Mauri Ora: Creating a model of practice using Indigenous Tikanga.

As an Adult Educator, combined creative thinking and critical thinking can often provide learners with the tools to be innovative through their practices. He Pūawai is an Adult Tertiary Teaching L5 program at Te Wānanga o Aotearoa. The course is a 20-week program comprised of four learning modules providing skills and learning tools for facilitators, tutors or trainers teaching Adults. I have collaborated with a tauira to extend a Kaiako perspective and tauira vision that created a model of practice and framework. The tauira were the Semester A He Pūawai program. This framework applies Ngā Takepū, Ahurutanga, Kaitiakitanga, Koha and Mauri Ora, and these principles are embedded in Adult Teaching through the delivery and learning practices at Te Wānanga o Aotearoa. Takepū is about caring for people, relationships and cultures through a holistic approach in an educational context for all learners (Pohatu & Timata, 2008). I will discuss how ‘Mauri’ informed and balanced innovation and creative skills that enhance relationship building. Pohatu & Pohatu (2011) refer to ‘Mauri’ as the formation of human relationships. Mauri emphasises the “how and why” we shape how we learn, teach and behave (p. 1).

THE AUTONOMY AS AN EXPRESSION OF THE HUMAN BEING

The article focuses on the autonomy achieved by a person with disabilities in connection with a network that has to make the imaginary project feasible. A multidisciplinary reading on the concept of autonomy that is related to the idea of dependence and independence is essential within this network. Furthermore, possible autonomies are presented, dealing with spheres of the human being that are usually regarded as inaccessible to a person with disabilities, such as the sexual sphere, living alone, social life and work. These aspects of life belong to adulthood, which every human being undertakes at some point in their life. But the latter is not usually recognized to the person with disabilities, locking them up in a dimension of non-growth and "eternal child". The concept of autonomy implies dependence. As the Argentine pedagogist Myrtha Chokler reminds us, "there is no autonomy without dependence". We all depend on everyone, children and adults: in our life, we talk about co-dependence or mutual dependence. On the other hand, autonomy also means self-governance, i.e. not doing things for oneself, but doing for oneself. This represents an important dimension of autonomy: the will. In the educational field, autonomy requires a mutual involvement between educator and student which is characterized by a mutual affective and emotional dependence in which the will always remain the central focus of the student's action, without it slipping into obedience. Autonomy, therefore, is a conquest. A process in which the adult educator, who takes care of the student, works on the educative relationship through trust, freedom of movement, affective security, within a safe space, physical but also emotional, in which there is openness to novelty and change. This requires the creation of an environment that welcomes the pleasure of the student (especially at an early age) to be autonomous, that welcomes his attempts that will be the way to learn not to depend on the adult. And for all this, an indeterminate and personalized amount of time is required.

172 Scenario-based Training Is an Effective Tactic for Teaching Applied Livestock Management Practices to Extension Personnel

Developing livestock and equine trainings to empower county Extension agents is challenging, especially when spanning in-person and online delivery modules. Real life application of training concepts is difficult, particularly when participants have varied backgrounds and experience. Thus, we assessed if scenario-based training modules were an effective training method across in-person and virtual formats. The same scenario-based training was delivered at three, regional in-person trainings (n = 42), and one virtual training (n = 32). Training format consisted of four, species-specific lectures addressing various production topics. Small groups then developed recommendations for a specific scenario, followed by a debriefing session consisting of group reactions and specialist recommendations. Topic-area application to county programs, instructor effectiveness, and overall benefit of the training session were evaluated (Qualtrics, in-person n = 26, 62% completion; virtual n = 17, 53% completion). Data were assessed using analysis of variance and mean comparisons (α=0.05), with Tukey’s pairwise post hoc analysis where appropriate (STATA 16). Across all sessions, likert scale responses (1=poor and 5=excellent, n = 43) indicated lecture sessions were applicable to county areas of need across material content (mean±SD, cattle=4.71±0.57, equine=4.64±0.50), teaching effectiveness (cattle=4.77±0.42, equine=4.75±0.43), and overall quality (cattle=4.68±0.57, equine=4.67±0.51), respectively. Scenario-based training benefit was not influenced by the number of times an agent had attended in-service training on livestock species, agent appointment (youth vs. adult educator), or training location (p >0.05). Attendance at previous in-service trainings (cattle P = 0.005; equine P = 0.013) and agent appointment (cattle P = 0.0006; equine P = 0.05) had a significant impact on the number of questions agents reported to have received on scenario topics in the last 12 months. More topic area questions were reported by agents with adult education responsibilities and previous training attendance. Based upon these results, scenario-based training is an effective in-person and virtual training tool for 4-H and adult Extension agents of varying experience.

The Paulo Freire System

This article discusses the origins and structure of what for the lack of a better term I will call the ‘Paulo Freire System’. Focusing on the historical experience of Angicos which catapulted Freire to world fame as an adult educator, a major claim of this article is that Freire’s work was a much more ambitious and revolutionary project than transforming adult education and literacy training becoming another landmark in the history of popular education in the region. The Angicos experience connecting public education with popular culture, the system that Freire and associates imagined in the sixties aimed for a profound and revolutionary transformation of public education in Brazil. With his exile in 1964, popular education becomes a model that could deeply affect public education worldwide. Represented theoretically in the pages of Pedagogy of the Oppressed, a pedagogical classic of the twenty first century, education is for Freire critical hermeneutics, addressing the dilemmas of citizenship building with a postcolonial ethics.

EDUCATOR COMPETENCIES OF PRE-SENIOR PREPARATION

Pre-Senior Education will be one of the main pillars of active ageing policy in the future. Requirements on adult educators, lecturers, trainers of older people, grow. In the paper author presents theoretical starting points of competencies of educator of pre-senior preparation, deals with general competencies defined in Slovak national documents and indicates specific requirements on older adult educator. He also talk about aspects as relational competence and charizma of lecturer which are important elements of quality of educational event. The article is the output of author within the project VEGA no.1/0001/18 called Preparation for ageing and old age – possibilities of andragogical intervention.

On the Cutting Edge of Additional Andragogical Developments

Gross addressed nine critical andragogical and four gerontological learning needs that must be met for successful aging in place for those with developmental disabilities. Nukic's research uncovered eight andragogical themes which helped adults learn English as a second language: goals, resources, qualifications, curriculum, environment, teaching strategies, learning, and obstacles. Pagano likens the andragogy of nature as man being like a tree – a metaphor of learning, values, will, and meaning systems. Giampaolo identifies the andragogical process as preparation, climate, planning, needs, objectives, designing, completion, and assessment. Keefe articulates the high extent Tennessee Highlander Folk School's actions corresponds with Knowles' six assumptions of andragogy. Washington showed how the use of andragogy in medical sales training leads to more beneficial corporate results. Cranton led a three-week truly andragogical class, garnering a comment from fellow adult educator, as the best class in which he was engaged. This chapter explores all of this.

Comparing the American and European perspectives on the roles of adult educators for the development of adult education theory and practice in Ukraine

The article describes differences in the implementation of adult education practice in the American and European traditions (the USA and the UK mainly) and the competences of those who provide the adult education process. The study draws upon the existing theories on adult education which include continuing (the USA) or further (the UK) education, community education, recurrent education, non-formal education, popular education, lifelong education etc. This diversity makes it difficult to describe the profession of adult educators and their roles, because their activity defines itself in terms of their clientele. Comparative analysis reveals that in American and European countries adult educator’s roles have overlapping meanings, which depends mostly on the activity the educators perform. It is argued that in both analyzed countries researchers indicate a lack of training for adult educators, and a huge number of volunteers and part-time educators, who often do not view themselves as adult educators. Among the roles that are recognized in the UK, except the traditional teaching role, adult educators are often involved as tutors, organizers, administrators, managers, entrepreneurs, animators, advisors, campaigners, leaders of the group, moral leaders, and “change agents”. In the USA the roles of adult educators are distinguished within the context they appear in. Their spectrum is wider and the responsibilities are better defined. They include teaching, program development, training and human resources development, community actions, but those roles also mean active participation in the educational process, where educators of adults perform as critical analysts, provocateurs, co-learners, consultants, activators and “change agents”, whose responsibility is to empower. The description and comparison of those overlapping adult educators’ roles are vital and very important for promoting the concept of adult education “professionalization” in Ukraine. Those roles should be reflected also in training that adult educators receive. Keywords: adult education, adult educator, adults, adult educators’ roles and competencies.

Knowles' Prominent Long-Range Contribution to Andragogy

Newman declared Knowles as the only adult educator who provided an andragogical means to assess the needs of adult learners. Isenberg provided a breakthrough framework for bringing together the interaction of theoretical and practical aspects of andragogical and internet learning. Zollar and Harrison concluded that Knowles' expanding upon his earlier work propelled the movement of the differences between individual adult and child learners. Boucouvalas underscored, clarified, and strengthened Knowles' andragogical emphasis being on organizational as well as individual learning. Vodde's research on police preparation found better results with using Knowles' andragogy than with using pedagogy. Henschke discovered the same with Brazilians in 30 corporations. Henry's dissertation on Knowles was number eight and was published later as a history of Knowles' thought. Brights and Mahdi's andragogical research in Iraq fostered and secured long-term peace and stability. This chapter explores all of this.