Introduction
Proper planning is among the core pillars of a successful adult education program. A well-devised template is crucial in this niche and should be capable of bridging the gap between goals and their eventual fulfillment (Caffarella & Daffron, 2013). In order to plan effectively, there is an Interactive Planning Model that guides the formulation of adult education programs whose five key elements have been blended in this plan.
Program plan overview
The spiraling number of adults enrolled in learning institutions creates the need to formulate an effective program plan. In this scenario, the program, running on a trimester basis, is expected to operate in perpetuity while allowing room for adjustments over time. Graduates will be certificated after an attachment session, enabling them to access new employment or use the skills to start businesses. The section below summarizes the plan’s scope and target audience.
Week 7: Written Presentation of the Program Idea
This competence-based program will ensure teachers cohesively incorporate aspects of content knowledge and information processing skills to enable adult learners, between the ages of 31 and 50, to further their education to tertiary levels. The courses offered under this curriculum will be in accounting, auditing, and business-related disciplines, each lasting for three years. However, the main course, whose objectives are summarized below, will be Economics and Finance.
Week 9: Written Program Goals and Objectives
Some of the objectives of this program include but are not limited to:
- To enable adult students to understand aggregate macroeconomic variables such as inflation, interest rates, and disposal income as well as their implications on the economy.
- To explain students how economic agents such as governments, households, and firms interact and interconnect to produce an equilibrium in the national economy.
- To provide learning opportunities for adults to help society find solutions to economic crises such as recessions and poverty.
- To promote social justice, equality, and public literacy through education.
Week 11: Instructional Plan
The program will require teachers to employ manual and computerized modalities to achieve the desired objectives while liaising with other education practitioners to ensure the curriculum is standard and approved. In addition, the board of management will oversee the smooth running of school activities in order to achieve success criteria through initiatives like issuing and approving scholarships. The board will also conduct annual assessments of the program and make amendments whenever needed.
Week 13: Evaluation Plan
The proposed plan will be examined to see if it has met its previous objectives and be criticized on the basis of:
- Availability of adequate resources, such as computers and textbooks, to be used during the program.
- Whether the training personnel available are adequate to carry out the plan
- How successful the previous program in the same niche turned out to be.
Total direct and indirect costs will be viewed by the school comptroller and maintained within the budget allocations.
Week 15: Budget Preparation and Management
The program budget will be reviewed on the basis of:
- Is it making use of all the resources allotted to it?
- How many lapsed allocations did last year’s budget close with? For example, a large credit balance in the suppliers’ account at the end of the year implies that the comptroller left deposits in the previous year without inventorying the balances; hence, zero-based budgeting would be more appropriate for the program.
Conclusion
Lastly, the attachment session offered during the final year will enable students to exercise classwork in real life, thus equipping them with prior work experience before getting the job officially. Economics students will have a chance to be employed by major auditing firms across the country, such as Deloitte and Price Waterhouse Coopers. In addition, successful graduates will be able to maintain their previous job certifications, meet career expectations, and stay up-to-date on new advancements in their respective fields.
Reference
Caffarella, R. S., & Daffron, S. R. (2013), 3rd Edition. Planning programs for adult learners: A practical guide. John Wiley & Sons.