|Edu-action in Glooscap Heritage Centre-Mikmaq Museum, Truro, Canada|
“Those who educate children well are more to be honored than they who produce them; for these only gave them life, those the art of living well.” ― Aristotle
Couple days ago, Indonesia celebrated the teachers day. Althouogh the date is different with world teachers day – October, 5th - which is celebrated by some countries across the world, Indonesia has the special reason. November, 25th as teachers day in Indonesia, was caused by the day was the born day of Persatuan Guru Seluruh Indonesia-PGRI (Teacher Association across Indonesia).
PGRI was founded because teachers across Indonesia needed a tool to collaborate their efforts to spread education throughout Indonesia. At the time, Indonesia higly required rife teachers, as educator.
Nowadays, PGRI seems like rags. Not many people care about their existence, even their members also dont really know what aims of the organization. It makes the challenge for education in Indonesia ; getting worst.
Curriculum, is one of hottest issue about education in Indonesia. When experts try to find the cause ; the answer is ‘teacher’. Some teachers do principle of edu-caution in their teaching. Educate with caution, it often discourages potential of students. Therefore, some teachers now get ‘caution’ from the community.
Teachers should take off their rags. They need new cloth, new way. Even they are lecture in university, they are still part of educator, teacher.
This is one of their options ; adult education - the process whereby adults engage in systematic and sustained learning activities in order to gain new forms of knowledge, skills, attitudes, or values. Adult education can take place in the workplace, through "extension" school (e.g., Harvard Extension) or "school of continuing education" (e.g., Columbia School of Continuing Education). Other learning places include community colleges, folk high schools, colleges and universities, libraries, and lifelong learning centers.
Adults have accumulated knowledge and work experience which can add to the learning experience. Another difference is that most adult education is voluntary, therefore, the participants are generally self-motivated. 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.
In the United States, a more general example is when adults who dropped out of high school return to school to complete general education requirements. Most upwardly mobile positions require at the very least a high school diploma or equivalent. A working adult is unlikely to have the freedom to simply quit his or her job and go "back to school" full-time. Public school systems and community colleges usually offer evening or weekend classes for this reason. In Europe this is often referred to as "second-chance", and many schools offer tailor-made courses and learning programs for these returning learners.
Furthermore, adults with poor reading skills can obtain help from volunteer literacy programs. These national organizations provide training, tutor certification, and accreditation for local volunteer programs. States often have organizations such as Literacy Florida!Inc., which provide field services for volunteer literacy programs.
Purposes of adult education may vary. One of its goals may be to help adult learners satisfy their needs and achieve their goals. Therefore, its ultimate goal might be to achieve human fulfillment. The goal might also be to achieve an institution's needs. For example, this might include improving its operational effectiveness and productivity. A more large-scale goal of adult education may be to further the growth and progress of society by enabling its citizens to keep up with societal change and maintain good social order.
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.
The Canadian Literacy and Learning Network outlines the 7 key principles of adult learning ; Adults must want to learn. They will only learn when they are internally motivated to do so ; Adults will only learn what they feel they need to learn. In other words, they are practical ; Adults learn by doing. Active participation is especially important to adult learners in comparison to children ; Adult learning is problem-based and these problems must be realistic. Adult learners like finding solutions to problems ; Adult learning is affected by the experience each adult brings ; Adults learn best informally. Adults learn what they feel they need to know whereas children learn from a curriculum ; Adults want guidance. Adults want information that will help them improve their situation or that of their children.
There are several barriers which adults face when it comes to their learning. Adult learners are affected by the lack of time balancing career and family demands, financial situation or lack of transportation. It is important to assist the adult learner in transitioning through these critical times in their lives yet immersing in professional growth and development. Teachers, employers and family members should all encourage the learner in achieving their desired professional development goals. Keeping adults motivated, instilling in them confidence, reinforcing positive self-esteem allows for them to develop into lifelong learners. Throughout our lives we will be continuous learners attaining new knowledge and skills.esteem allows for them to develop into lifelong learners. Throughout our lives we will be continuous learners attaining new knowledge and skills.
Shortly, Canada World Youth –world youth organization- summarizes adult education with four concepts ; anticipation, action, reflection, and recognition.
If the teachers choose that way, we call it as ‘edu-action’.
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ― William Arthur Ward