EEE 4107 ADULT EDUCATION
Lecturer
Dr. Prossy Isubikalu (B.Sc. Agric., M.Sc. Agric Ext/Edu, PhD Social Sciences)
Course Type:
CORE (Bachelor of Agricultural Extension Education)
1. Brief description of the course
Course Credits (CU):
3 CU i.e. 45 Contact Hours per semester
Course Duration: 15 weeks (45 contact hours) i.e. 60 IS, 10 PH, 20 TH
The course introduces students to socio-psychological theories and principles of adult learning and their implications
on selecting methods, techniques and skills of helping adults learn; understanding of adults’ characteristics,
learning/Cognitive styles, personality differences and their implications in learning/teaching contexts, and motivation;
the qualities/characteristics and competencies of adult educators and how they influence the adult learning
environment/process; identifying needs and characteristics of adult learners as well as designing, planning,
implementation and evaluating adult learning programs.
COURSE OBJECTIVES
The course aims at equipping students with basic skills and knowledge in adult learning to enable them effectively
work with and help adult learners to engage in learning processes/initiatives. Full and active engagement of adult learners
in a learning process does not only stimulate application of learnt concepts but culminates into communities solving their
problems for livelihood improvement.
The specific objectives are to be in position to:
(a) Describe and analyze the socio-psychological theories of adult learners and how the theories apply to
our context in Uganda
(b) Identify key issues that differentiate pedagogy and andragogy especially with reference to the local
context of community
(c) Identify and describe the unique characteristics and learning principles of adult learners and their
implications on the teaching learning process of adults
(d) Effectively identify a problem or area of concern, design a learning program, implement and evaluate
adult learning experiences
Expected outcomes: At the end of the course, students should be able to:
(a) Use the socio-psychological theories to stimulate or influence adult learning processes
(b) Come up with a comprehensive and feasible list of parameters that one can use to promote andragogy
(c) Use the unique characteristics of adults to support adult learning.
(d) Use experiential learning and self discovery
(e) Design, implement and evaluate adult learning experiences.
(f) Take initiative to build themselves as a professional with desired competencies and qualities of an adult
educator
COURSE CONTENT
TOPIC
CONTENT
Contact hours
(Time allocated)
Introduction of the 
course of
Adult
Education and ice 
breaking

Objective of this
session is to motivate
students’ interest in
the course and how it
is relevant to their
career
Socio-Psychological
theories
and
principles of learning
Understanding adult
learners and learning





4 hours
Definition and importance of a theory
The major learning theories
Implications of the learning theories to adult
learning
o Methods
o Techniques
o Skills of helping adults to learn


Characteristics of adults
Implications of adult learning characteristics to the
learning
Principles of adult learning
4 hours
Personality differences (individual differences,
dimensions in expressing main characteristic of
personality, and intelligence)
Cognitive styles
Motivation of adults to learn
4 hours





Qualities
and 
competencies of adult
educators



Planning and
implementing adult
learning programs
Planning and
implementing adult
learning programs
Develop a common understanding of who an 2 hours
adult is
Definition of learning and/or Education
Learning and (biological) stages in life – towards
adulthood
Significance of adult Education






Qualities and characteristics that influence adult 4 hours
learning
Desired competencies to enhance adult learning
Implications of the qualities and competencies
Attitudes and skills to be an effective facilitator
Assessing training needs / Identifying a learning
situation/problem
Designing learning sessions
Formulation or development of learning objectives
Planning learning sessions
Implementing the teaching/learning
6 hours
Evaluating adult
learning programs

Designing learning sessions
o steps in andragogical process
o Creating a conducive learning climate
o Assessing training needs
o Designing learning sessions


Formulation or development of learning objectives 6 hours
Planning the learning session
o What a session plan is, Why it is needed
o How it is prepared (content)
o Characteristics of a good session plan
o Selection
and
preparation
of
teaching/learning materials


Implementing the teaching/learning
Considerations in selecting &preparing appropriate
teaching materials and/or method
3 hours

4 hours


Common understanding of the concept of
evaluation
Why evaluate training
Types and kinds of evaluation




What and when to evaluate
Steps in planning an evaluation
How to evaluate / Approaches to evaluation
Exploring ethical issues of evaluating adult learners
4 hours
6. OVERALL COURSE EVALUATION
Continuous Assessment Test
Take Home and Field Based Assignments
Final examination
20%
20%
60%.
4 hours