The paper "Adult Learning and Feminism" is a wonderful example of a report on education. `The need to acquire education has become vital for people of all ages across the world. As a result of this, education among adults has become more popular in many countries and ranges from self-directed learning to e-learning and class-based learning. Caffarella & Olson (1993) argues that adult education has been regarded as the process of one being freed from oppressions of being illiterate, way of gaining skills and knowledge, a method of critical self-reflection leading to a substantial transformation.
It is important to indicate that the attainment of adult education among women has become hard to attain as compared to men in different parts of the world. The challenges facing women vary significantly from economic barriers to conflict of roles among other notable factors (Kramarae, 2010). This paper will critically evaluate the aspect of adult learning and feminism and the proactive steps to be taken to avoid stigmatization of vocation education for men and liberal education. Adult Learning and Feminism The ideas of lifelong learning envision people provided with the learning opportunities at varied years and in several contexts, such as at the workplace, through leisure, at home among other notable activities and not just through formal education.
Lifelong education can be obtained through methods like distance learning, correspondence courses, e-learning among others. Such continuing or adult education for the people having passed the age of normal education includes the postgraduate programs to improve on one's qualifications, retrain for new lines of work, and updating the required skills. Spencer (2006) argues that adult learning or education is the exercise of teaching as well as educating the adults.
This takes place takes place in areas, such as workplaces, through extension schools or the schools of continuing education. Bierema & Storberg-Walker (2007) argue that among all the groups of people attending adult education across the world, women forms at least 60% of adult learners. However, it is worth noting that considerations for the women concerning adult learning have persistently been left out of planning processes. This is evident through the deficit model approach, which is often used by many educators across the globe.
The model assumes that women learners must catch-up with the other society, thus potentially failing to consider diverse experience and knowledge that learners bring to the learning environments. The result of these kinds of failures results in women feeling devaluated and defeated which sabotages what can be otherwise a successful learning experience for the women. It is worth noting that effective adult education among women can vary significantly from the vocational education that is work-based for improvement of skills and from the non-formal type of adult education, which includes education for personal development or learning skills.
In the modern times, adult education has significantly grown, due to the effects of industrialization that requires a skilled workforce. Spencer (2006) argues that the success of women in the adult learning process is hindered through the economic and corporate sponsorships on both human resources development and formal education. Most of the corporate-sponsored models place male-oriented values, like aggressions, and seek out of the profit as well as tangible results first. The adult learning theory also fails in the depth of considering the gender differences in adult learners.