LESSON THREE

LEARNING

Education and learning are now considered to be important prerequisites for empowerment of a
community of people in general. Education and learning provides access to better career and job
opportunities, sacred social status and recognition and contributes immensely in improving the
lives of individuals. It makes an individual more competitive in facing the challenges of the
modern social and economic world. Consequently, learning as a whole has become a long life
pursuit. This has made educationists and learners to evolve the concept of continuing education
i.e. availing opportunities to adults and career people to continue with their learning even after
completing their formal education - it implies learning without end. This is so because the human
mind is ever willing to learn.

Experience has shown that no one can ever stop curious minds from learning. Largely, this is
because learning makes individuals to feel more socially accepted in their communities. For
instance, learning helps one to establish a bond with people. It promotes social interactions. If an
individual has the ability to have an informed and meaningful conversation on issues of topical or
general interest he/she finds easy acceptance within a social group.

General concept of learning

There is no one clear definition of the term learning. Some educationists describe it as all the
knowledge, skills values and attitudes acquired by an individual during a course of study and
which results to a relatively permanent change in behavior of the individual over a long period
of his or her lifetime. However, there are many ways of defining and understanding what learning
is all about. Universally, the specific attributes of learning include:

i. Learning is a natural phenomenon-Learning is common to all human beings. All human

beings have a desire and urge for learning. Learning is a basic right of all individuals.
Every individual has a right to learn.

ii. Learning as a life-long pursuit-Learning starts almost soon after birth and continuous till
death. There is hardly a time when an individual is not learning. However, how all
individuals learn depends on a number of factors such as individual needs, opportunities
available, and ability to make use of these opportunities and personal circumstances at a
given point in time. Learning in this respect also depends on an individual’s motivation.
This motivation varies with different individuals.

iii. Learning occurs through structured and unstructured activities-In educational

institutions, the setting is relatively formal and the activities more structured. Hence, in
these institutions, learning takes place in a more formal or structured way. On one hand,
the socialization process occurring in a family setting is not structured and thereby more
informal in nature. Indeed much learning that takes place in the social environment is
informal. In this case we learn through everyday happenings and events and from people
whom we meet even casually. In fact, no human encounter is without learning even when
it has unpleasant or adverse consequences for us.
 iv. Whether we experience success or failure, there are always lessons to be learnt from it
even though we may not always acknowledge these lessons. Consequently, learning may
not be deliberate or self directed, it just happens.

v. Learning as a basis of an individual behaviour -Learning results in the development of

certain behaviour patterns of an individual. These guide and impact the individual’s day to
day actions, responses to different situations and problems, her /his relationship and the
way he/she carries out job responsibility. These patterns of behaviour remain as part of an
individual personality until they are replaced by new learning in a particular area. It is to
be noted that new learning / experiences of an individual either reinforce, negate, or add
to earlier learning. This process goes on and on in every individual’s life. The process of
learning gets stimulated when an individual is convinced of her need to bring about change
in his/her behaviour but believes that she /he does not possess the necessary knowledge
or skills to effect the desired changes. Thus, strong urge for change provides motivation
and impetus for the individual to create and make full use of existing opportunities for
acquiring the required knowledge and competences.

The process of learning in a training programme

In a training programme, the learning environment or setting is very different from normal life
situation. For instance, the factors influencing content and dynamics of the learning process can
be very specific to a particular training group. At the same time, the learning activities are
structured and directed towards achieving pre-determined outcomes for a specific group.

The group also has its own special characteristics (e.g. age, experience, etc.) which impact the
learning process and determine the direction of the programme. The trainers and the training
institution do as well make a special effort to create and sustain a conducive learning environment
hence, learning in a training programme, is highly formal and structured and takes into
consideration various individuals and institutional factors that are critical to learning. It is a kind
of purposeful learning where the goals and objectives of learning are well defined before learning
takes place. This is done by both the learners and trainers of training institutions.

Key attributes of learning process in a training programme

1. Learning is an evolutionary process which is initiated by a training activity and nurtured

through participation and sharing. It flourishes in an environment of mutual trust and
encouragement among the participants while the trainer provides necessary guidance and
direction.
2. Learning is a product of collaboration between the participants and trainers. In this case, there
is need to establish an active and functional bond between the participants and trainers. Both
must work as a team so as to effect proper learning.
3. Learning process is unique to an individual i.e. how an individual participates in the learning
process is determined by the level of his/her intrinsic motivation and how it is nurtured by the
environment that controls her/him to explore and discover the meaning of training in his or
her work and other aspects of life. The higher the level of motivation, the more the individual
learns.
4. Learning also takes place at the sub – conscious level i.e. though learning takes place at the
conscious level, in many cases a significant part of learning occurs at the sub-conscious level
whereby a participant may not be fully aware of all the learning that his/her mind gathers and
internalizes. This kind of learning only resurfaces in response to specific circumstances or in
appropriate situations.

5. Learning has intellectual and emotional elements. Learning does not only address the cognitive
process but the emotional process as well. In addressing the emotional content, learners must
be involved in activities that engage not only the mind but their emotions as well. This is
because a type of learning that engages participant’s emotions and sensibilities tends to be
much more permanent in nature and provides a greater chance of his application to life
situation.

Adult Education and Characteristics of Adult learners

There is no one clear definition as to who an adult is. It is generally accepted that any person above
the age of majority can be said to be an adult. The age of majority in this case will vary from one
community to another but usually stretches from 16 – 21 years. Under the Kenyan Law, any person
who attains the age of 18 is considered to be an adult. The implication is that the person is able to
make independent decisions and choices so far as his life is concerned e.g. marriage and family
decision, investment decisions, banking decisions, property ownership rights etc. Adult education
refers to education of such people who have attained the age of majority. It implies the difference
between the ways such people learn as compared to those below their age. This is because they
share different and varied characteristics. They are also able to make their own choices of what
they want to learn.

Distinguishing features of adult learners

The following features distinguish adult learners from children:

a. Adult learners are owners of unique experience -Adults perceive themselves as owners
of unique and rich experience and knowledge. This is because they have gone through
varied circumstances in life and confronted complicated difficult problems. They are well
aware of complexities of life in professional or social situations. The role of the trainer in
this case is to adopt a training strategy or methodology which helps the group to make full
 use of their experiences. The trainer should use them as a basis for building the learning
process and advancing it.
b. Adult learners are more concerned with short-term application of training -Adult
learners put in more resources and efforts in a training programme or activity which they
expect to get immediate benefits out of their learning. As such, they have no interest in any
learning that provides benefits after a long time. The trainer should keep this in mind when
planning a training programme for adults. Usually most programmes targeting adults take
up to 2 – 3 years.
c. Adult learners are capable and willing to take greater responsibility of their learning-
Adults profit more from self-directed learning. They disapprove any attempts by trainers
to use arbitrary and burdensome methods for their learning and they are less inclined to
accept controls or directions. They are dynamic in their approach to learning. Therefore,
the relationship of adult learners with a trainer has to be mutually supportive and respective.
d. They possess the ability to visualize or construct real life situations.-Since adults have
a long experience of living in the real world, they can easily relate their learning to real
world situations. They can relate their learning to what they already know, what they have
experienced or are likely to encounter in their job or life situations. The trainer should
develop training inputs or activities around issues or problems rooted in real life situations
e.g. in making a presentation, the trainer should be careful to include realistic and relevant
examples.

e. They have a well-defined self-image.-Due to their background and experience, adults

generally have a well-defined self-image. They are aware of their capabilities and
achievements. This self-awareness enhances self-effectiveness and facilitates meaningful
participation. However, some adult participants might carry with them an unrealistic high
self-image e.g. trying to behave or show as if they know it all. The trainer should make an
assessment as to whether a training group has participants who have an unrealistic high
self-image, and if so prepare to counter their behavioral actions and attitudes and help them
to fit well with other members of the group.

NB: All these factors / features present certain implications to trainers