ADULT EDUCATION

ADULT EDUCATION: AIMS AND OBJECTIVES OF ADULT EDUCATION IN NIGERIA,THE ORGANIZATION OF ADULT EDUCATION,CHARACTERISTICS OF ADULT EDUCATION,PURPOSES OF ADULT EDUCATION,PRINCIPLES OF ADULT EDUCATION,

CHAPTER ONE

INTRODUCTION

An adult is usually defined as a fully grown person or who is considered to be legally responsible for his actions. (Ominyi and Opu, 2008) according to Anyanwu (1997), an adult is one who shows a reasonable measure of maturity, controls himself, prudent, patient, tolerant and socially reasonable. This means that those whom are regarded as adults are expected to show moral and emotional maturity. However, adulthood is not limited to physiological maturation alone, rather, adult is someone who has entered upon the responsibility of maturity (UNESCO, 1972).

Adult education is a practice in which adults engage in systematic and sustained self educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner. In particular, adult education reflects a specific philosophy about learning and teaching based on the assumption that adults can and want to learn, that they are able and willing to take responsibility for that learning, and that the learning itself should respond to their needs. Driven by what one needs or wants to learn, the available opportunities, and the manner in which one learns, adult learning is affected by demographics, globalization and technology. The learning happens in many ways and in many contexts just as all adults' lives differ.  Adult learning can be in any of the three contexts i.e.

·         Formal – Structured learning that typically takes place in an education or training institution, usually with a set curriculum and carries credentials,

·         Non-formal- Learning that is organized by educational institutions but non credential. Non-formal learning opportunities may be provided in the workplace and through the activities of civil society organizations and groups

·         Informal education-Learning that goes on all the time, resulting from daily life activities related to work, family, community or leisure (e.g. community baking class)

Based on this, which are associated with the state of being adult such as, self-direction, judgemental maturity and a sense of responsibility. Adults deserve to partake in decision which affect their own well-being and that of their community and society at large. They ought to participate in transmitting the benefits of culture and societal living to the younger persons (Adekammbi and Modise, 2000). If adults are seen in this way, they need to acquire sound education whether in adulthood or childhood. As education brings about the highest all-round development of persons, greater desirable fullness of personality, illiterate adult needs to be educated, especially religiously.Following from this, the concept of adult education needs, to be examined.

Adult education, according to Smith (2002), in some countries is used in comprehensive manner to mean all facets of education for those who left primary and secondary schools, in other countries; it is used in restricted manner to mean basic literacy education for adults. Based on this, Anowor, Ezema and Umezuruike (2001) maintain that adult education is by no means uniformly or consistently defined throughout the world, because of its relationship with the social, political and cultural conditions of different countries. Defining adult education, Makulu (1971) considers it to mean that all-inclusive pattern of adult development which has in view the need of the adult not only as an individual, but also as a member of his community, and which help him to live more effectively in his society. On the basis of this definition, Adult education include mass education, community development, vocational training, basic literacy, youth activities, and formal and non-formal education aimed at training the adult for his duties as a citizen of his state. The goal is to eliminate all barriers in order to achieve learning (Lipski, 1998). Inclusion promotes quality and equity education for all, without any type of barrier or exclusion, including those who may be potentially marginalized due to disability, gender, emotional/ behavioral problems, family background, ethnicity, giftedness, migrants, poverty, hearing or visual impairment, language delay, among others. (Salamanca Statement, p. 6)

CHARACTERISTICS OF ADULT EDUCATION

Defined as the science and art of helping adults learn, the practice of adult education is referred to as andragogy, to distinguish it from the traditional school-based education for children pedagogy. Unlike children, adults are seen as:

·         More self-directed, rather than relying on others for help

·         Mature and therefore experienced with the experience providing a rich source for learning

·         An Adult's readiness to learn is linked to what one needs to know

·         Adult orientation to learn is problem centred rather than subject centered

·         Adult motivation to learn is internal.

Educating adults differs from educating children in several ways given that 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, unless required to participate, by an employer, for example. 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. These courses would teach basic use of the operating system or specific application software. Due to the fact that the abstractions governing the user's interactions with a PC were so new, many people who had been working white-collar jobs for ten years or more eventually took such training courses, either at their own whim (to gain computer skills and thus earn higher pay) or at the behest of their managers.

In the United States and many areas in Canada, 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 which provide field services for volunteer literacy programs.

PURPOSES OF ADULT EDUCATION

           Vocational

·         Social

·         Recreational

·         Self-development

One of its goals may be to help adult learners satisfy their personal needs and achieve their professional goals.^[12] 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 larger scale goal of adult education may be the growth 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.

Another fast-growing sector of adult education is English for Speakers of Other Languages (ESOL), also referred to as English as a Second Language (ESL) or English Language Learners (ELL) These courses are key in assisting immigrants with not only the acquisition of the English language, but the acclimation process to the culture of the United States as well as other English speaking countries like Canada, Australia, and New Zealand.

A common problem in adult education in the US is the lack of professional development opportunities for adult educators. Most adult educators come from other professions and are not well trained to deal with adult learning issues. Most of the positions available in this field are only part-time without any benefits or stability since they are usually funded by government grants that might last for only a couple of years. However, in Canada, professional development is available in all provinces and territories through postsecondary institutions and most Provinces also provide professional development through their ministry of education or school boards and through nongovernmental organizations. In addition, there are programs about adult education for existing and aspiring practitioners offered, at various academic levels, by universities, colleges, and professional organizations.

PRINCIPLES OF ADULT EDUCATION

The principles of andragogy flow directly from an understanding of the characteristics of adults as learners and can be recognized when we understand the characteristics of adults, and see the way those characteristics influence how adults learn best. Teachers who follow the principles of andragogy when choosing materials for training and when designing program delivery, find that their learners progress more quickly, and are more successful in reaching their goals. The Canadian Literacy and Learning Network outlines the 7 key principles of adult learning. In other words, these 7 principles distinguish adult learners from children and youth.

1.      Adults cannot be made to learn. They will only learn when they are internally motivated to do so.

2.      Adults will only learn what they feel they need to learn. In other words, they are practical.

3.      Adults learn by doing. Active participation is especially important to adult learners in comparison to children.

4.      Adult learning is problem-based and these problems must be realistic. Adult learners like finding solutions to problems.

5.      Adult learning is affected by the experience each adult brings.

6.      Adults learn best informally. Adults learn what they feel they need to know whereas children learn from a curriculum.

7.      Children want guidance. Adults want information that will help them improve their situation or that of their children

CHAPTER TWO

THE AIMS AND OBJECTIVES OF ADULT EDUCATION IN NIGERIA

Adult Education and Development

The role of adult education in development is multidimensional. Indeed, as one of the building blocks of human development, and not just a basic right, education, including adult education, is a foundation for progress in areas such as human capital, health, nutrition and the development of institutions and democracy. Therefore, the role of adult education in development can be apprehended through the complex relationships existing between all its forms and the economic, political, social and cultural determinant factors of African development. The economic role of adult education in development is apparent in its contribution to human capital formation. It is now well established that, alongside health care, sanitation, and nutrition that improve people’s standard of living and productivity by reducing sickness and mortality rates and by increasing life expectancy, adult basic education, by equipping recipients with essential literacy and numeracy skills, yields high rates on investment, thereby enhancing labor productivity. An educated population also provides a more attractive investment climate. Thus, investment in the development of human capital, through adult education, is crucial for developing a labor force and managerial know-how, able to compete in today’s global economy. Formal education alone is not sufficient for playing this role as even those categories of the population who have had formal education and training might need to be updated and re-skilled through adult education, mainly because today’s knowledge society tends to render previously acquired knowledge and skills inappropriate and obsolete. Adult education is also instrumental in familiarizing the active population of Africa with Information Communication Technology (ICT), a decisive tool for the smooth integration of African economies in the global economy. The importance of this cannot be overemphasized as the world is rapidly moving towards knowledge- based economic structures and information societies that comprise networks of individuals, firms, and countries linked electronically in interdependent and interactive relationships.

Adult education also plays a major role in social development. It is now widely admitted that growth will not reduce poverty unless poor people are able to actively participate in it. Such participation can become effective to a large extent through adult education. Indeed, the African population will need some kind of formal and non-formal education and training to be able to benefit from basic health care, including sexual and reproductive health services, the development of new medicines, and thus be in a position to free itself from diseases that devastate poor people, such as HIV/AIDS, tuberculosis and malaria and other parasites. Adult education will also be needed to enable the African poor to really take advantage of programs aimed at protecting orphans and vulnerable children or drastically reducing the number of people without access to safe water and basic sanitation in the framework of the Africa Water Vision and the G8 Water Action Plan. Adult education geared towards women is another powerful means to contribute to socio-economic development. As the Report of the Commission for Africa pointed out, The role of adult education in development is not limited only to the economic and social spheres. It also has a political dimension. There is a strong link between adult learning and democracy. This is so because, as acknowledged at the UNESCO Fifth International Conference on Adult Education held in Hamburg in 1997, “substantive democracy and a culture of peace are not given; they need to be constructed” (UNESCO, 1997) . For democracy to be achieved, adult education is needed to educate citizens on the democratic culture as well as to inform them of their rights and responsibilities as democracy also requires people to actively participate at local, national and global levels. It is today admitted that the lack of recognition of the need to involve civil society, especially grassroots organizations, by giving them a voice in decision-making and the means to participate effectively in society is one of the major causes of development failure in many African countries. Abuse of human rights and social injustice leading to the exclusion of important segments of society, have also constituted stumbling blocks to economic and social progress on the continent and paved the way to violent conflicts. Given the demographic and socio-economic importance of women in society, substantive democracy cannot be achieved without practicing gender democracy, a cross-cutting issue. The fact, nevertheless, is that the situation of women in Africa has not improved. In some cases, it has even worsened compared to what it used to be a few decades ago.

Adult education may prove to be a powerful tool for favoring inclusive development through democracy, thereby ensuring peace and stability, as a number of studies have shown that prevention (through adult education) is much more effective than intervention. Prevention of political disorders and civil unrest can be made possible through various adult education strategies. A number of adult education policies to promote democracy and peace have been proposed during the Fifth International Conference on Adult Education held in Hamburg in 1997. They intend to attain their objectives through various strategies that promote an active civil society, reinforce gender democracy and help solve conflicts between different countries and groups. To the extent that the world at large is experiencing the effects of multi-faceted globalization with varying degrees of impact on peoples, cultures, societies and persons, the role of adult education in democracy and peace cannot be checked exclusively within national boundaries. It also needs to be examined at the global level. The guiding assumption in this exercise is provided by the conclusions of the Copenhagen seminars for social progress, which took place between 1996 and 1999, which“pointed at a new form of global democracy, economies serving equitably needs and aspirations, a compassionate political culture, social forces pursuing the general interest, and institutions responsible for protecting the common good.”   (Bekemans, March 2002, p. 158). It was agreed that “peace and cooperation will only prevail over conflicts and wars through shared values of greater scope and depth. In this globalized, yet fragmented and conflictual world, only strong moral/ common values (i.e. human dignity, solidarity, tolerance, etc.) can provide a sound basis for global management. It is believed that progress in shared values will be achieved only through patient and rigorous dialogue requiring research and open debates involving a maximum of actors.” (idem). It is clear that for African countries to cope with these new challenges of globalization solidarity, they will need informed and literate populations capable of articulating their views and defending their interests. It is apparent from the foregoing that adult education is an indispensable vector for social, economic and political progress in any society, and in particular in Africa, the least developed part of the world. The developmental potential of adult education has been well summarized by UNESCO as follows:

“Despite challenges and constraints, (adult) basic education empowers individuals because it opens avenues of communication that would otherwise be closed, expands personal choice and controls over one’s environment, and is necessary for the acquisition of many other skills. It gives people access to information through both print and electronic media, equips them to cope better with work and family responsibilities and changes the images they have of themselves. It strengthens their self-confidence to participate in community affairs and influence political issues. Basic education is the key with which individuals can unlock the full range of their talents and realize their creative potentials. It gives disadvantaged people the tools they need to move from exclusion to full participation in their society. Basic education also empowers entire nations because educated citizens and workers have the skills to make democratic institutions function effectively to meet the demands for a more sophisticated work force for a cleaner environment, and to meet their obligations as parents and citizens.”  (UNESCO, 1997:17)

THE ORGANIZATION OF ADULT EDUCATION

Adult education may be organized in three modes:

1. To train adults to get a qualification (second chance, remedial educational)

2. As a national mass education programme, such as the mass education programme, such as the mass literacy programme in Nigeria leading to any academic qualification.

3. As a deliberate training programme for adults specific skills (Duke, 1982).

In whatever mode we put adult education. It aim is promoting mass literacy by availing all and sundry the opportunities to be educated. In other words, it is a form of education, which is properly planned and methodically applied for the provision of remedial, continuing and other aspects or forms of education to adults or adolescents outside the regular formal education (Okafor, 1987).

Adult leaner, in adult education study all the regular subjects of the regular students, including religious education. The teaching of religious education in adult education calls for a critical question on methodology and material. Methods and materials are integral part of teaching. The influence how well or how poorly a subject will be learned (Akubueze 1992). Deicing appropriate method and adapting necessary materials in teaching adults are necessary because adult learners have peculiar characteristics. According Mirian (2000) Adult learners:

i. Has independence self-concept and who direct his or her own learning;

ii. Has accumulated a reservoir of life experiences that is a rich resource for learning;

iii. Has learning need closely related to changing social roles.

iv. Is problem centered and is interested in immediate application of knowledge.

v. Is motivated to learn by internal factors.

The adequate knowledge of these traits which help the adult education apply appropriate andrology in the process of teaching. The knowledge of some theories in adult education will also be of immense importance in choosing the methods and materials relevant in teaching the Adults. This is necessary because some of these theories do not only depict the attributes of adult learners but also silently pointed out the methods and materials required at any stage of adult learning.

Action learning theory, for example, according to York (2000) points out that classroom training is inefficient in adult learning. The reason is that half of the people in the classroom are secretly working on their “real jobs” half are so relieved not to be able doing their real jobs, they have turned their mind entirely off. Half already know half the stuff being taught and are playing Buzzword Bingo on their palms, half will never need to know more than half of it. Wade and Hammick (1999), advocate that action packed methods like project methods should be adopted to arrest the attention of the learners.  Again, the experiential learning theory which is learner-centred and operates on the premise that individuals learn by experience, should be known by the teachers of religious education in adult education. The knowledge of this theory is important because it deals with “Learning by doing”. Mok (1999) explains the experiential learning has the leaner directly involved with the material being studied instead of just thinking and talking about the material. Pickles (2000) opines that the theory advocates for the evolving a method that will make the leaner to learn by doing.

In project based learning theory, Stewart (2001) explains that students work in groups to solve challenging problem that are authentic and often interdisciplinary. Learners decide how to approach a problem and what activities to pursue.

In same way, self-directed learning theory is the process in which individuals take on the responsibility for their own learning process by diagnosing their personal learning needs: setting goals, identifying resources, implementing strategies and evaluating the outcome (Rager 2003).

Filtering the theories above, it can adduce that:

i. Adult learners should be involved in the process of planning their own learning;

ii. The learning-teaching transaction should be mutual responsibility of the learners and the teacher.

iii. The project based learning should be used;

iv. The learners should encourage to diagnose their personal learning needs.

v. Adult educators should provide tools and procedures for helping learners discover their „needs‟ to know.

Teacher-Centered Approach to Learning

Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.

Following these theories and points above, the methods and materials of teaching religious education in Adult Education can be selected. These methods are discussed as follows:

1.      Role Play Method.

Role play is one of instructional methods required in teaching religious education in Adult Education. According to Amperie (1979) the conventional purpose of role playing is to put in a stimulated social relationship with a view to understanding a particular problem or predicament and possibly changing their attitudes. Langerman and Smith (1979) add that the purpose is to provide learners with the opportunities to assume different roles in a problem situation thereby increasing general understanding of human behaviours. Using this method to teach religious education in Adult Education provides the learners with the actual problems situations to act out, analyze and discuss thereby improving their ability to move with the people. The methods also helps the learners to assume the roles of other individuals of learners in a conflict.

2. Group Discussion

Group Discussion, according to Smith (2001) is a purposeful; dialogue among the learners and is guided by an instructor and focused on a jointly selected topic. The purpose of this method is to afford learners the opportunity to learn from each other by discovering topics of mutual interest, sharing information and opinions, identifying problems and the finding possible solutions. (Staley 1982). This method provides active participation of learners in the teaching-learning process, provides learners with opportunities to acquire self confidence as participants in dialogue. Stewart (2001) explains that this method requires all participants to have at least a minimal level of knowledge it will be dominated by just a small number of participants. Encouraging students to hold discussion and voice viewpoint, even if they disagree with those of the instructors, well also develop students‟ skills in analyzing situation and thinking critically (Smith 2002).

Advantages
Introduces problem situation dramatically Provides opportunity for students to assume roles of others and thus appreciate another point of view
Allows for exploration of solutions
Provides opportunity to practice skills

Disadvantages:

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Discovery learning has the potential to confuse learner's if no initial framework is available

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Discovery learning has limitations in practice when schools try to make it the main way students learn academic lessons

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Discovery learning is inefficient, it is too time consuming for all academic activities (for example mathematical operations), there are not enough hours in a school year for students to 'unearth' everything on their own

•

Discovery learning requires that the teacher be prepared for too many corrections, a lot of things one discovers for themselves turn out to be wrong (process of trial and error)

•

Discovery learning  can become a vehicle to reject the idea that there are important skills and information that all children should learn

•

If discovery learning is taken as an overriding education theory it is apt to produce an inadequate education

3. Project Method

Akubue (1992), explains that this methods forces students to work on a particular topic or problem. It can be taken by a whole class, by separate groups within the class, or by individuals. Smith (2002) maintains that teachers may assign group projects to assist students in learning to work well with other people. The Adult learners may be given

the project of constructing with paper the wall of Jerusalem before it was destroyed by the Babylonians. The learners are to work in group to solve the challenging problem.

Advantages

·         It minimizes the chance of waste of time

·         It fosters co-operation among pupils

·         It sustains students interest and creates new interest.

Disadvantages

·         It is true that it unifies subjects but, at the same time leads to a number of by-paths.

·         It may be more time consuming than the traditional delivery of lessons in the classroom.

4. Field Trips.

Filed trips as an instructional method in teaching religious education involves taking the adult learners to a location or first-hand observation of an activity (Staley 1982). Usually it is followed by meeting to analyze observations. Here, students in Christian religious education to be taken on pilgrimage to Israel and Moslem to Mecca to obtain the first class information on the topic they are taught.

5.Stories, Proverbs and Songs

Storytelling, according to Akubue (1992) is perhaps the oldest art in inculcating moral consciousness. Psychological methods stress the need for using stories as entry behaviour in teaching religious education because the student‟s loves stories which are generally strip up their imagination (Mok, 1999). Stories are very useful tools that have Christianizing and moralizing effects in number of ways. They dispose the intellect to assent to the more serious sequence; they fix moral truth in the minds when detailed explanation fails, those with the virtue become incarnate in the mind, through stories, sympathy can be aroused and enthusiastic devotion can be encouraged Akubue (1992). The teacher who tells a story well is like the rhapsodist who leaves his audience breathless (Akubue, 1992). Local stories, proverbs and songs could be collected utilized to teach religious education in Adult education.

6. Seminars and Workshop

A group of adult learners at a conference may be broken into smaller units called seminars or workshop. These are groups of learners under a leaner, who might be an expert or someone elected by his follow learners (Akpama, Ibor and Bullem, 2005). Oduaran (2000) advocates the use of small group to reinforce learning among adults learners in religious education.

7. Lecture Method

According to Knowles (1980) lecture method is one way communication from teacher to learner(s). The purpose is to impart information, example introduce a new topic or relate new material to content taught before. Though the lecture method in teaching religious education has the disadvantages of not giving the learners opportunity to participate fully and does not encourage application of skills, yet, Smith (2002) believes that if the teachers have the ability to deviate from the topic if the class seems particularly interested in certain topic, or is becoming more engaged in certain example, the class will be lively and interested. Pilling-Cormick (1997) adds that if educators capitalize on the interest of students, this will help to maximize learning potential and, as long as the material that is required for the class is still covered, it often makes for the class is still covered it often makes for a more enjoyable classroom experience. Akpama, Ibor and Bullem (2005) suggest that the lecture method could be blended with tutorials to impact knowledge or facts and skills in any teaching miliew. The lecture method can be thus relied upon as a bridge of communication between learners and Lecturers/Teachers (Knowles 1980).

Advantages
Involves students, at least after the lecture
Students can question, clarify and challenge
Lecture can be interspersed with discussion or breaks as the content and time permit

Disadvantages
Time constraints may affect discussion opportunities
Effectiveness is connected to appropriate questions and discussion; often requires teacher to "shift gears" quickly

8. Demonstration

Smith (2002) explains that demonstration as instructional method in teaching religious education in Adult Education, explain a particular skill or activity verbally and then put it in action in a step by step process. the teacher‟s verbal explanation and demonstration are usually followed by opportunities for learners to practice the activity. For example, after may not be relevant demonstrating, Jesus teaching of the beatitudes, the learners can go and demonstrate them.

9. Case Study

Staley (1972) explains that in this method individual learners and or groups of learners study a real life situation or problem. The purpose is to help learners develop general problem-solving skills by having them examine and analyzed specific real-life situation and problems. Example the learners can be given the assignment to go and study how to reconcile two families in which one member of the other, murdered a member of the other.

10. Questioning

According to Akubue (1992), questioning is a teacher‟s verbal utterances which seek responses from the leaner. Essentially, it is a teacher –controlled device for promoting thought, making appraisal, and moving students towards the goals of instruction. It is one of the commonest and readily available techniques of most teachers who spend 70-80 percent of the class time asking questions. When correctly employed, questions can be used to stimulate analytical thought, diagnose student‟s difficulties, determines students progress, motivate students, clarify and expand concepts, encouraging thinking, relate cause to effect, and encourage application of concepts (Akubue, 1992).

The methods discussed above are relevant in teaching religious education in Adult Education because they encourage class participation and questions from students. They encourage the giving of real life examples to the learners.

REFERENCES

Brookfield, Stephen D. (1986). Understanding and Facilitating Adult Learning, Jossey-Bass Publishers, San Francisco, 1986.

Brookfield, Stephen (1992 April). Why Can't I Get this Right? Myths and Realities in Facilitating Adult Learning. Adult Learning, P12-15.

Collins, A., J. G. Greeno, and L. B. Resnick, Environments for Learning

Cranton, Patricia. (1996). Professional Development as Transformative Learning. San Francisco: Jossey-Bass.

Cruikshank, Donald R., Deborah L. Bainer, Kim K. Metcalf. (1995). The Act of Teaching. New York: McGraw-Hill, Inc.

Dixon, Nancy M., The Organizational Learning Cycle: How We Can Learn Collectively.McGraw-Hill Book Co., London, 1994.

Edwards, Richard and Robin Usher. (1996). University Adult Education in the Postmodern Moment: Trends and Challenges. Adult Education Quarterly, Vol.47, No.1.
The authors discuss the postmodern viewpoint and its affect on education.

Grossi, F. Vio and D. Palma, Latin America: Adult Education. Unesco.
This article from UNESCO is a short one about the history of adult education in Latin America.

Havighurst, Robert. (1953) Human Development and Education New York: David McKay Company.  The "teachable moment"