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Article
Publication date: 1 May 1968

Roger De Crow

No day passes in the United States without the invention of new kinds of adult education programmes, in which new subjects are taught to new audiences of American adults

Abstract

No day passes in the United States without the invention of new kinds of adult education programmes, in which new subjects are taught to new audiences of American adults whose educational needs have been neglected. Moreover, the established programmes grow ever larger. These learning activities take such a profusion of forms that we are forced to use abstract terms such as ‘programmes’ or even ‘experiences’ to encompass them. The motives of the continuing learners, are equally diverse; they study almost any subject one could mention, from the minutely practical to the sublimely abstract. Even now, almost every significant agency and institution in American society is involved, somehow, in the provision of these programmes, since the formal education system, though ever more deeply involved in adult education, can never meet all the educational requirements of these millions of adults.

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Education + Training, vol. 10 no. 5
Type: Research Article
ISSN: 0040-0912

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Book part
Publication date: 5 February 2018

John Holford, Marcella Milana and Palle Rasmussen

This chapter outlines key areas of literature and policy that have influenced or affected our research on the comparative study of adult education. Policy influences…

Abstract

This chapter outlines key areas of literature and policy that have influenced or affected our research on the comparative study of adult education. Policy influences include the growth of lifelong learning within a neoliberal framing since the 1990s and the rise of ‘evidence-based’ approaches with a narrow reliance on quantitative data. Much of our work has been inspired by the need to critique these trends, adopt broader approaches to lifelong learning and defend the more democratic traditions of adult education. Important areas of theoretical inspiration, many of which interrogate these policy developments, are also outlined. The critical reinterpretation of historical adult education practices is another important area of work and inspiration. In relation to sustainability, we have been influenced particularly by the capabilities approach.

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Annual Review of Comparative and International Education 2017
Type: Book
ISBN: 978-1-78743-765-4

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Book part
Publication date: 28 September 2020

This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge…

Abstract

This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge. According to recent studies, QA should have a formative character in order to facilitate targeted benefits for adult learners, whereas in practice AE in Latvia is more focussed on the institutional perspective rather than the individual’s needs and wishes. This is in contrast with the humanistic approach to adult learning and andragogy principles, which emphasise learner-centred education. The aim of the chapter is to research opportunities for improving the QA process in AE in Latvia in order to increase personal benefits for an individual. The systematic review of scholarly papers, monographs, scientific reports on QA in AE conducted in Latvia in the twenty-first century indicated a contradiction between the theoretical concepts applied to AE in Latvia and the implementation of the QA process in practice. This chapter contributes to the overall understanding of the terminology used in AE in the country, analyses the prevailing concepts and elaborates conclusions for QA improvements based on humanistic pedagogy principles.

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From Pedagogy to Quality Assurance in Education: An International Perspective
Type: Book
ISBN: 978-1-83867-106-8

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Book part
Publication date: 1 December 2014

Debra D. Bragg

President Obama positions community colleges as a linchpin of federal policy on education and training for citizens adversely affected by the recession. Chief among…

Abstract

Purpose

President Obama positions community colleges as a linchpin of federal policy on education and training for citizens adversely affected by the recession. Chief among recommended reforms is the notion of career pathways that enable students, especially non-traditional age adults, to participate in postsecondary education directed at employment.

Design/methodology/approach

This paper reviews the literature on career pathway reforms to describe these programs and the students who enroll in them. It also presents evidence from two third-party evaluations of federal grants supporting career pathway implementation.

Findings

Results suggest career pathway programs are spreading throughout the United States through unprecedented levels of federal funding. Adult learners are a primary target group, but more data are needed to determine on a deeper level who these students are and whether they are being well served.

Originality/value

This paper offers new information to help readers consider whether President Obama’s agenda will achieve its goals and positively impact college completion and economic recovery.

Details

The Obama Administration and Educational Reform
Type: Book
ISBN: 978-1-78350-709-2

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Article
Publication date: 9 July 2018

Karen Bordonaro

The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult

Abstract

Purpose

The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries.

Design/methodology/approach

This paper is a literature review.

Findings

This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners.

Originality/value

This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.

Details

Information and Learning Science, vol. 119 no. 7/8
Type: Research Article
ISSN: 2398-5348

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Book part
Publication date: 26 November 2020

Maria Brown, Maria N. Gravani, Bonnie Slade and Larissa Jōgi

This chapter discusses findings from a multiple case study of language learning programmes offered to adult migrant learners in Cyprus, Scotland, Malta and Estonia. First…

Abstract

This chapter discusses findings from a multiple case study of language learning programmes offered to adult migrant learners in Cyprus, Scotland, Malta and Estonia. First, using a cross-comparative policy analysis, the discussion synthesizes indicators of integration embedded in education policies and provisions for adult migrant learners. This analysis brings to light an overall inclusive approach: providers and programmes emerged as comparable in terms of type of programmes (formal, informal and nonformal; academic, vocational and interest-based); options available (academic, vocational and interest-based) and providers (state and civil society). However, policy analysis also illuminates restrictive indicators, such as traits of monocultural, generalizing policymaking that lacks consideration of sociodemographic differences between adult migrant learners. Secondly, the discussion validates the synthesized indicators by means of an analysis of qualitative data concerning the language programmes and related micro classroom-based practices, retrieved using qualitative research with adult migrant learners, their educators and related policy executives. Validated indicators include an inclusive approach to learners' entitlement to educational provision, as testified by educators' and policy executives' values and pedagogical approaches. Indeed, despite traits of monoculturalism and generalizing or homogenizing approaches identified at policy level, micro context data illuminated stakeholders' critical acknowledgement of the need of differentiated teaching and learning. Research-based recommendations include increased cooperation between state entities (e.g., inter-ministerial collaboration) and between state and civil societies, as well as professional development for adult educators that elicits their agency in proactively resisting and changing restrictive aspects of existent policies and practices.

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Book part
Publication date: 11 May 2007

Teresa Bracho and Arcelia Martínez

Among the compromises raised at the Education for All Conference held at Jomtien, Thailand, in 1990, and signed by Mexico and the rest of the countries that attended this…

Abstract

Among the compromises raised at the Education for All Conference held at Jomtien, Thailand, in 1990, and signed by Mexico and the rest of the countries that attended this Conference, were the reduction of the adult illiteracy rate by the year 2000, with sufficient emphasis on female literacy; and the expansion of provisions of basic education and training in other essential skills required by youth and adults, with program effectiveness assessed in terms of behavioral changes and impacts on health, employment and productivity. Based on a general revision of the things that the National Institute for Adult Education (INEA) reports have been its main policies and programs in the last few years, and on the results of a formative evaluation of the so-called “Programa Cero Rezago Educativo” (Zero Educational Delay Program), this chapter discusses some of the main strengths, weaknesses and challenges faced by INEA in order to address the compromises acquired more than 15 years ago.

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Education for All
Type: Book
ISBN: 978-0-7623-1441-6

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Article
Publication date: 1 January 1968

HILTON M. POWER

Since 1915 adult education in New Zealand has been chiefly the responsibility of the Workers' Educational Association. The Workers' Educational Association enjoyed a…

Abstract

Since 1915 adult education in New Zealand has been chiefly the responsibility of the Workers' Educational Association. The Workers' Educational Association enjoyed a virtual monopoly in the area until 1946 when National and Regional Councils of Adult Education were established in association with the University of New Zealand. Although the National Council held the purse‐strings, control of adult education rested chiefly with the University—related Regional Councils. Problems arising from the finance, control and stalling of adult education culminated in the passing of the 19G3 Act which eliminated the Regional Councils and established a reformed National Council. The implications of the Act are university acceptance of responsibility for adult education, financial support from the University Grants Committee and a decline of local influence on programmes. A crucial issue with the growth of university interest is whether there is likely to be a disproportionate growth of professional courses at the expense of liberal studies.

Details

Journal of Educational Administration, vol. 6 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 14 October 2007

Gordon Dadswell

The article briefly covers the establishment of the Workers’ Educational Association in both England and Australia. The development of the Workers’ Educational Association…

Abstract

The article briefly covers the establishment of the Workers’ Educational Association in both England and Australia. The development of the Workers’ Educational Association of Victoria is discussed in the context of the work of Atkinson. The idealism paradigm as exemplified in the writings of Atkinson is described and the relationship between the paradigm and adult ducation is made explicit. The development of realism is then discussed including the role of Hancock where his conceptualisation of social class is made explicit. Next the reaction by Badger to the concept enunciated by Hancock and applied to adult education is described. The article concludes by discussing the role of Badger in seeking to remove the WEAV as a major provider of adult education in Victoria.

Details

History of Education Review, vol. 36 no. 2
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 12 October 2020

Gustavo Cunha de Araujo

This paper aims to provide an overview of an expanded, workable conception of rural youth and adult education that will move Brazil closer to a fair, egalitarian society…

Abstract

Purpose

This paper aims to provide an overview of an expanded, workable conception of rural youth and adult education that will move Brazil closer to a fair, egalitarian society focused on human development.

Design/methodology/approach

This research uses a qualitative bibliographic perspective, analyzing historical data extracted from bibliographic and empirical research on rural education – assumptions for thinking about lifelong learning for young and adult peasants – and education and learning for all throughout life.

Findings

Education is critical in a democracy, forming the foundation of social, cultural and political citizenship, critical decision-making and an informed populace. Therefore, teacher education policies aimed at rural education in Brazil must be strengthened, funded and improved.

Research limitations/implications

This research does not present similarities and differences compared to European experiences; instead, it suggests expanding studies on this topic in other international contexts through developmental research to widen the discussion.

Practical implications

Providing high-quality, customized training for the teachers who teach the vastly diverse body of rural students is essential in terms of empowering and recognizing young and adult peasants’ right to learn.

Social implications

Education for all throughout life” has become a recognized right. Democracies must universalize this right by developing public policies, implementing them throughout the entire population and monitoring progress to verify that everyone – including the poorest peasant in the remotest countryside – has the tools to learn effectively.

Originality/value

By placing this study in the context of youth and adult learning, the study complements research that has addressed this topic in different international contexts, contributing broadly to knowledge regarding teacher education for rural areas and, more generally, to the implications of lifelong learning.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

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