Are Adult Education Degrees Right For You?

Author : AidenErskine
Publish Date : 2021-05-29


Are Adult Education Degrees Right For You?

If you love to teach, work well with diverse populations, and exhibit strong interpersonal skills, you may want to consider a degree in adult education in which you can teach and train other adults. Degrees build upon an individual's work experiences and education, qualifying them to work and teach skills in a specific field. Educators can teach large classrooms of students at colleges, universities, and vocational schools, small groups of adults in corporate settings, or work with students on an individual basis.

They prepare you to present informative and interesting lectures for your employees or students by promoting the skills and abilities necessary to initiate, design, develop, organize, and implement effective adult educational programs. These courses also emphasize the development of the theoretical and practical foundation for critical thinking and effective practices. These courses explain the different ways adults can learn, enabling educators to teach adults, plan learning experiences, and conduct pertinent research.

Degree programs are designed for instructors, administrators, trainers, and others who teach or plan adult educational programs in a wide range of environments. Students come from a variety of work areas, such as adult literacy, community colleges and higher education, community-based organizations, health care, business and industry, law enforcement, government, and military. These programs equip students to teach adults in various settings and fields.

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Associate's degrees focus primarily on the vocational education industry. They typically include courses in adult psychology and human behavior. Vocational educators can start their careers with an associate's degree and work experience in their field. For example, a person with welding work experience may obtain their associate's degree in education and then teach welding at a vocational school. These degrees can also help prepare students for entry into bachelor's programs.

A bachelor's degree program includes instruction on curriculum development, communication, and the practices and theories of adult education. It prepares you to train others in corporate settings or teach adults in postsecondary atmospheres, such as a technical school. Corporate training managers and specialists create and execute on-the-job training programs for employees. These programs may include specific professional development, employee orientations, or teaching employees how to use new software. Government programs offering life and job skills to underserved populations consistently hire training specialists and managers to work with their clients and determine what type of training they need. These programs vary from literacy skills to basic budgeting depending upon the clients they serve.

However, most degrees are within master's programs. This higher-level coursework includes adult education administration, planning and executing adult education programs, and adult education in social contexts. A master's degree in adult education provides additional education and preparation for professionals seeking training or postsecondary teaching positions, and is commonly a minimum requirement for teaching at the college or university level. For example, a person with a college degree in finance who earns a graduate degree in adult education may go on to teach university courses in accounting.

Professionals devoted to adult education that want to change or influence policy, take on a leadership role, or perform groundbreaking research, continue work onto their PhD. in adult education. These programs focus primarily on research and graduates often pursue careers as administrators or professors. College and university administrators include department chairs, deans, and university presidents, who govern the school and supervise staff. They spend typically spend time teaching, fundraising, budgeting, and working in personnel development.

Online communities have replaced geographical ones. While many are unable to name one of their neighbors, they connect daily with hundreds or thousands of like-minded people for various reasons. These communities are in place, yet education has not effectively found a way to harness these connections for meaningful learning-even while meaningful learning is taking place within them all along! As public educators work to discern and define the function of the K-12 classroom in this new era of communication, they must strive to meet the demands brought forth by new and ever-emerging technologies while still working to create a school that will-above and beyond all things-facilitate learning for the K-12 student. But moving towards a methodology which no longer focuses strictly on the "traditional" means of communication does not mean that teachers need to abandon their basic instinct, viz. to learn we need to interact physically with one another. The traditional concept of a school as being a place where students come together to learn in the same physical environment is not a concept that should be abandoned. Rather, public educators need to change their preconceptions of how and when students come together to learn so that their education can support this new type of technology driven classroom.

Since very early in American history, educators have worked to ensure that all students are prepared and well rounded. Every year more and more people are choosing to enter a college or university; choosing to go beyond their required education in order to receive training in areas about which they are passionate. Yet, in the last couple of decades we have seen technology explode onto the scene, permanently changing the way we live, interact, and learn. While schools have worked hard to ensure that students are equipped with the tools needed in today's society, we can always ask: is technology being used its fullest extent? The above scenario, in which students utilize available technologies to the fullest extent in order to complete a complex project, outlines a possible situation in which students, rather than simply making use of technology to absorb disjointed and only marginally useful facts, employ such technology to learn and develop within a tightly-knit community.



Category :education

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