1

Preparation and Professionalization of Adult Educators

Student ID

Student’s Name

Institutional Affiliation

Faculty & Course Name

Unit Code and Name

Submission Date
 2

Introduction

Over half a century has passed since the procedure of professionalization first became a

problem in adult education and learning (AEL). The different facets of AEL professionalism

have been the topic of extensive initiatives, encompassing forums, inquiry monographs,

distinctive publication issues, and theoretical and practical research. These focus on the

numerous aspects of an adult educator's career and define its essential components, such as its

responsibilities and functions, core competencies, and many subcomponents. These skills are

associated with the professional domains of sociology (profession), philosophy and ethics

(professionalism), and education (professionalization). Numerous eras of researchers going

back to prehistory have been passing down their skills and expertise to new eras of learners or

trainees. In general, adult schooling has been disorganized and inconsistent.

External, personal, and knowledge and skill elements all contribute to an adult

educator's level of professionalism. Instructor certification standards, school structure, job

duties, working conditions, and public perceptions of the teaching career are all examples of

external variables. Personal qualities such as skill, character, and motivation to improve have

a role. Knowledge and skills necessitate participation and applying one's ability in light of

current demands and conditions. That is why it is important to set up a structure that allows

instructors to get the credentials they need to teach adults as a career. Any framework worth

its salt will encourage educators to continue learning and taking initiative in the classroom.

Statistical Trends

Nontraditional trainees are increasing in various settings, including job environments,

the internet, neighborhoods, healthcare facilities, migrant facilities, cultural institutions, jails,

religious institutions, and schools (Hunter-Johnson, 2017). Nontraditional adult students

benefit greatly from learner-informed program assessments. The study of how usable online

courses are has become popular recently (Lawton, 2020). Since the technical skills of older
 3

individuals may vary more than those of adolescents and the technologies used in various

forms of digital education, understanding what students desire from online courses and ways

to accommodate them and avert withdrawal is especially important.

There has been a growth in the number of assessment efforts made in adult educational

initiatives. Criteria for evaluating and measuring quality in adult education have been studied

recently. In this respect, there are still differences between teachers and students (Eidoo,

2022). The primary goal of such approaches is to make assessments less mysterious. The goal

of many academic studies is to evaluate the reliability of standardized tests. The first step is

for the teacher to reflect on their values and beliefs concerning teaching and student learning

(Lawton, 2020). To verify that the applicable teaching strategies, projects, and encounters

satisfy the needs and desires of the adult students, it is the facilitator's perspective that

tracking interactions in an adult educational context is vital. Using formative assessments,

trainers can learn when their course is genuinely useful to their adult participants.

One strategy includes dividing each formative assessment into three phases: quick,

intermediate, and extensive. Adult students bring a wealth of life experience and information

to the classroom (Ovesni, 2018). Educators should use a student-focused strategy that

considers and gives weight to students' perspectives, requirements, encounters, and desires

(Smith, 2017). This change alone will increase the diversity of the adult education

environment. Unlike younger students, adults typically accept full accountability for their

learning, value constructive criticism, and seek immediate comments on their work.

Similarly, criticism is a crucial part of formative assessments for grown-up learners;

research has shown that providing such feedback improves the quality of adult assessments

(Eidoo, 2022). Intellect and ingenuity evaluations are important but difficult to assess

quantitatively in summative tests because of their intangible nature. As a result, all people

must use the same technical jargon (Lawton, 2020). Inferring from this, the current mode of
 4

instruction favors a student-focused approach that emphasizes introspection, meeting

individual needs, and the provision of timely feedback.

A Law Concerning Adult Education

The Adult Education and Family Literacy Act (AEFLA) aims to fund activities that

teach individuals the literacy capabilities they need to succeed in the workplace, at home, and

in their communities (Mubayrik, 2020). State adult educational services mostly rely on

federal financing made available via AEFLA. The Division of Adult Education and Literacy

(DAEL) of the Office of Career, Technical, and Adult Education (OCTAE) manages AEFLA

(Ovesni, 2018). The goal of the AEFLA's fundamental state grant scheme is to help adults

become knowledgeable and gain the skills they need to find and keep a job and become

economically independent; help adults residing as parents or relatives become educated and

skilled enough to become active participants in educating their kids; and contribute to long-

term enhancements in the household's financial stability (Lawton, 2020). Helping immigrants

and other people who are attempting to learn English improve their literacy, grammar,

vocabulary, and analysis skills in English; gaining knowledge of the American framework of

Administration, personal liberty, and the privileges of nationality; and assisting older adults

in obtaining a secondary school diploma and in advancing to college training and instruction,

including via professional paths (Eidoo, 2022). According to the law, states must distribute at

least 82.5% of their allocations to local governments through rigorous grant and contract

programs.

Empirical Research

The psychological element, or the body of intangible, conceptual information specific

to a career, is a focal point of AEL-related research investigations on professionalism

(Lawton, 2020). Most academic investigations of professionalism have narrowed their focus

to one or two aspects, often those related to professional abilities, while ignoring
 5

professionalism's defining trait: professional conduct (Eidoo, 2022). Such reductionist

approaches in studies on professionalism have resulted in undesirable simplifications due to

the omission of key qualities of the career, which characterize it as employment and relocate

it to an inferior stage during professionalization (Ovesni, 2018).

Researchers have seen the path to AEL professionalism as an evolutionary process,

with knowledge-related and context-related aspects playing significant roles (Eidoo, 2022).

The previous decade's worth of research on professionalization as a whole has highlighted the

unique duties and responsibilities of adult educators and the importance of providing them

with a broad, focused, and scientifically grounded formal education (Lawton, 2020).

Furthermore, these investigations have suggested that advancement in the realm of AEL is a

continuous process, that a uniform assessment of job outcomes is required, that professional

growth is best achieved via strategies established by specialized organizations, that an

established career advancement framework is essential, and that professionals benefit from

the independence that comes with societal acceptance of a profession (Jakimiuk, 2020).

Through the perspective of the procession method, people can see that this past decade

has seen a clearer separation of academic investigation and career advancement in the domain

of AEL in the United States and that there is now a more solid foundation for vocational

training in universities, consisting of continuing professional development (CPD) possibilities

within the federation (Lawton, 2020). Nonetheless, only a few jurisdictions have established

formal organizations to build an industry-specific code of ethics, licensure, and accreditation

(Jakimiuk, 2020). The continual tracking and investigation of the professionalization

course in the area of AEL in the United States might consequently lead the industry to greater

degrees professionally - to enhancements in the standards and accomplishments in the field

(Eidoo, 2022). Conceptual advances and more nuanced empirical investigations may

eventually stem from new studies using an alternative experimental strategy.

 6

Professional adult instructors, without a shadow of uncertainty, should hold relevant

degrees from accredited institutions. It is important to design and execute acceptable

educational requirements and legislative remedies (Eidoo, 2022). This would allow for the

adult educator field to become more standardized. Lifelong learning is essential to being a

competent educator because it allows for adapting curriculum and pedagogy over time,

ultimately leading to higher standards for student learning. Discussions about adult teachers'

competence highlight the complexities of the problems. Theorists and professionals involved

in practices of continuous education, as well as policymakers who make choices on teacher

qualification requirements, continue to find this problem challenging.

Like everyone else, adult trainers have the right to pursue knowledge and skills

development throughout their lives. Teachers and adults have a right to ongoing

education and professional growth that helps them meet the challenges of a constantly

evolving field (Jakimiuk, 2020). Formal, non-formal, and informal education contribute to

the growth of expertise among adults who teach (Lawton, 2020). Urban areas, woodlands,

farms, quarries, avenues, residences, settlements, societies, bookstores, jails; medical

facilities, production facilities, spiritual and cultural places; K-12, high school, and higher

education institutions; sports leagues, clubs, and teams; micro-enterprises, multinational

corporations, NGOs, civil society entities, advocacy groups, and governments are just some

of the places they work (Eidoo, 2022). Teachers can interact with students in person, online,

or other ways.

Consequences

It is very important to talk about the preparation and professionalization of teachers of

adults in the context of the adult instruction process. Non-management of this issue may

result in significant consequences for learners, facilitators, providers, and society. Learners

manifest a wide range of effects (Eidoo, 2022). Inappropriately trained adult educators have a
 7

problem with adequately passing on knowledge and skills. These conditions will interfere

with learners’ education and limit their opportunities for individual and career development

(Lawton, 2020). Professionalism could also be absent and, thus, make quality learning

difficult to access as different teachers will offer varied learning.

Likewise, adult educators experience similar negative effects. Adult learners may have

specific needs that individuals will find difficult to accommodate without proper preparation

and professional instruction, for they will not be able to give tailored instruction. This may

cause annoyance and disillusionment among the teachers, negatively impacting their job

satisfaction, competence, and retention. The possible consequences of poor preparation

among adult educators could include diminished program quality and undesirable outcomes

for adult course providers (Mubayrii, 2020). This will discourage prospective learners and

limit the general impact of adult education on social development. If adult learning is not

professionalized, it will hinder collective movement on economic and social fronts since it

limits adult learners’ ability to contribute to the workforce and beyond (Jakimiuk, 2020). This

may lead to the prolongation of schooling inequalities that exacerbate socioeconomic

disparity.

Conclusion

The problem of professionalization in adult education and training is complex and far-

reaching. The past fifty years have seen significant work put into elucidating the elements of

the profession, skills, and the sociological, philosophical, and pedagogical characteristics of

professionalization within adult education. There is a need for a structured framework to aid

in the professional development of adult educators due to the many elements (external,

personal, and knowledge and skill-based) that affect their professionalism. Trends in adult

education statistics highlight the expanding significance of program assessments, especially

for atypical adult students. The changing climate of evaluating adult education shows that the
 8

learners' experiences, needs, and expectations take precedence through a focus on student-

centered approaches, instant feedback, and critical assessments.

The passage of the AEFLA represents a dedication to meeting the educational

requirements of adults so that they may contribute to society as workers, parents, and

citizens. The requirements of AEFLA include various topics, from the acquisition of

fundamental skills to the mastery of the English language, and stress the significance of the

engagement of local agencies. Empirical studies provide light on the nuances of

professionalization, highlighting the importance of a well-defined curriculum, continual

training, and study to improve the quality of adult educators. There is a lasting reverberation

from the results of unqualified adult educators. They have a bearing on students, teachers,

and the community, influencing educational outcomes, workforce efficiency, and social

progress. To further social and economic development, addressing the professionalization of

adult education is essential.

 9

References

Eidoo, S. (2022). The professionalization and training of adult educators in global citizenship

education for youth and adults. UNESCO Institute for Lifelong Learning.

https://www.uil.unesco.org/sites/default/files/medias/fichiers/2022/03/

professionalizationgced.pdf

Hunter-Johnson Y. (2017). Demystifying educational resilience: Barriers of Bahamian

nontraditional adult learners in higher education. The Journal of Continuing Higher

Education, 65(3), 175–186.

Jakimiuk, B. (2020, January 10). The Professionalisation of Adult Educators: Some

Implications for Education and Training. ResearchGate; ResearchGate.

https://www.researchgate.net/publication/338503052_the_professionalisation_of_adult

_educators_some_implications_for_education_and_training

Lawton, D. F. (2020). The Preparation and Professionalization of Adult Educators: The

Debate Continues. Georgia Educational Research Association Conference (GERA).

https://digitalcommons.georgiasouthern.edu/gera/2020/2020/42/

Mubayrik, H. F. (2020). New trends in formative-summative evaluations for adult education.

Sage Open, 10(3), 2158244020941006. https://doi.org/10.1177/2158244020941006

Ovesni, K. (2018). Professionalization in the field of adult education and learning in the

territory of Former Yugoslavia. Andragoška spoznanja, 24(4), 19-36.

Smith, S. P. (2017). Adult learners: Effective training methods. Professional safety, 62(12),

22-25. https://aeasseincludes.assp.org/professionalsafety/pastissues/062/12/

F1_1217.pdf