Appendix 24 – Essay on Adult Education for use by RM Advisory

Contents

A. What is the difference between Training and Education?

B. What/why are adults looking for when they reach out for education?
C. What kinds of institutes and faculties offer Adult Education?
D. What are the output documents?
E. How are course pre-requisites handled? Mandatory requirements; grand
fathering; combination of professional experience + education?

Introduction

The purpose of this essay is to provide a baseline of definitions and language used within the
education sector standard measures, and approaches in adult learning to the ARMA Calgary
Chapter Board. This information has been extracted from industry research conducted by ARMA
Chapter member Shelley Sapieha.

This appendix can be used by the Records Management Advisory Committee to ensure the
expectations of ARMA, the RIM program students, and the RIM program instructors are managed
for the benefit of all.

A. What is the difference between Training and Education?

The distinction between training and education can be made in many ways. However over the
last decade or two the gap between training and education has started to close.

Training

Training is a needs driven process that is typically directed to the learner by an organization,
which could be identified as an extrinsic need. The needs for training are usually driven by an
organization and not by the learner. The organization has identified a situation where the learner
is required to attain new skills or behaviors supporting skills.

The organization drives the need and outcomes for the training of adult learners. The training is
usually focused specifically on what has been identified as a gap or an opportunity for the
organization to assist in the development of the learner, involving less theory, the training
objectives focus on skills which the learner is required to learn.

The needs and performance objectives of training are related to completing tasks or doing a
specific job or learning specific skills within an organizational setting. Training can provide an
organization with a return on investment with a positive impact on the return on investment.

Training is a series of very specific, structured activities that are related to the achievement of
clearly stated performance objectives that are typically related to doing a job. Formal training is
usually concerned with gaining a skill. Often, training is done in trade schools, seminars, and
business training classes.

Informal training is usually done through reading, viewing or listening to how-to material.
Sometimes that material is then used as a guide, while the person applies the skills learned.
Often in corporate training sessions and in seminars, there is no verification that the learner had
achieved the desired skills.

Prepared for: ARMA Calgary Chapter Board Page 1 of 4

Prepared by: Shelley Sapieha, Chapter Member and graduate of

University of Calgary’s “Certificate of Adult Learning” 2007
Appendix 24 – Essay on Adult Education for use by RM Advisory

Education

Education is also a needs driven process. The needs for education are self-directed by the
learner differing from training where the organization directs the learning. The needs for
education can be described as an intrinsic need of the learner, where the learner wants to learn
for their own perspective. To expand their knowledge to fulfill an individually identified need.

Education encompasses many areas including skill development. Through education the learner
is provided with theory, information and the critical thinking skills which enable and provide the
learner with an ability to challenge The Who, The What, The When, The Where and The Why of
the learning.

Education helps the learner to build problem solving skills. The objective of educational classes or
of self-education is usually to gain knowledge about facts, events, principles, concepts.

In most classes the student is required to demonstrate the memorization of facts and the
association between concepts. In other classes, they must apply rules to solve problems. Testing
concerns memorization and understanding, plus perhaps analytic and problem solving skills

Formal education is usually thought of as studies done in schools or distance learning. Informal
education or self-study, where adults read books, listen to tapes and learn through other media.

B. What/why are adults looking for when they reach out for education?

What’s in it for me? Adults seek out education in trying to answer this question when it comes to
their own needs to learn. Motivation to learn is driven by many factors.

There are too many factors why adults reach out for education to list within this essay. By
acknowledging an overall understanding of the what and the why adults reach out for education,
designing a curriculum to meet those needs will ensure the educational content of the curriculum
meets the overall objectives and outcomes of the learner.

Motivation to learn is impacted by many circumstances. Understanding the why of adult education
is something which an essay written in short form cannot address. The field of adult and
community education is very complex.

Structuring an educational advisory board will ensure that the needs of adult learners are
identified and addressed in the context of adult learning in the field of Records and Information
Management.

The more we know about adult learners, the changes they go through, and how these changes
motivate and interact with learning, the better we can structure learning experiences that both
respond to and stimulate development.

C. What kinds of institutes and faculties offer Adult Education?

• Post Secondary Institutes

• University
• College
• Technology Institutes
• Training and Development Institutes and Companies
• Distance Education Faculties
• Online Education Faculties
Prepared for: ARMA Calgary Chapter Board Page 2 of 4

Prepared by: Shelley Sapieha, Chapter Member and graduate of

University of Calgary’s “Certificate of Adult Learning” 2007
Appendix 24 – Essay on Adult Education for use by RM Advisory

• Industry related Associations

• Community Programs

D. What are the output documents?

• Degree – a: title conferred on students by a college, university, or professional school on

completion of a program of study b: a grade of membership attained in a ritualistic order
or society c: an academic title conferred to honor distinguished achievement or service d:
the formal ceremonies observed in the conferral of such a distinction
• Diploma - a document bearing record of graduation from or of a degree conferred by an
educational institution
• Certificate - a document containing a certified statement especially as to the truth of
something; specifically : a document certifying that one has fulfilled the requirements of
and may practice in a field

Each output document has specific requirements determined by the institute offering the output.
There is varying regulation on each of these types of documents; the objectives and outcomes or
output is created by the Educational Institute.

E. How are course pre-requisites handled? Mandatory requirements; grand

fathering; combination of professional experience + education?

The purpose of prerequisites is to guarantee that learners have the prerequisite skills necessary
to succeed in the course or program. The goal is to insure that learners who enroll in courses are
adequately prepared to complete individual course objectives.

By carefully examine the learner outcomes and objectives for the course to determine the
appropriate prerequisites. If you have learner objectives and outcomes that require the learner to
perform tasks that are only taught in other classes you need to assign the appropriate
prerequisites.

Prerequisites from Other Programs or Disciplines -- Determining if learner success in the course
requires skills or knowledge learned in other disciplines. Your course may require that learner
read, write critical papers, write a research paper, or perform mathematical calculations at certain
levels.

Prerequisites are an essential tool in the construction of curriculum for courses in which learners
success is highly dependent on previously acquired knowledge or skills. However, effective use
of prerequisites requires a balance of several countervailing factors. (Used in this general sense
the term prerequisites applies also to corequisites and other limitations on enrollment.)

Properly set prerequisites benefit everyone. Learners, faculty and institution. Learners know what
is expected of them. Appropriate prerequisites also require a balance between externally imposed
mandates and local control. Striking the balance is necessary for a successful set of
prerequisites.

The proposed educational advisory committee of ARMA would be required to learn the process of
setting curriculum and identifying the pre-requisites for learners.

The proposed education advisory committee of ARMA will need to work with SAIT to ensure the
curriculum and pre-requisites of the program are designed to meet the overall educational
objectives of the Records Management Certificate Program. This cannot be done independently
as the qualifications of the advisory board are limited in the development of an educational
certificate program.
Prepared for: ARMA Calgary Chapter Board Page 3 of 4

Prepared by: Shelley Sapieha, Chapter Member and graduate of

University of Calgary’s “Certificate of Adult Learning” 2007
Appendix 24 – Essay on Adult Education for use by RM Advisory

References – last accessed January 2007:

Learning in Aduthood – Sharan B. Merriam and Rosemary S. Caffarella, 1991, Jossey-Bass

The Courage to Teach – Parker J. Palmer 1998, Jossey-Bass

http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html
www.miriamwebster.com
http://www.academicsenate.cc.ca.us/Publications/Papers/good_practice_prerequis.html

Prepared for: ARMA Calgary Chapter Board Page 4 of 4

Prepared by: Shelley Sapieha, Chapter Member and graduate of

University of Calgary’s “Certificate of Adult Learning” 2007