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Congruency in Higher Learning: Developing Sustainable Adult Education Program Policies for the Digital Age

Congruency in Higher Learning: Developing Sustainable Adult Education Program Policies for the Digital Age
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Author(s): Karim A. Remtulla (OISE/University of Toronto, Canada)
Copyright: 2012
Pages: 18
Source title: Encyclopedia of E-Leadership, Counseling and Training
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-61350-068-2.ch050

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Abstract

The core elements of people, processes, technology, and stakeholders remain similar for most higher learning institutions today. Yet, to culturally promote any one particular ‘form’ of adult education as ‘ideal’ for ‘all’ adult learners is increasingly exclusionary. The objective of this chapter is to enable future educational instructors, administrators, and leaders to respond to the changing needs of adult learners regarding congruence between core elements of higher learning institutions and sustainability of adult education program policies. Emanating from the seminal thinking of Carl R. Rogers, the opening sections of this chapter address personal and peripheral congruence. Then, the main section of this chapter puts forward a congruency-based framework for sustainable adult education program policies in higher learning institutions. Developing ‘congruent form(s)’ using core organizational elements will likely result in more socially just and culturally inclusive adult education and higher learning for diverse and global learner cohorts in the digital age.

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