) at NUS Faculty of Arts & Social Sciences.

Learning and growth boils down to nurturing human relationships, pointed out keynote speaker, Professor Li Junlei, Co-Chair of the Human Development and Education Program and Saul Zaentz Senior Lecturer in Early Childhood Education at the Harvard Graduate School of Education.

"Whether it is for young children, adults or the elderly, relationships are the active ingredients of the environment's influence on healthy human development," he said.

A tailored approach

Prof Li highlighted a common thread among learners: a sense of being "not enough". Particularly for adult learners, this mindset often stems from a perceived lack of professional knowledge, prompting them to seek upskilling opportunities or discover a greater purpose.

Adult educators should not promote this feeling of inadequacy but instead guide learners to enhance their varied skillsets. To do so, courses for adult learners should be more customised. "We are often tempted to take what we have prepared for the undergraduate students and copy it over for adult learners, but that should not be the case," said Associate Professor Tan Wee Kek, Assistant Dean (Student Life) from the Department of Information Systems & Analytics at NUS School of Computing, on the panel "Lights, Camera, Action: Setting the Stage to Advance Learner-Centricity in Adult Education".

"Just as we expect our adult learners to adapt, to unlearn and relearn, we as educators also need to unlearn and relearn our methods of teaching," added Associate Professor Wong Mun Loke, Vice Dean (Education) of NUS Faculty of Dentistry, who moderated the panel.

In stark contrast to undergraduates, adult learners come from different industry backgrounds, and each possess unique skills. Identifying the starting points for adult learners and tailoring lessons to meet their needs and abilities is imperative in class planning, added Assoc Prof Tay.

This can be as simple as requesting a list of participants prior to the lesson, so the teacher can adjust his lesson material according to the class make-up, he elaborated.

Beyond learning material, assessments also need to be reworked to suit adult learners. Traditional approaches such as internships may not be appropriate for full-time working adults who already have industry experience.

Associate Professor Lydia Lau, Director of Education of PET-Clinical (Nursing) at NUS Yong Loo Lin School of Medicine, urged educators to remain flexible and open to feedback.

"Every year, some adult learners from the education sector will have a discussion with us about reducing the workload of modules to better match the number of credits given. This partnership helps us improve our modules," she said.

Global access to lifelong learning

Beyond pedagogy, the symposium's second keynote speaker Professor Matthew Weait, Director of the Department for Continuing Education at the University of Oxford, took a more macro view on adult education, stressing the importance of ensuring global access to lifelong learning.

In an era marked by climate change, demographic shifts and economic disparities among nations, the Professor of Law and Society identified education as a key solution to myriad global challenges. Pointing to the refugee crisis as an example, he highlighted that it is imperative to compensate individuals for lost years of education.

"Education contributes to the development of human capital of refugee communities and ensures that the refugees have the basis for increased earning and skills to rebuild their communities," he said.

He urged well-established institutions to partner with local entities in less-developed regions by sharing resources and providing platforms for remote learning. "We need to be all involved in our own ways and in our own particular contexts."

It is clear that adult educators are vital in unlocking the transformative power of lifelong learning, and this starts by giving adult learners the attention they deserve.