Adult Education Leadership Functions

The authors argue that the vision and mission are often regarded as essential instruments for performance management. The article seeks to examine the link between an organization’s goal and the motivations of its employees. This is an application of philosophy and mission theory that examines three elements of mission progression: formalized, dynamical, and motivating. This concept considers three types of mission continuity to determine the efficacy of mission execution: originality, consistency, and authenticity.

Stubblefield, H. W. (2018). Towards a history of adult education in America: The search for a unifying principle. Routledge.

This publication, originally produced in 1988, explores the contributions of the earliest generation adult education scholars as well as the legacies that their research contributed to building. They discussed the objectives, goals, and topics of adult education programs, and they continued to investigate the frequently problematic connection between societal demands and educational capacity. In addition to offering an authentic history of America within times of tremendous social transformation, the work demonstrates that most of the earliest philosophers’ concerns about goals and objectives are still relevant now.

Rumble, G. (2019). The planning and management of distance education. Routledge.

The Planning and Management of Remote Education, first released in 1986, explores the issues confronting people responsible for establishing and administering various remote education facilities. Chapters 6-11 look at elements of planning and management, for example, organization, staffing, planning, budgeting, management of academic aspects linked to materials advancement and the requirement of regional learner services, production line, operations monitoring (the leadership of student care provision), and the influence of latest innovation on manufacturing and operational activities. The brief closing chapter brings up many of the ideas throughout the book.


Courtney, S. (2018). Why adults learn: Towards a theory of participation in adult education. Routledge.

The book, first published in 1992, examines adult education by delving into the motivations that drive individuals to rejoin schools or seek engagement in structured educational activities. The book questions the psychosocial emphasis of many adult learning studies. It focuses on the notion of social engagement and its significance for rethinking adult learning being a component of an individual’s interaction with their group or society.

Lovett, T., Clarke, C., & Kilmurray, A. (2018). Adult education and community action: Adult education and popular social movements. Routledge.

The book explores the importance of adult education in societal and communal engagement. It provides a crucial evaluation of ‘community education’ as well as the ideas of Illich, Freire, and Gramsci particularly, and it demonstrates that there is a revolutionary adult education culture in the United States, Europe, and North America that could provide numerous ideas into the current understanding of the contribution of adult literacy. The study highlights that leading is a function of adult leadership. The content is founded on a period of actual engagement in grassroots activism and learning in the United Kingdom and Northern Ireland, whereby civic engagement has allied Catholicism and Protestantism in a single commitment despite significant governmental and theological conflicts.

Awgichew, S., & Seyoum, Y. (2017). Integrated functional adult literacy: Existing practices and challenges in Eastern Ethiopia. International Journal of Education and Literacy Studies, 5(4), 86–97.

This research aimed to look at the current procedures and problems of the Integrated Functional Adult Literacy Initiative in eastern Ethiopia. The authors employed a combined study approach to attain this goal. Questionnaires, interviews, and focus group debates were valid data collecting tools. The key impediments to the program’s execution were discovering a malfunctioning leadership structure, insufficient institutional integration and collaboration among sectors, a shortage of a funding plan, educated employees, and poor and irregular pay. The government must make collaborative efforts with non-governmental organizations and the society to mitigate both individual and non-associated issues for the program to be implemented effectively with a trailblazing framework, funding, institution, and leadership to accomplish impactful and durable development objectives.

Lindeman, E. (2018). Preparing leaders in adult education. In Training educators of adults (pp. 93–97). Routledge.

Adult teachers must quickly articulate the aims about which adult education is created as a tool if they are to convey confidence accompanied by true sentiments, solid logic, and cultural significance. Adult learning materials should be included in the managers’ budgets for instructor training. Before adult education could become a constant element of national education and, as a result, be absorbed into the programs of academic institutions, things must happen to the cocooned members of departments.

Lovett, T., Clarke, C., & Kilmurray, A. (2018). Adult education and community action: Adult education and popular social movements. Routledge.

 Adult education is an important component of ongoing technical education as well as human resource management. However, suppliers, researchers, and especially students frequently do not consider education at work. The report proposes that the Department of Higher Education and Training allocate enough resources to this sector to enhance deep learning-in-practice and reduce the exterior education in disaster management that is widespread in the centre.

Mumford, M. D., Todd, E. M., Higgs, C., & McIntosh, T. (2017). Cognitive skills and leadership performance: The nine critical skills. The Leadership Quarterly, 28(1), 24–39.

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An increasing amount of data suggests that specific mental abilities are an important predictor of leader effectiveness. In this attempt, the paper demonstrates that the use of these abilities is often grounded on case-based understanding. It then identifies nine critical abilities that individuals in leadership roles use when dealing with case-based expertise to handle concept evaluation. Personal and environmental factors that influence the efficient use of these reasoning skills are examined. Furthermore, the implications of results about leader thinking abilities for leader analysis and improvement are discussed.