Adult Learning in the Context of Comparative Higher Education

The growing trend in the interconnectivity of knowledge, ideas and change dynamics is not a preserve of the pedagogical process rather, it is fundamentally driven and sharpened by all forms of andragogical processes. Globally, it is observed that the impact of illiteracy is usually transmitted and predicated on the adults in the society. This then measure the extent of stability, peace, cohesion and sustainability of development. The amount of knowledge acquired by the adults in a knowledge society determines the impact of change, adaptation to change and management of change which may be derived from science, economy, environment, technology, education, peace and literacy itself. There is no doubt therefore that adults contribute significantly to the global dynamics of change and development. Hence, the context of adult learning in terms of what, how, when and where they learn is critical to the new education horizons given the divergence in educational ideas from different societies. This paper therefore takes a comparative perspectives on adult learning, change dynamics in adult literacy and the impact as a new stance in educational global best practices.