Bhagwani Bai

HIAD 7510

Dr. Misawa Mitsonuri

Let me share that my definition of adult education has been broaden after taking HIAD 7510

with you all and see AE as lifelong learning process. I strongly believe that education is a tool to

meet both practical and strategic needs in any context. While reading chapter 14 I was thinking

of designing/planning adult education program that serve both practical and strategic needs.

Studies has shown that poverty has correlation with other social vulnerabilities. Gender based

inequality is one of them. Gender discrimination is a global issue and its forms change in

different situations and contexts. I selected illiterate women for AE program design to see that

how we all include and address this positionality in our program as Sork 2010 has highlighted

that sensitization of diversity and inclusion had been increased.

I am not designing AE program for this week discussion but going to share a program that I

along with my senior colleagues designed three years back and got funding from Small Grant

Funding Program of USAID Pakistan for economic empowerment of women through a craft

revival. I designed its operational strategy; we facilitate women to form neighborhood and

village level groups, they were doing embroidery but due to lack designing and marketing skills

they could not sell it on rational price, so we helped them in acquiring these skills, coordinated

for creating linkages with markets, monitoring and evaluation by establishing MIS to track the

progress of these groups. In that project women were generating income through product

development, by formation and leading their own organization, negotiating to market for their
product they were challenging the social roles. That project was a good example of AE that not

only serve womens practical needs but in long run it was serving strategic needs.

I am attaching power point presentation for you

Referenes:

Sork, T. J. (2010). Planning and delivering programs. In C. E. Kasworm, A. D. Rose, & J. M.

Ross-Gordon (Eds.), Handbook of adult and continuing education (2010 ed., pp. 157-
166). Thousand Oaks, CA: Sage Publications, Inc.

My Responses to Group discussion

Dear Shawn,

I really appreciate your write up on program planning and designing and the way you have

highlighted women empowerment through education considering it a tool/factor for gender

equality by referring the study of Aslam M. Kingdon (2012) that how education play major role

in women economic empowerment in Pakistan. Participation of primary stakeholders in project

planning phase is very important it creates ownership among the recipients of program. During

my experience for rights of women and children of remotest areas of Pakistan I have learnt that

participation of stakeholders in project cycle make the program implementation, monitoring and

evaluation successful and sustainable.

Choosing literacy skill training for illiterate women is good plan to provide the missing skills to

empower them. You have chosen Goldstein and Ford (2002) model for planning the program.. As

Sork (2010) writes that this model is for workplace training sector with focus on organizational

support. It is more towards achieving organizational goals through the capacity building. (p.160)

Are your targeted population is part of an organization? or are you intending to form a

community based organization of these women?

Your alternate option for delivery of program by using technological equipment to connect the

women to quality serves is nice as Sork (2010) as identified that the due to technological

enhancement it become unavoidable for conventional learners to adapt technological world of

learning. (p.159)

Dear Ronanne,

It is nice to see that you have selected PRECEED-PROCEED method for designing and of your

program. As you are looking for holistic context in your intended program for poor illiterate

women this model is follow systematic approach that cover important aspects of planning and

evaluation phases of program. Sork (2010) have identified that it require high level of expertise

to employ its component (p.160)

Dear Iqtidar,

I really appreciate your response to this week discussion post. I like you point that determent of

planning approach should not depend on designers choice rather it would serve communitys

needs in the context where program will be delivered. I think designer is the person who make

first decision of the program design. If she/he is well aware of happenings at local, national,

global level and know about successful models in similar context he would better decide about

his area of focus in program designing and do the assessment or situation analysis and involve

relevant stakeholders from very first of stage of program design and delivery.
I really like your program that not only meeting practical needs of community but play a major

role to challenging social structure and in long run serve strategic needs.

Dear Meghan,

Thanks for correction, before looking at you second post and reading chapter 13 of Kasworm et

al, (2010) I did not recognize about embodied learning component in program planning

delivering. I do agree that there are similarities in both chapters but have differences of ideas.

Sork (2010) has brought summary of happenings in the period of ten years (2000-2010) in

planning and delivery of programs in adult education. Your approach to include while person

(mind, body and spirit) that create a holistic context where learning process result in sense of

community is good. Could you please reflect on Sorks (2010) suggestion for Caferallas (2002)

interactive model and Boone and his colleagues (2002) and Cervero and Wilson (2006) power,

interest and negotiation model for selection for new and experienced planners?

Dear Stephanie,

I like your idea of toy making training for promoting learning and development in young

children in their community. It is good that following the Caffarellas interactive model in your

program design that not only contain comprehensive planning phases, but program delivery and

evaluation components.

You have highlighted a focus of your program design on transfer-of-learning through rolling out

of learnt skills in the community. I would add some other points that keeping in view womens

poverty situation we can suggest linkages of these women to the schools and other child

development institutions and enhance production so that the practical needs are these women can
be meet by increase livelihood. By assigning leadership roles in the program we can work

towards their strategic needs in long run as well.

Dear Danesha,

You have mentioned that your program design use instructional system approach by following

Goldstein and Ford (2002) proposed three main phases of assessment, training and development

and evaluation and developed literacy program following above model. When I was reading your

post I was feel like I am sitting with colleagues and we are discussing on designing of AE

program. I like your idea of choosing leaders from the group is great. If you see the program I

shared this week, you can see the same idea of selecting master artisans keeping in view the

skill level and other indicators. This approach contribute in sustainability of program once

outside support end. And I must appreciate your approach of including participation of

community at all three phases of program.

According to Caffarella (2002) what makes this model interactive is that it has no real beginnings

or endings. Rather, the persons responsible for adult education programs are encouraged to use

the relevant parts of the model in any order or combination based on the planning situation or

curriculum (Caffarella, as cites in Kasworm, Ross-Gordon and Rose, 2010).

I would first get a consensus from the women about what is of most value and importance

in their everyday lives. Secondly, I would ask them what are some of their personal hobbies.

This would give me a good baseline of what to emphasize in my program. I would tie in my

lessons of pronunciation, syllable breakdowns and verb usage on words these women were

familiar with. This would facilitate the lesson and add more motivation to the women learning.
 For this approach I would also utilize devising transfer of learning plans. As a group

exercise, as the women got more comfortable with their reading skills, would have them write a

letter to a friend and then read it out loud to the class. Copies would be provided to all

participants, in this manner if one of the ladies had difficulty pronouncing a word the group

could collaborate and help her. If the group could not construct the word, then the instructor

would serve as a facilitator.

Dear Juan,

It is nice to see that you have choses Cfarellas interactive and question-based approach for AE

progam design. As it is flexible in the selection of different phases and offer comprehensive

components planning, implementation and evaluation it is good choice of selecting for AE

program.

Sork (2010) highlighted some contexts of program planning and delivery including planning and

delivery across borders and boundaries, diversity and inclusion, and digital technologies. What

do think of these context positively or negatively affect your program?