Principles that justify the non-formal adult education method

Abstract

If by "formal education", is understood as that which is imparted in classrooms, with preestablished schedules and programmes and recognized by a standardized academic title, ccnon formal,, education is materialized outside all institutional academic frame, the manner that educational communication is not constrained by pre-established programmes, nor undoubtedly, need the presential communication between professor and student. The "non formal" methodologies are especially adequate for adult education since such education needs contents applicable to reality and group interests, structures in an interdisciplinary manner, and in which, the professor's task is more of a facilitator in learning than a systematic informer. The adult needs didactic systems which permit the individualitation, appropriate material to his mentality and intense relationship with other members of the group of which he is part and parcel. For all these, the didactics to be approved must be open and flexible to respond to the mentioned necessities. The printed texts and mass media communications have their specific role in as much as they permit individualization and act as motivating source. However, the principal animating element of learning is still the professor in direct contact with the group; the aims of the conscienticizing sensibilization can only be obtained through direct communication. The accomplishment of these functions, however, is conditioned by the preparation and personality of the professor in question, who should unite to the psycho-pedagogical social knowledges relative to adult, some personal gift of comprehension, emotional equilibrium and adaptability. In summary, nowadays, one cannot think of adult education as a simple compensatory task of an unrealized or insuficient primary schooling. Modern life justifies its conception as permanent task and not reduceable to formal schemes of schooling.