Relevant bibliographies by topics / Adult education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adult education'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Adult education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Adult education"

1

Till, Barry. "Adult education ‐ or the education of adults." Policy Studies 6, no. 1 (July 1985): 59–66. http://dx.doi.org/10.1080/01442878508423438.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Antonios, Tsartsarakis, and Kyriakidou Rodopi. "Adult Education." IOSR Journal of Humanities and Social Science 29, no. 11 (November 2024): 08–11. http://dx.doi.org/10.9790/0837-2911070811.

Full text
Abstract:
Adult education has been in the spotlight in recent years and many teachers choose to engage in it, mainly for personal, social and professional purposes. Adults, trying to cope with constant growth, acquire more and more qualifications, either for personal pleasure or to achieve goals and ambitions. The acquisition of qualifications in Greece is done through various training programs, which are now also done with the help of modern technological means, such as digital platforms and online courses. In addition to the above, adult education can help educate immigrants for their faster integration into society. As the characteristics of adult learners differ from those of children, adult education offers more flexibility and the individual needs and aspirations of each learner are taken into account.
APA, Harvard, Vancouver, ISO, and other styles
3

Čerkez, Anes, and Denis Berberović. "Stavovi i mišljenja odraslih o elementima promotivnog miksa i promociji programa obrazovanja odraslih." Obrazovanje odraslih/Adult Education, no. 1-2 2022 (2023): 19–52. http://dx.doi.org/10.53617/issn2744-2047.2022.22.1-2.19.

Full text
Abstract:
Following modern global trends in the commercialization of education and adopting the lifelong learning concept, as well as rapid development of adult education in Bosnia and Herzegovina, this research connects the adult education field with one of the vital management models in each organization/company's practice – marketing management. The number of adult education providers is increasing, but practical tools and research of their scope of work are in deficit. With the intention to contribute to the improvement of the theory and practice of adult education and marketing management and to help adult education providers adjust their promotional messages to their target groups, for the purpose of this research, the population of adults is divided into four generations: Baby Boom, X, Y and Z. This research aims to understand opinions and attitudes of the four generation's representatives on the elements of the promotional mix of educational institutions and determine whether changes between them exist or not. A qualitative research approach has been used in collecting primary data with focus groups as the main research method. The final result of this research is a projection of twenty recommendations to adult education providers (public and private schools, organizations and adult education centers), which are not only applicable in these education institutions. Other companies and organizations creating offers for age-segmented markets could also benefit greatly from these recommendations.
APA, Harvard, Vancouver, ISO, and other styles
4

Russo, Marianne Robin. "Social Justice and Adult Education." International Journal of Adult Vocational Education and Technology 3, no. 4 (October 2012): 14–23. http://dx.doi.org/10.4018/javet.2012100102.

Full text
Abstract:
It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton’s philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.
APA, Harvard, Vancouver, ISO, and other styles
5

Chopra, Suneet, and Chris Duke. "Adult Education." Social Scientist 14, no. 2/3 (February 1986): 87. http://dx.doi.org/10.2307/3520177.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gessner, Barbara A. "Adult Education." Nursing Clinics of North America 24, no. 3 (September 1989): 589–95. http://dx.doi.org/10.1016/s0029-6465(22)01516-x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Keating, Ross. "Adult Education." Teachers College Record 106, no. 2 (February 2004): 225–27. http://dx.doi.org/10.1111/j.1467-9620.2004.00331.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rismark, Marit, and Silje Sitter. "Adult Education." Scandinavian Journal of Educational Research 47, no. 5 (November 2003): 495–510. http://dx.doi.org/10.1080/0031383032000122426.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Markson, E. W., and C. Bolton. "Adult Education." Gerontologist 25, no. 4 (August 1, 1985): 436–37. http://dx.doi.org/10.1093/geront/25.4.436.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Peterson, D. A. "Adult Education." Gerontologist 25, no. 6 (December 1, 1985): 657. http://dx.doi.org/10.1093/geront/25.6.657.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Adult education"

1

Wyatt, James. "Adult Education." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/475.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Thomas, R. Bradford. "Discovering why adults do not participate in formal adult education." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019468.

Full text
Abstract:
Institutions of formal education have a survival interest in the question of why most adults do not participate in more formal adult education. This study, using a descriptive approach, gathered evidence from 16 adults (8 males and 8 females) who had not participated in formal education in the past 10 years. The evidence gathered was used to answer the question, How do adults, who have not participated in formal education as adults, describe their reasons for not participating? The evidence was gathered from multiple individual interviews and two focus groups.Much of the previous research in discovering why adults did not participate in formal education has been done from the perspective of the participating adult. An examination of this previous research identified job related reasons as the prominent reasons adults gave for participation in formal education. Barriers/deterrents to participation were most often identified as lack of time and money; however, the study presented here found neither money nor time reported as important reasons for nonparticipation in formal education for adults.The informants in this study answered the question clearly. They did not participate in formal education for adults because they found no need for, or value in, additional formal education. Furthermore, they had no interest in exploring potential benefits.Some research on participation in formal adult education shows some adults who participated, did so for social reasons. The informants in the study presented here may have avoided formal education for social reasons, that is, a fear of failure in that context. All informants were satisfied with the way they learned needed skills and/or knowledge. Previous formal education, schooling, was not recognized as an important contributor to the informants' current or future adult lifestyles. Schooling, as described by the informants, was not credited with providing them with understanding, knowledge, and/or skills required to find employment or to support or enhance their adult lifestyles.Hands-on, and less often reading, were the methods employed by the informants and their peers. There seemed to be a threat to their self esteem if they were involved in formal adult education to gain skill and/or knowledge.
Department of Educational Leadership
APA, Harvard, Vancouver, ISO, and other styles
3

Dunn, Anne Maureen. "Music education : an adult education perspective." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Waldrum, Sharon Gatling. "African American Adult Education Professors: Perceptions of Graduate Studies in Adult Education." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001277.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Barnett, Deborah R. "Adult Education: Motivation and Recruitment of Working Adults in the Pursuit of Higher Education." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/349.

Full text
Abstract:
Adult learners, particularly working adults pursuing higher education, face barriers which may be different from their traditional counterparts. In addition to issues of time and money which many students find challenging, working adults also balance job responsibilities and may have to juggle family responsibilities. These barriers, combined with the fact that some higher education institutions are still not fully recognizing this growing student population in regards to scheduling and services, leave working adults with limited access to higher education opportunities. This study was conducted in a rural Midwestern area which, like much of the United States, had experienced an economic downturn. Research was conducted using two groups of working adults within a 60-mile radius of Southern Illinois University Carbondale: those who were currently enrolled in a degree seeking program and those who were not currently furthering their education but may have had a desire to do so. The goal was to gain understanding about the demographics of these two groups, the barriers that may hinder their educational goals, and what higher education institutions can do to address those barriers in order to develop the knowledge and skills of working adults educationally with a goal to, in turn, develop the regional economically and educationally.
APA, Harvard, Vancouver, ISO, and other styles
6

Gerhard, Gabrielle. ""It was like a first step" : student transitions from adult basic education participation to community college enrollment /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7702.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bayliss, P. J. "Current changes in adult education." Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/10242/.

Full text
Abstract:
The subjects of this thesis are the current changes in adult education and their effects, focusing on the provision of local education authority (LEA) adult education. I have discussed the past century of adult education and related more recent policies to a case study of an adult education centre. LEA management structures of five counties were analysed and linked to their adult education provision. Within these counties I have investigated LEA adult education providers' partnerships, particularly those with secondary schools and further education (FE) colleges. Structured interviews were conducted with students, county administrators and a Department for Education and Employment (DfEE) adult education policy team leader. Lifelong learning is high on the political agenda throughout Europe, both for its alleged ability to improve national competitiveness and for the promotion of social cohesion. Yet at the same time LEA adult education has been marginalised as a direct result of government policy. Legislation weakened local authorities and divided the curriculum which left only the, so called, 'leisure' classes for adults to be organised by LEAs. Moreover, marketplace competition between providers has inhibited collaborative partnership. In the 2000 Learning and Skills Act, LEAs have the opportunity to make a 'key contribution' to the provision of adult education. The results of my research suggest that some LEAs must restructure and then cultivate harmonious partnerships in order to play a major part in developing a learning society.
APA, Harvard, Vancouver, ISO, and other styles
8

Luscinski, Autumn. "Best Practices in Adult Online Learning." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.

Full text
Abstract:

Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor’s degrees, and in 2012, 33.5% of Americans held bachelor’s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor’s degree earn approximately $2.27 million, those with master’s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011).

Unfortunately, the increase in college degree attainment in the United States does not include all Americans. Among low-income students, degree attainment has been fairly flat for several decades (Mortenson, 2016). Although education can be a great equalizer and opportunity generator, among lower income students it is often times an insurmountable challenge to obtain a bachelor’s or post baccalaureate degree. College students can have challenges in obtaining learning opportunities due to factors beyond their control, such as geography and access to quality instruction.

In order to provide equity and opportunity for nontraditional students who either working, have family responsibilities, or are low income or first generation college attenders, it is important to make every effort to connect these students with meaningful and attainable opportunities to obtain a college degree. One such delivery model of curriculum is online learning. Online learning in higher education—in which students are obtaining bachelors, masters, or doctoral degrees—takes place either partially or fully in a virtual environment accessible from e-learning devices such as laptops, tablets, or smartphones.

The goal of this study was a greater understanding the best practices in adult online education. The participants in the study were asked to help identify both the challenges and successes experienced in their online learning environments. While success in both teaching and learning is subjective, the data revealed a number of common themes, which indicated similar elements that lead to success in an online environment in areas of curriculum design, classroom management, and use of technology.

APA, Harvard, Vancouver, ISO, and other styles
9

Walter, Woodrow James. "Books in Religious Adult Education Valued by Professional Religious Adult Educators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc935810/.

Full text
Abstract:
This research focused on discovering the most valued books in adult religious education through a survey of professors of adult religious education and in bibliographies of recent dissertations in adult religious education. Three groups of adult religious educators participated in the survey: the religious adult educators who are members of the adult sections of the Association of Professors and Researchers of Religious Education and North American Professors of Christian Education, and professors of adult religious education in Southern Baptist theological seminaries. In addition the author surveyed the adult religious education dissertation bibliographies for the period 1980-1995 to discover the most frequently cited adult religious education books. The author developed a listing of 312 adult religious education books published in English. Then a jury of three experts in the field choose seventy-seven books which they valued. From this list the three groups of professors choose books according to three criteria: textbooks they used in adult religious education courses, books they recommended as additional reading, and books they valued in the field.
APA, Harvard, Vancouver, ISO, and other styles
10

Keuch, James F. "An examination of educational principles as applied to an on-going congregational program of childhood and adult education." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Adult education"

1

United States. Superintendent of Documents. Adult education. Washington, D.C: U.S. G.P.O., Supt. of Docs., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Prasad, D. Rajendra. Adult education. New Delhi: Ashish Pub. House, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Drodge, Stephen. Adult education. Newcastle-under-Lyme: AAL Publishing, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Murayama, Yuka. Adult education. Tōkyō: Gentōsha, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Seetharamu, A. S. Adult education. New Delhi: Ashish Pub. House, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pati, Sura Prasad. Adult education. New Delhi: Ashish Pub. House, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

McNair, Stephen. Adult education. Birmingham: INLOGOV, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ireland, Teachers' Union of. Adult Education. Dublin: Teacher's Union of Ireland, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Commission on Adult Basic Education. Adult basic education. Athens, Ga: Commission on Adult Basic Education, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kirkwood, Gerri, and Colin Kirkwood. Living Adult Education. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-552-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Adult education"

1

Potter, Jeremy. "Adult Education." In Independent Television in Britain, 244–51. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09907-8_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fitzsimons, Gail E., Helga Jungwirth, Jeurgen Maaß, and Wolfgang Schloeglmann. "Adults and Mathematics (Adult Numeracy)." In International Handbook of Mathematics Education, 827–76. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Westwood, Peter Stuart. "Adult Numeracy." In SpringerBriefs in Education, 67–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3761-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

English, Leona M., and Peter Mayo. "Environmental Adult Education." In Learning with Adults, 189–96. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

English, Leona M., and Peter Mayo. "Adult Health Education." In Learning with Adults, 197–206. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lucio-Villegas, Emilio. "Claiming Adult Education." In Adult Education in Communities, 1–24. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-043-7_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Johnson, Nina M., Elizabeth Osborn-Kibbe, and Tina Rousselot de Saint Céran. "Decolonizing Adult Education." In Reimagining Adult Education as World Building, 91–111. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003371359-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Griswold, Wendy. "Adult Environmental Education." In Career Pathways in Adult Education, 81–90. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003259602-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Carlson, Marie, and Bengt Jacobsson. "Neoliberalising adult education." In Neoliberalism and Market Forces in Education, 123–37. Abingdon, Oxon ; New York, NY : Routledge, [2019] | Series: Routledge research in education policy and politics: Routledge, 2019. http://dx.doi.org/10.4324/9780429470530-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hanson, Cindy, and JoAnn Jaffe. "Decolonizing Adult Education." In The Handbook of Adult and Continuing Education, 341–49. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-42.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Adult education"

1

Dužević, Ines, Mario Vučić, and Tomislav Baković. "EVALUATING SERVICE QUALITY IN CROATIAN ADULT EDUCATION INSTITUTIONS." In 17th annual International Conference of Education, Research and Innovation, 3765–70. IATED, 2024. https://doi.org/10.21125/iceri.2024.0956.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Giossi, Styliani (Stella), and Achilleas Gkamanis. "LIFELONG LEARNING AS ENABLER FOR ADULT EDUCATORS’ AND ADULT LEARNERS’ WELL-BEING: A CRITICAL REVIEW." In 17th annual International Conference of Education, Research and Innovation, 7130–37. IATED, 2024. https://doi.org/10.21125/iceri.2024.1721.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hegyesi, Franciska, Jozsef Kopjak, and Rita Osz. "Educational strategies in adult education." In 2014 IEEE 9th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2014. http://dx.doi.org/10.1109/saci.2014.6840064.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dementieva, T. G. "FOREIGN LANGUAGE ENVIRONMENTAL EDUCATION FOR SPECIALISTS AS A FACTOR OF SUCCESSFUL PREPARATION TOWARDS INTERCULTURAL COMMUNICATION." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-53-56.

Full text
Abstract:
The purpose of additional adult education is the personal development of students as subjects of intercultural communication. Foreign language environmental education of specialists is one of the conditions for successful preparation for intercultural communication. To achieve this goal, teachers use various pedagogical technologies for teaching adults, which helps to increase the communicative motivation of adult students, increases their activity, and contributes to the intensification of the educational process. The article presents the experience of working with the educational material of the authentic textbook «EDITO A2», dedicated to the analysis of environmental problems in francophone countries: France, Belgium, Switzerland and Canada.
APA, Harvard, Vancouver, ISO, and other styles
5

Silvestru, Catalin ionut, Virgil Ion, Marianernut Lupescu, Camelia ramona Silvestru (bere), and Vasilica cristina Icociu. "EPALE FOR ONLINE ADULT EDUCATION IN ROMANIA." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-247.

Full text
Abstract:
Taking into account the growing importance of online platforms for education, the current case study focuses the viability and high effectiveness of online adult education and training of EPALE in Romania. EPALE (Electronic Platform for Adult Learning in Europe) represents a multilingual community for teachers, trainers, academics, policymakers and anyone else with a professional role in adult learning across Europe. The case study is based on a quantitative analysis, focusing on the various reasons why online adult education and training represents a good step in lifelong education. The present study presents a formal quantitative point of view, based on survey conducted on various age categories of people. The methodology is based on statistical quantitative survey, using a questionnaire with 20 questions and grows upon the result of 3 open questions. The survey is constructed upon the active population of EPALE adult education programs collecting the data using an online platform. By using a random online survey, we support our conclusions using a fixed sample of the population. The main variables taken into consideration are: age, number of adults that are active in EPALE online education programs, regions, urban and rural areas. Using the ANOVA statistical test and studying the Independent T-test and Paired Sample T-test, we conclude with regard to the possible differences within the studied groups on the usage, viability, and effectiveness of EPALE adult education in Romania. After studying the survey results on a quantitative level, we can intervene and conclude on the importance of lifelong learning that is statistically sustained by EPALE online adult education.
APA, Harvard, Vancouver, ISO, and other styles
6

Decesare, Tony. "The Adults Are Not Alright: Theorizing Adult Democratic Education." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2011091.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hegyesi, Franciska, Krisztina Nemethy, Jozsef Gati, and Gyula Kartyas. "New education challenges in adult education." In 2015 IEEE 13th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2015. http://dx.doi.org/10.1109/sisy.2015.7325390.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Madlenakova, Lucia, and Margita Majercakova. "BARRIERS IN ADULT EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2054.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jekabsone, Inga. "COVID-19 AND ONLINE ADULT EDUCATION: A COMPARATIVE STUDY." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.080.

Full text
Abstract:
Covid-19 had tremendously affected the way how people learn. As a general tendency, the sector of adult education has transformed towards digitization offering a wide range of online adult education programmes, including in geosciences. Due to the Covid-19 related restrictions, educational institutions offering adult education programmes were forced to develop their strategies on how to adapt to the new reality. Within this study, a comparative analysis of three adult education institutions representing Latvia, Poland and Sweden is conducted. All three case studies present different approaches to the implementation of online adult education. The paper aims to analyse the approaches of three different adult education institutions to adapt to the pandemics focusing on the concept of online adult education. Used research methods: scientific literature review, expert interviews, statistical analysis. The main findings of the research show that all three adult education institutions used different strategies to adapt to the Covid-19-related restrictions. The digital skills of adult learners are the main factor that affected the strategies of analysed adult education institutions. Low digital skills are the main factor that hinders the development of online adult education. However, at the same time, the research has demonstrated the advantages of online learning and its growing role in the future of adult education.
APA, Harvard, Vancouver, ISO, and other styles
10

"Adult Mental Health and Education." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium104-107.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Adult education"

1

Panitsides, Eugenia. Adult education: Reaching the unreached. Emerald, January 2022. http://dx.doi.org/10.35241/emeraldopenres.1114922.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sibieta, Luke, Ben Waltmann, and Imran Tahir. Adult education: the past, present and future. The IFS, June 2022. http://dx.doi.org/10.1920/bn.ifs.2022.bn0344.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhang, Yuan, Elizabeth Frankenberg, and Duncan Thomas. Education and Adult Cognition in a Low-income Setting: Differences among Adult Siblings. Cambridge, MA: National Bureau of Economic Research, April 2024. http://dx.doi.org/10.3386/w32362.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wolf, Alison, Imran Tahir, Patrick Bennett, Andy Westwood, and Alun Francis. Adult education: making it a genuine second chance. The IFS, June 2022. http://dx.doi.org/10.1920/ps.ifs.2024.0183.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

Full text
Abstract:
In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
APA, Harvard, Vancouver, ISO, and other styles
6

Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Waltmann, Ben, Imran Tahir, and Luke Sibieta. Big changes ahead for adult education funding? Definitely maybe. Institute for Fiscal Studies, April 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0325.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1349.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

McAlary, Patrick, and Natasha Mutebi. Upskilling and retraining the adult workforce. Parliamentary Office of Science and Technology, December 2021. http://dx.doi.org/10.58248/pn659.

Full text
Abstract:
This POSTnote provides an overview of adult upskilling and retraining in the UK. It outlines the national context around adult education, including issues around supply and demand of skills as well as funding and participation rates. It also discusses the key outcomes and impacts of adult learning. This briefing focuses on 19+ adult learning and excludes university education.
APA, Harvard, Vancouver, ISO, and other styles
10

Heuer, Annika, Luis Serratos-Sotelo, and Andreas Motel-Klingebiel. Perceptions of and participation in adult learning and CVET activities. Linköping: Linköping University Electronic Press, December 2024. https://doi.org/10.3384/asc.012.

Full text
Abstract:
Key Findings Perception goes with participation - If adult learning and continued vocational education and training (CVET) activities are considered important, the likelihood of engaging in different types of adult learning and CVET activities increases.General affectedness - This relationship has been found for participation in all kinds of adult learning and CVET activities included in this study: formal, non-formal work-related, non-formal non-work-related, and informal.Age and status gap - Adults who are younger, higher educated and white-collar employed are more likely to participate in all four types of adult learning and CVET activities.Gender gap - Women are more likely to participate in adult learning and CVET activities compared to men.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Adult education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography