Mentoring Adult Learners with Fewer Opportunities

Mentoring adult learners with fewer opportunities is crucial for fostering inclusive mobility and supporting lifelong learning. It differs significantly from mentoring typical adult learners due to their unique challenges and needs. This module introduces the principles, skills, and attitudes necessary to mentor disadvantaged learners effectively. Through understanding challenges, applying flexible strategies, and encouraging self-directed learning, mentors can create equitable educational environments that empower learners to overcome barriers and achieve personal growth.
- Onboarding
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- Eve and the trainer (TBC)
Mentoring adult learners from disadvantaged backgrounds differs significantly from mentoring typical adult learners due to their unique challenges and needs. While usual learners often require structured guidance for goal-setting and skill development, disadvantaged learners face additional socio-economic, emotional, and experiential barriers such as financial constraints, low self-esteem, and negative past educational experiences. Mentors must invest more time in building trust, providing emotional support, and tailoring approaches to meet diverse needs. They often play broader roles, acting as advocates and problem-solvers, while focusing on fostering self-efficacy and resilience. Unlike typical learners, who are often self-directed and motivated by career aspirations, disadvantaged learners may require greater encouragement and support to recognise their strengths and see the relevance of learning to improve their circumstances. By addressing systemic challenges, linking learners to resources, and celebrating small achievements, mentoring can be transformative for disadvantaged learners, fostering inclusion, empowerment, and long-term growth.
This module focuses on equipping trainers with the knowledge and skills to mentor or coach adult learners from disadvantaged backgrounds. You will gain a comprehensive understanding of adult learning principles, explore barriers faced by disadvantaged learners, and learn strategies to build trust and motivate mentees effectively.
Key learning objectives:
- Master the six foundational principles of andragogy and their application in mentoring.
- Identify and address emotional, and experiential barriers faced by disadvantaged learners.
- Develop practical strategies to build trust and motivation, fostering an environment conducive to learning.
To effectively mentor adult learners with fewer opportunities, it’s essential to understand adult learning principles and the unique challenges these learners face. Andragogy is defined as the practice of engaging adult learners in a way that acknowledges their experiences, self-direction, and intrinsic motivations. It recognizes that adults bring a wealth of experience to the learning process and are typically more self-motivated than children.
Malcolm Knowles outlined six foundational principles of andragogy that guide the design of adult education:
- Need to Know: Adults need to understand why they need to learn something. They are more engaged when they see the relevance of the material to their personal or professional lives.
- Experience: Adult learners come with rich backgrounds and experiences that should be leveraged in the learning process. Their prior knowledge can enhance discussions and learning activities.
- Self-Concept: As individuals mature, they develop a self-directed approach to learning. Adults prefer to take responsibility for their own learning decisions.
- Readiness to Learn: Adults are ready to learn when they perceive a need to solve real-life problems or challenges. Learning is most effective when it is applicable to their current circumstances.
- Orientation to Learning: Adult learners are problem-centered rather than content-oriented. They prefer learning that directly relates to practical issues they face.
- Intrinsic Motivation: While external factors can motivate adults, they are more driven by internal factors such as personal growth, self-esteem, and fulfillment.
Disadvantaged learners face a multitude of barriers that can significantly hinder their educational progress and overall well-being. These barriers can be categorized into three main areas: emotional, and experiential. By recognizing these challenges, educators can implement targeted strategies that provide support and resources tailored to the unique mentoring and educational needs of these learners. This approach not only enhances individual educational outcomes but also contributes to broader societal goals of equity and social mobility.
a. Emotional Barriers
Emotional challenges also significantly impact disadvantaged learners:
- Low Self-Esteem and Motivation: Learners from disadvantaged backgrounds may struggle with self-esteem issues stemming from their socio-economic status. This can lead to a lack of motivation and engagement in academic activities. Emotional support is often lacking in their environments, making it difficult for them to overcome these feelings.
- Stress and Anxiety: Financial instability and related stressors can create an environment of anxiety that distracts from learning. The pressure of economic hardship can lead to mental health issues, which further impede academic performance.
b. Experiential Barriers
The experiences of disadvantaged learners often shape their educational journeys:
- Negative Educational Experiences: Many disadvantaged learners have faced negative experiences in formal education settings, such as bullying or a lack of support from teachers. These experiences can foster a distrust of educational institutions and discourage continued participation in learning.
- Limited Exposure to Mobility Activities: Disadvantaged learners may have fewer opportunities for learning mobility and/or travelling aboard that enhance personal development and cross-cultural exposure. This lack of exposure can limit their social skills, increase stress/nervousness when living aboard and reduce their ability to engage fully in during the mobility experience.
Trust and motivation are the cornerstones of effective mentoring, especially for disadvantaged learners who often face a lack of support in their environments. Building a foundation of trust requires consistency, empathy, and active engagement, while motivation can be cultivated by recognizing and nurturing the intrinsic aspirations of learners. These strategies not only enhance the learning experience but also empower learners to overcome barriers and achieve their goals.
a. Establishing Trust
- Consistency and Reliability: Mentors must be consistent in their interactions and commitments. Disadvantaged learners often have experienced broken promises and lack of support, making reliability essential in building trust.
- Active Listening: Listening attentively to learners’ concerns and perspectives demonstrates respect and validates their experiences, fostering a safe space for open communication.
- Empathy and Understanding: Demonstrating genuine empathy helps mentors connect with learners on a personal level, showing that their challenges are acknowledged and understood.
b. Enhancing Motivation
- Recognising Strengths: Highlighting and leveraging learners’ strengths can build their confidence and motivate them to pursue further learning.
- Setting Achievable Goals: Collaborating with learners to set realistic and meaningful goals ensures they experience a sense of accomplishment, which fuels ongoing motivation.
- Creating Relevance: Linking educational content to real-world applications helps learners see the value of their efforts and motivates them to engage actively.
c. Maintaining Engagement
- Celebrating Progress: Recognizing and celebrating small achievements keeps learners motivated and reinforces their sense of competence.
- Interactive and Inclusive Activities: Using participatory methods, such as discussions and group tasks, ensures learners remain engaged and feel a sense of belonging.
- Providing Continuous Feedback: Constructive and timely feedback helps learners stay on track and feel supported in their journey.
Tab Content
TRAIL in application
Narrative Report from trainer about the piloting experiences.
The Dos:
- Check and ensure learners are able to access digital platforms used
- Incorporate multimedia resources (e.g., videos, interactive quizzes).
- Provide clear instructions, training and guidelines for online activities.
The Don’ts:
- Avoid complex digital tools that may confuse users.
- Refrain from using inaccessible formats for materials.
- Don’t overload learners with too many simultaneous tasks.
Activities
Conduct a role-play mentoring session to practice how to motivate, prepare, and encourage an adult learner, Mary, who is one week away from departing for a 1-month on-the-job training abroad (as part of a 6-month long up-skilling course locally). This is Mary’s first time living abroad, and she is anxious and feels overwhelmed with preparation work.
You are Mary’s trainer in her home country, and you are conducting the final coaching session before her departure.
TASK:
Find a partner to take on the role of Mary.
Conduct a 10-minute coaching session focusing on how you would support Mary in managing her anxiety and feeling prepared for her departure.
After the session, get feedback from your partner on your approach and its impact.
Reflect on the experience, noting areas of strength and potential improvement.
Take the Quiz! (to be updated)
Barriers to learning for disadvantaged groups
https://assets.publishing.service.gov.uk/media/5b7d2ea2ed915d14d88482d6/Barriers_to_learning_-_Qualitative_report.pdf
Knowles’ Adult Learning Theory or Andragogy
https://www.youtube.com/watch?v=kga7re5JYA8
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