Search results

The adoption of the Sustainable Development Goals in 2015 was welcome globally, mainstreaming sustainability in all sectors, including education and training under Goal 4, which advocated “inclusive and equitable quality education and promotion of lifelong learning opportunities for all”. However, is it realistic to attain a substantially equitable adult education policy amidst the hegemony of neoliberal regimes and utilitarian approaches? Our data, drawn from the OECD Survey of Adult Skills and the European Adult Education Survey (AES), highlight, in alignment with relevant research, that education and training opportunities are still significantly unequal, failing to reach those adults more at risk, reproducing a “Matthew” effect. Against this backdrop, the present policy brief reiterates important parameters that have emanated from relevant research, which can formulate a set of concrete measures that bear the potential to facilitate the “unreached” not simply to participate, but also to substantially benefit from adult education, mitigating social inequalities.

The purpose of this paper is to gain meaningful insights in the learning background, experiences and potential of Muslim minority women in Western Thrace.

Qualitative data were obtained through 12 semi-structured interviews, which underwent a three-level qualitative analysis, following the “grounded theory” methodology.

It was depicted that Muslim minority women in Western Thrace are susceptible to patriarchal gender norms governed by stereotypes that restrict women to reproductive and caring roles and deprive them of the fundamental human right to education. Although the data suggest that learning in adulthood evidently bears some transformative dynamic, the limited adult learning experiences of some interviewees in this study are far from accounting for any substantial transformation at the personal or community level.

Subjectivity, biased responses and a limited sample are among research limitations, impeding the generalization of the results and calling for further investigation.

The originality of the study stems from providing a difficult to reach sample of underprivileged women with the opportunity to express their views and perceptions as regards education and learning, drawing on the identification of specific areas for potential interventions in order to transform their lives and communities.

The Hellenic Open University (HOU) has recently ‘crossed the Rubicon’ into the e-learning era, offering learners the opportunity to attend online classes. For the teaching personnel, the specific change initiative involved stress-generating issues, associated with the ability to use new technologies and tools, and apply online active learning methods and techniques, as well as with issues related to e-learning effectiveness and self-efficacy. On these grounds, a qualitative study was conducted seeking to investigate academics’ views about the challenges they faced, influencing the implementation and effectiveness of online classes. Fifteen semi-structured interviews were conducted with randomly selected academics who taught online classes. The data of the interviews underwent a three-level qualitative analysis, following the ‘grounded theory’ methodology. Besides the limitations inherent in the study, the important point was that it enabled important aspects of issues related to design and delivery of effective online courses to be highlighted. The findings of this study clearly depicted the need to support academic staff on multiple levels in their endeavour to implement online courses.

The world’s educational space is facing critical issues from globalization, accessibility and effort to integrate both technology and learner-centered knowledge. Educational practitioners, scholars and influencers are enthusiastic about infusing technology in their pedagogy and teaching–learning practices. There is a growing concern among policy-makers about the learning benefits of inducing technology into education, the psychological impact using technology and the safety of the information in learning environments. However, radical changes have taken place in the socio-political world, and education has become more democratized and humanized. Students are made aware the value of knowledge in a hyperconnected world and the need to continually learn throughout all stages of life. Successful inculcation of knowledge cannot happen only by improving the curriculum but also by achieving through an all-round development that allows the students the freedom to choose and participate in independent activities that result in social welfare and community well-being. The debate as to how to maximize the use of technology in education continues. This book aims to address the humaneness that surrounds the world of technology in education. It highlights the use of emerging technologies in pedagogy and case studies are cited to address the ongoing debate that technology brings a positive effect on education and mankind. The demand for technology continues as mankind faces unprecedented challenges where classroom education may not be possible. Technology continues to fulfill the challenges of creating a more democratic educational environment.