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Adult Education Literature Review

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In order to test the veracity of the information gathered and to expound on and expand the discussion on the topic under review, it is important to assess existing research. This review of literature focuses on the adult education and social entrepreneurship with specific reference to the importance of the adult educator and the social entrepreneurship practitioner as drivers of development the communities in which they work. It also highlights challenges that practitioners may face in the execution of their duties. The prevailing socio-economic challenges in Jamaica are given special attention since these affect the entire population, especially the un-attached youth. Special emphasis is also placed on charting the progress of social entrepreneurship …show more content…

Alvord, Brown and Letts (2004) contend that many social issues can be addressed through the implementation of social entrepreneurship projects and programmes. They further argue that these programmes create innovative solutions to social problems and mobilise ideas, capacities and resources required for successful social transformation. In supporting the emergence and importance of social entrepreneurship programmes, Williams and K’nife (2012) opine that social enterprise delivers social services to transform lives through the creation of social value. Similar views are expressed by Mair and Marti (2004) and Steyaert and Hjorth (2006) who propound that social entrepreneurship projects can lead to significant socio-economic change in the communities in which they are implemented. This is in line with the position taken by Ashoka (2014) that social entrepreneurs are changing the face of business worldwide through the development of social industries. A similar view was presented by Peredo (2012) who contends that not only are social entrepreneurship programmes transformative for the communities in which they are implemented, but they impact surrounding …show more content…

According to Merriam and Brockett (2007) adult education is intended to engage in the learning process those individuals whose social roles, age or perception of self, define them as adults. Merriam and Brockett (2007) contend that these individuals come to the learning environment with prior knowledge, interests, competencies and experiences that influence the way they approach the education process. Cercone (2008) propounds that the 21st century adult learner is concerned with finding opportunities to advance his or her education and career, while dealing with their everyday experiences and activities. Kroth and Boverie, (2009) proffer the idea that today’s adult learners expect a system that is malleable enough to embrace the uniqueness of each individual. In order to meet these challenges, the adult educator has to be very open in his or her

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