Category: EDS 131

Adult education and learning are essential factors in an individual’s competency development and personal advancement. To continuously strengthen life-long learning at home, workplaces, schools, and alternative learning centers, a diverse approach must be considered.

Home: The Foundation of Lifelong Learning

Education always starts at home from the time the child is born into their formative years and throughout their schooling years. However, after high school and college, learning at home or from home should not cease. Home is where learning should be reinforced, as it can create an encouraging environment and support from family members. Having family members contribute to the learning process, and with the aid of the latest gadgets and broadband connections when they are available, can promote lifelong learning. Having access to a broadband connection or internet for distance learning or an online education platform can optimize the time and resources of adult learners (UNESCO NatCom, 2008). Should the latest technologies be scarce, traditions and cultural value teachings are rich resources for each family and their community.

The Workplace: Professional Development and Lifelong Learning

Successful companies always say that their greatest investment is their people. Continuous human development, training, workshops, and support for employees’ desire for continuous education must be a priority for companies that want to increase their team’s efficiency and productivity. Support for lifelong learning and adult education must not be limited to verbal approval and a habitual nod, but financial and adjustment of schedules should be considered to mutually succeed in this endeavor. If the employee will gain from their continuous education, like a higher compensation, then the employee needs to cover the cost, but if the company will get the benefits, like better returns and profits due to an increase in efficiency and productivity, then the company should bear the cost (UIL, 2009).

Educational Institutions: Flexible and Relevant Programs

The progress in the industry is ever-changing, which results in the demand for different sets of skills every time. Educational and training institutions must also need to keep up with these changes, or the skills they are teaching will become obsolete if they keep on doing the same curriculum year after year. The programs and courses for continuous education need to be updated and relevant to what adult learners need to be competitive in their fields. The curriculum needs to be updated, practical, and flexible. The course delivery needs to also be aligned to meet the busy demands of adult learners. Educational institutions should also recognize the experiences and skill sets that individual adult learners have already acquired in their careers to better encourage others to engage in different lifelong learning programs. To create an impact on the socio-economic development of a country, the government, together with employers, non-government organizations, and private entities, needs to pour in their support towards adult learning programs for sustainability and integrate them into mainstream education (Arinto & Bandalaria, 2009).

Community and Extension Activities: Inclusive Learning Opportunities

Education should be open for all to those who are willing and have the thirst for lifelong learning. Communities need to have education programs to cater to the needs of their people by offering to those who need alternative learning education and adult learners. As mentioned in the Philippine Education For All 2015 National Action Plan, for example, some of the selected ALE programs, like the basic literacy program for both out-of-school children and adult learners, can have a huge effect on their lives and ways of living (UNESCO NatCom, 2008). These types of programs need to be continuously strengthened, supported, and sustainable for socio-economic development as well.

Conclusion

The approach to adult education needs to be inclusive to cater to each unique characteristic of each individual and community. Programs must be customized to the target learners and minimize or even eliminate the one-size-fits-all concept approach. The adult learning programs need to create an impact in changing the lives of the learners. The quality of resources and approach need to address the characteristics of its learners, and the continuous professional training of the educators should be implemented as well.

To sustain and develop adult learning programs, the government, private entities, and NGOs should maintain the best level of commitment and support. Consistency and sustainability are a must to achieve the goal of these programs. Promoting adult learning in the country can strengthen the education gap and promote lifelong learning.

References

Ahmed, M. (2009). The state and development of adult learning and education in Asia and the Pacific (Regional Synthesis Report). Hamburg: UNESCO Institute for Lifelong Learning. Available at https://unesdoc.unesco.org/ark:/48223/pf0000182930

Arinto, P., & Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual: Module 4 – Adult education and learning, Sections 3-4, pp. 3-6. University of the Philippines Open University.

UNESCO Institute for Lifelong Learning [UIL]. (2009). Global report on adult learning and education. Hamburg: UIL. https://unesdoc.unesco.org/ark:/48223/pf0000186431

UNESCO National Commission of the Philippines [NatCom]. (2008). The development and state of the art of adult learning and education. Available at https://uil.unesco.org/fileadmin/multimedia/uil/confintea/pdf/National_Reports/Asia%20-%20Pacific/Philippines.pdf

I used to think that in order for you to be successful in your career, you needed to be smart academically. The type of intelligence I knew before was the measurement of how you did well in school. After working for three decades in the international field, where I encountered numerous successful individuals, I realized that intelligence extends beyond mere academic excellence or what Steinberg refers to as analytical strength. Sternberg reiterated in his theory of successful intelligence that there are three areas that need to be aligned and work successfully intelligently, which are the analytical, creative, and practical components to succeed in the workplaces (Sternberg, 2005).

Embracing a Broader Definition of Intelligence

I started my career in marketing because being strong analytically and logically can make me a better and more competitive employee amongst my peers. I was an information- and data-hungry individual that consumed and digested every bit of evidence that I could get my hands on to deliver a perfect business plan on the projects given to me by the company. This is mainly aligned with what I have learned, mainly hanging in to theories and concepts of business planning. But Sternberg (2005) actually contested that this concept alone will not be successful unless it is reinforced by creativity and practical skills. It turns out that intelligence, or knowing all data and information, is useless unless creative intelligence is applied that can produce out-of-the box ideas that can be practically applied in real-life scenarios. No wonder the Bill Gates garage project was a success story over the giant IBM at that time, but this was another success story.

Balancing different types of intelligence

Sternberg’s theory (2005) emphasizes that if you manage to create synergy and balance in these three areas of intelligence, which are being analytical, creative, and practical, it will give you an edge over your career. In my past positions, I focused heavily on data and market information. However, I have come to realize the significance of nurturing creativity, and hands-on abilities are also of equal importance. For example, coming up with ideas is the key driver in crafting marketing plans, while having practical know-how is essential for executing these plans creatively to be successful. Striking this equilibrium is crucial for thriving in a paced and competitive market (Sternberg, 2005). If I had not struck a balance on these three areas in my line of work here in Dubai, I should not have survived the first couple of years.

Integrated Approach to Problem-Solving

Throughout the years, as the market changes over and over again, strategies and approaches need to be revised and adapted in tackling problems. Sternberg’s theory emphasizes merging creative and practical abilities to address challenges efficiently. This inclusive perspective has motivated me to not only assess problems but also brainstorm innovative solutions and evaluate their real-world viability (Sternberg, 2005). Implementing this method has yielded results in creating and implementing marketing campaigns that make a mark in the competitive market of the UAE.

Real-World Success and Practical Intelligence

Sternberg points out that achieving success in the world often depends on intelligence, which involves being able to adapt to different situations that influence them and make choices that help you reach your objectives (2005). This idea has been especially important in my experience as an Overseas Filipino Worker (OFW) living and working in Dubai, as the UAE market is made up of 85% expats, which share sentiments as I do. Practical intelligence includes understanding the complexities of the workplace, grasping the intricacies of the market, and using my expertise in ways that connect with groups of people. Recognizing this has led me to focus on honing and utilizing skills for long-term achievement.

Conclusion

In conclusion, when I reflect on the three decades of experience I have working here in Dubai, which was a long journey of success and failures, I believe that I have gone through Sternberg’s theory of successful intelligence in my career. Taking up this course material right now has made me realize that Sternberg’s theory really makes sense and is applicable in the real world.

References

Sternberg, R. (2005). Successful intelligence. Interamerican Journal of Psychology – 2005, Vol. 39, Num. 2 pp. 189-202. Available at http://www.psicorip.org/Resumos/PerP/RIP/RIP036a0/RIP03921.pdf