Adult educators are people with specialized knowledge, skills or interests in specific fields, and who have the desire to impart knowledge to other adults.
There are essentially four different areas in which adult educators work:
Adult basic education and training (ABET): Adults attend literacy classes and study part-time or full-time to improve their qualifications. Such courses are offered by community centres, religious institutions, non-governmental organisations geared for this purpose, professional institutes, business colleges, universities and TVET (Technical Vocational Education and Training) Colleges.
Literacy may be taught by anyone who is competent in the language being used and who has teaching ability (primary school teachers are ideally suited to this task). High school teachers are needed to prepare students for Grade 10 or Grade 12 (matric). Adult educators teaching career-related courses need to have passed the courses themselves and to have worked in appropriate fields.
Adult literacy teachers provide adults and out-of-school youths with the education they need to read, write, and speak English and to perform elementary mathematical calculations - basic skills that equip them to solve problems well enough to become active participants in our society, to hold a job and to further their education.
Skills development: Skills training ranges from personal growth skills, such as assertiveness and time management, to skills required for economic
survival, such as home industries and job hunting. People in the caring professions (nurses, social workers and psychologists) are ideally suited to
carrying out this type of training.
Enrichment: People join classes in subjects such as dancing, flower arranging and creative writing purely for personal enrichment. Adult educators in this area are people who have made a special study of their subject or who have achieved success or recognition in a certain field.
Self-enrichment teachers teach courses that students take for pleasure or personal enrichment; these classes are not usually intended to lead to a particular degree or vocation. Self-enrichment teachers may instruct adults (or children) in a wide variety of areas, such as cooking, dancing, creative writing, photography or personal finance.
A large number of adult literacy, basic adult and self-enrichment education teachers work part time and receive no benefits. In some cases, unpaid volunteers also teach these subjects. Some have several part-time teaching assignments or work full time in addition to their part-time teaching job. Classes for adults are held on days and at times that best accommodate students who may have a job or family responsibilities.
Because many of these teachers work with adult students, they do not often encounter the behavioural or social problems sometimes found with younger students. Adults usually attend by choice and are thus highly motivated and often bring years of experience to the classroom, which can make teaching these students rewarding and satisfying.
Professional development: Qualified workers are taught new approaches, developments and legislation or shown how to improve certain aspects of their jobs. Large corporations often perform this type of adult education through their established training departments.
Employment opportunities are increasing for adult educators, as more people try to become better qualified and as people have more leisure time for enrichment courses. Demand for self-enrichment courses is expected to rise with growing numbers of people who embrace lifelong learning and of retirees who have more free time to take classes. Subjects that are not easily researched on the Internet and those that provide hands-on experience, such as cooking, crafts and the arts, will be in greater demand. Also, classes in spirituality and self-improvement are expected to be popular.
As employers increasingly require a more literate workforce, workers’ demand for adult literacy, basic education and secondary education classes is expected to grow.
Employment options include:
Adventist University of Central Africa, Africa University, Archbishop James University College, BA ISAGO University College, Bindura University of Science Education, Botho University, Catholic University of Eastern African, Centre for Training and Projects Development (CTPD), Chinhoyi University of Technology, Chuka University, College of Intergrated Healthcare, Egerton University, Embu University College, Gideon Roberts University, Great Zimbabwe University, Gretsa University, International Leadership University, Jomo Kenyatta University of Agriculture and Technology, Kabarak University, Karatina University, KCA University, Kenya Highlands Evangelical University, Kenya Methodist University, Kenyatta University, Kibabii University, Kibogora Polytechnic, Kisii University, Kwame Nkrumah University, Kwame Nkrumah University of Science & Technology, Kyambogo University, Laikipia University, Lesotho College of Education, Lukenya University, Maasai Mara University, Machakos University College, Makerere University, Marian University College, Marist International University College, Maseno University, Masinde Muliro University of Science and Technology, Meru University of Science and Technology, Methodist University College Ghana, Moi University, Mount Kenya University, Mulungushi University, Mzumbe University, Mzuzu University, Namibia University of Science and Technology, National University of Lesotho, Open University of Tanzania, Presbyterian University College, Presbyterian University of East Africa, Protestant Institute of Arts and Social Sciences, Pwani University College, Riara University, Rongo University College, Rusangu University, Scott Christian University, Sokoine University of Agriculture, Solusi University, South Eastern Kenya University, St Paul's University, St. Augustine University of Tanzania, Stefano Moshi Memorial University College, Tangaza University College, The Copperbelt University, The Eastern University, Tumaini University Makumira, Uganda Catholic Management and Training Institute, University for Development Studies, University of Botswana, University of Cape Coast, University of Dar es Salaam, University of Eastern Africa Baraton, University of Education Winneba, University of Eldoret, University of Ghana, University of Gitwe, University of Iringa, University of Malawi (Chancellor College), University of Malawi (The Polytechnic), University of Mauritius, University of Nairobi, University of Namibia, University of Rwanda, University of Swaziland, University of Technology Mauritius, Zimbabwe Open University