A NEEDS-BASED APPROACH TO ADULT EDUCATION: USING TABA’S MODEL

Abstract

Adult education programmes often use fixed curricula that do not fully meet adult learners' needs, interests, experiences, and daily realities. This paper examines a needs-based approach to adult education by using Taba’s curriculum model. The study uses thematic analysis to examine selected literature on adult education, adult learning, curriculum development, and learners’ needs. The thematic analysis produced ten themes, four of which emerged as main themes: identifying learners' needs, using learners' experiences in teaching, connecting learning to practical life, and evaluating the curriculum regularly. The findings show that Taba’s model is useful for adult education because it begins by identifying learners’ needs. It then guides teachers and curriculum planners in setting objectives, selecting and organising content, choosing learning activities, and evaluating learning outcomes. The study also finds that the model can make adult education more relevant, flexible, practical, and learner-centred. It is recommended that curriculum planners involve adult learners, teachers, employers, and community members in curriculum development. Curriculum planners should also conduct regular needs assessments and include learners’ prior knowledge and experience in classroom activities. Adult education curricula should be reviewed regularly to ensure that they remain relevant to changing social, personal, and employment needs. The paper concludes that Taba’s model offers a useful framework for shifting adult education from a fixed, content-focused process to a more responsive, needs-based form of education.