Abstract
Adult educators have long dreaded and cherished the challenging, yet absolutely necessary, activity of program planning. Without an integrated process of arranging disparate puzzle pieces to help navigate the turbulent waters of politics and logistics, organizations of adult and continuing education would likely operate as rudderless ships, blindly veering from learning objectives tied to limited resources. Rosemary Caffarella and Sandra Daffron (2013) make the challenging interactive planning process interesting, relevant, and effective in the third edition of the classic Planning Programs for Adult Learners.
Caffarella and Daffron (2013) are experienced adult education scholars–practitioners who have organized the text to interest both novice and expert program planners. The authors update the established interactive model of program planning with “classical and current descriptions of the program planning process” (p. xxii). By likening the program planning process to swimming in an ocean, Caffarella and Daffron draw readers’ interest and link the content to personal experiences. Beginners will find the integrated, 11-element model intriguing, in particular its flexibility and streamlined description. In addition, premium content, accessible with an e-mail address and password, offers learners the opportunity to immerse themselves in the material.
The book presents the interactive model of program planning with the intent that the reader will apply the model in relevant work settings. In this new edition, the authors have reviewed the assumptions that frame the model and its components; therefore, practitioners can readily use it in their own contexts and cultures. For example, Caffarella and Daffron (2013) question assumptions in five areas that significantly affect contemporary planning. These factors form the base categories of key tasks in the model: technology, adult learning, cultural differences, relationship building, and power and interest. Although the model differs from former versions, the essence remains the same: Planning is not a sequential activity but an interactive process patterned off the situation. Caffarella and Daffron preserve and present this essential meaning in a practical manner for application. For example, they present instructional planning techniques in Chapter 8 by using numerous methods that accommodate a variety of learning preferences. Text passages describe the theory and sources related to instructional planning, graphic exhibits provide practitioners helpful hints, interactive exercises at the end of the chapter enable readers to reflect on individual techniques, and online resources provide further examples of techniques by learning outcomes. In addition, checklists provide hands-on resources for several subjects, including a revamped emphasis on ethical decision making. By presenting relevant content in an interesting manner, the authors successfully address effective program planning for contemporary practitioners.
Planning Programs for Adult Learners (Caffarella & Daffron, 2013) relates content to practical application. The authors successfully tie together current literature, a variety of content presentation modes, and contemporary issues. For example, several scenarios—more than previous editions—encourage deeper reflection on globalization, non-Western cultures, adult literacy, community development, and information technology. These narrative learning techniques offer yet another medium whereby readers can relate to a broad range of material. Readers may find some tools more useful than others. Abstract thinkers, for instance, may not find the checklists particularly helpful in organizing their planning activities. The authors offer a wide selection of accessible tools to help practitioners understand and apply the material and implement the interactive model in their unique circumstances. The variety of presentation techniques is the hallmark of this refreshing book, and the authors achieve their desired effect: a seminal introduction and review of program planning.
In conclusion, Caffarella and Daffron (2013) have produced an interesting, relevant, and effective perspective on a classic and essential area of adult education: program planning. Planning Programs for Adult Learners will continue to be a required reference for adult educators who seek to acquire and hone essential skills for navigating the tumultuous seas of planning.