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 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.

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?