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Journal articles on the topic 'Adult education Adult education Adult education Adult education'

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Published: 4 June 2021

Last updated: 15 February 2022

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1

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

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2

Perez, Jose Tomas Pastor. "Adapting adult education to today's society." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (2017): 346–56. http://dx.doi.org/10.18844/gjhss.v3i1.1784.

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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

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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

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9

Callender, Willard D. "Adult Education as Self Education." Adult Education Quarterly 42, no. 3 (1992): 149–63. http://dx.doi.org/10.1177/074171369204200303.

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This paper argues that adult education can best be seen as self-education. A context, beginning definition, and concept of that term are described, along with a model and supporting guides for conducting self-education. The paper concludes with an examination of why the profession of adult education would be founded more soundly on this basis than upon alternative assumptions.

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10

‘Aini, Wirdatul. "Adult Self-Concept." Digital Press Social Sciences and Humanities 6 (2020): 00001. http://dx.doi.org/10.29037/digitalpress.46367.

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Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school sh

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11

Kasworm, Carol E. "Adult Learning and Adult Education (review)." Review of Higher Education 29, no. 2 (2006): 248–50. http://dx.doi.org/10.1353/rhe.2005.0084.

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12

Benning, Alfons. "Adult Education Handbook." Philosophy and History 20, no. 1 (1987): 33–35. http://dx.doi.org/10.5840/philhist19872018.

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13

Sticht, Thomas G. "Adult Literacy Education." Review of Research in Education 15 (1988): 59. http://dx.doi.org/10.2307/1167361.

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14

Clover, Darlene E. "Environmental Adult Education." Adult Learning 13, no. 2-3 (2002): 2–6. http://dx.doi.org/10.1177/104515950201300201.

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15

Hurst, Alison. "Adult Conductive Education." Physiotherapy 87, no. 7 (2001): 387. http://dx.doi.org/10.1016/s0031-9406(05)60879-6.

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16

Smith, Robert M. "Adult Civic Education." Journal of Higher Education 63, no. 2 (1992): 238–40. http://dx.doi.org/10.1080/00221546.1992.11778360.

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17

Smith, Robert M., and David L. Boggs. "Adult Civic Education." Journal of Higher Education 63, no. 2 (1992): 238. http://dx.doi.org/10.2307/1982170.

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18

Elias, John L. "Adult religious education." New Directions for Adult and Continuing Education 2012, no. 133 (2012): 5–12. http://dx.doi.org/10.1002/ace.20002.

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19

Genglin, Gu. "Rural adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 23–31. http://dx.doi.org/10.1002/ace.36719883705.

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20

Yuancheng, Zhu. "Adult social education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 53–58. http://dx.doi.org/10.1002/ace.36719883708.

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21

Wanbing, Zhang, Wang Xiaolai, and Li Lei. "Special adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 59–63. http://dx.doi.org/10.1002/ace.36719883709.

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22

Nesbit, Tom. "MAPPING ADULT EDUCATION." Educational Theory 49, no. 2 (1999): 265–79. http://dx.doi.org/10.1111/j.1741-5446.1999.00265.x.

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23

Giannoukos, Georgios, and Georgios Besas. "Adult Education and Learning Theories." International Letters of Social and Humanistic Sciences 60 (September 2015): 34–38. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.34.

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Adult education first started at the beginning of the 20th century when it became mandatory to improve the educational level of the adult trainees and also to train them professionally, culturally and socially (Kokkos, 2005). Especially during the last decades, globalization along with the technological advancements, demands continuous education and training due to the high competition and to the need to improve the economy. Besides that, social reasons urge adult education such as sudden social changes in our contemporary society (migration for financial reasons, social exclusion as a result

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24

Abraukhova, Valentina, and Anastasija Zimovetc. "Transformation in Russian adult additional education." E3S Web of Conferences 273 (2021): 12125. http://dx.doi.org/10.1051/e3sconf/202127312125.

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The present work considers the development of adult education in Russia from the elimination of illiteracy from the late 19th -early 20th centuries to the use of information and communication technologies at the beginning of the 21st century. The aim of the article is to consider the stages of development of adult education and to determine at the stages of development the most sought-after educational areas and technologies in additional adult education. In this work, differences in the process of teaching children and adults are considered, an excursion is made into the history of the format

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25

Wang, Victor X., and Vivian W. Mott. "From Politicized Adult Education to Market Oriented Adult Higher Education." International Journal of Adult Vocational Education and Technology 1, no. 1 (2010): 49–71. http://dx.doi.org/10.4018/javet.2010100904.

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This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti’s (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult learners in Southeast China and Northeast China. The results of the study showed that adult educators in Southeast China were andragogical in their instruction while their counterparts in Northeast China were pedagogical although the difference (p&gt;0.0

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26

Hammond, Merryl. "Making adult education research more consistent with adult education principles." Studies in Continuing Education 12, no. 1 (1990): 1–12. http://dx.doi.org/10.1080/0158037900120101.

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27

Gatzoulis, Michael A. "Adult congenital heart disease: education, education, education." Nature Clinical Practice Cardiovascular Medicine 3, no. 1 (2006): 2–3. http://dx.doi.org/10.1038/ncpcardio0382.

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28

Kilic, Cigdem, and Canan Aydogan. "Concept of “ethics” in family education considered withın the scope of adult education." Journal of Education and Sociology 4, no. 2 (2013): 128–31. http://dx.doi.org/10.7813/jes.2013/4-2/20.

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29

Prof. K. Sudha Rani, Prof K. Sudha Rani, Dr T. Ananda Dr. T. Ananda, and M. Krishnaveni M. Krishnaveni. "Education for Employability-The Role of University Adult Education Department-An Indian Experience." International Journal of Scientific Research 2, no. 5 (2012): 93–94. http://dx.doi.org/10.15373/22778179/may2013/34.

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30

Nthiga, Purity M., Gatitu E. Kiguru, and Phyllis W. Mwangi. "Adult education and development." Msingi Journal 1, no. 1 (2019): 18–34. http://dx.doi.org/10.33886/mj.v1i1.93.

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The Incheon Declaration 2015- “Towards 2030: a new vision for education,” recognizes the important role of education as the main driver of development, and therefore commits to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all(p. i).” The declaration further commits to “ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy levels and acquire life skills and that they are provided with adult learning and training opportunities (p. 7).”” This commitment is a clear recog

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31

Vaganova, Olga I., Irina V. Rudenko, Server N. Bekirov, Leviza I. Abbasova, and Maxim M. Kutepov. "Modern technologies of adult education." Revista Amazonia Investiga 9, no. 28 (2020): 57–64. http://dx.doi.org/10.34069/ai/2020.28.04.7.

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The motivation to constant knowledge update is due to the dynamic scientific and technological progress, which affects the change of all spheres of human activity. Employees of many organizations are in need of both professional development as well as obtaining a new specialty in order to maintain and improve their own competitiveness. In these conditions, higher educational institutions focused on adults training, are looking for new ways that will improve the formation of adult students competence. The purpose of the article is to analyze the experience of modern technologies implementation

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32

Boiarska-Khomenko, Anna. "Regulatory support of adult education in EU countries." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 105–10. http://dx.doi.org/10.28925/1609-8595.2018.3-4.105110.

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In the article, the analysis of the European Parliament's normative legal documents on adult education has been carried out. The role and significance of lifelong learning at the present stage have been determined by the help of normative acts. Trends and vectors of adult education development are: popularization of education among the adult population, the use of the latest educational technologies, improvement of teaching methods, involving different target groups in education, formal recognition of non-formal and informal education, provision of qualified pedagogical personnel to the adult

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33

Boggs, D. L. "Civic Education: An Adult Education Imperative." Adult Education Quarterly 42, no. 1 (1991): 46–55. http://dx.doi.org/10.1177/074171369104200104.

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34

Porras-Hernández, Laura Helena, and Bertha Salinas-Amescua. "Nonparticipation in Adult Education." Adult Education Quarterly 62, no. 4 (2011): 311–31. http://dx.doi.org/10.1177/0741713611406980.

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In this article, the authors propose that dispositional factors do not sufficiently explain nonparticipation in adult education programs. Many nations report low participation rates, but empirical studies have usually been conducted with enrolled adults. This study, however, included 279 poorly educated mestizas and Native women in two regions of Mexico who were not participating in institutional programs; a mixed quantitative–qualitative methodology was used. The study focused on self-perceptions and beliefs, assuming that values for these variables would be low acting as dispositional barrie

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35

Kerry, Trevor, and Peter Jarvis. "Adult Education and the State: Towards a Politics of Adult Education." British Journal of Educational Studies 42, no. 1 (1994): 97. http://dx.doi.org/10.2307/3122230.

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36

Sura, Nataliya. "Adult Education in Foreign Languages: Interactive Settings, Models, Practice." Education and Pedagogical Sciences, no. 3 (175) (2020): 52–63. http://dx.doi.org/10.12958/2227-2747-2020-3(175)-52-63.

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The article dwells upon modern English as a Second Language (ESL) educational settings which are based on innovative technologies modernizing the gist of adult education in a foreign language and containing organizational models of the learning process, founded on the dialectical commonality of ESL methodologies. Program models for ESL education that can be realized at university departments under certain conditions are presented. It has been identified that ESL learning via mobile devices and apps, modern tech and computer-based technologies facilitates the individualistic approach of teachin

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37

Henschke, John A. "Book Review: Adult Education and Adult Learning." Adult Education Quarterly 56, no. 1 (2005): 68–70. http://dx.doi.org/10.1177/0741713605280170.

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38

Kang, Dae Joong. "Book Review: Adult Education and Adult Learning." Journal of Transformative Education 4, no. 1 (2006): 85–90. http://dx.doi.org/10.1177/1541344605282420.

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39

Tarkhanova, Irina, Oksana Pavlova, and Voldemārs Arnis. "QUESTIONS HEALTH SAVING IN ADULT EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 573. http://dx.doi.org/10.17770/sie2016vol3.1466.

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The article actualizes the problem of decreasing of the physical activity of a modern man, describes the results of the research of the adult population with application of the International questionnaire for assessing physical activity (IPAQ). Based on the analysis of the obtained results a model of the education of adults to healthcare issues. Possible ways of socialization and recreation of the adult population through the implementation of educational programs are discussed.

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40

Muhammad, Musa Usman. "ADULT EDUCATION AND NATIONAL TRANSFORMATION IN NIGERIA." Sokoto Educational Review 16, no. 1 (2015): 10. http://dx.doi.org/10.35386/ser.v16i1.61.

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This is a discussion on Adult Education programmes and National Transformation in Nigeria. The study was necessitated by observing the various efforts made by the Nigerian government, local and international interventions from 1980s to date and the present literacy rate and the present level of development in Nigeria. Adult education connotes a desirable change that can improve the role of adult population in their community and national development. It is not the children, but the adults who hold in their hands the destiny of a society. The paper reviewed the various transformational plans im

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41

Zemaitaityte, Irena. "NON-FORMAL ADULT EDUCATION IN LITHUANIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 577. http://dx.doi.org/10.17770/sie2017vol2.2338.

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The article reviews the regulatory legal documents for non-formal adult education and lists the diversity of institutions providing non-formal adult education. Non-formal adult education forms a large part of a permanent education system and is an active factor in stimulating Lithuanian democracy growth; it empowers individuals and social groups to deal with social, economical and political problems by advanced critical thinking and assists adults in gaining diverse approaches to tolerance. A system of non-formal education consists of training institutions, voluntary organizations, culture and

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42

AlZain, Al Zain. "Theories in Adult Learning and Education." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (2019): 139–42. http://dx.doi.org/10.32674/jimphe.v4i1.1689.

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Theories in adult learning and education is a book written in a form of study guide. The author divides the book into two parts. Part one describes the theories of learning; its definitions and its implications on adult learning and teaching. Part two focuses on the global trends of adults' participation in learning. The audience of the book are educators who involved in adult teaching and learning at secondary and post-secondary settings. Unlike traditional chapter books, this study guide challenges the reader by providing exercises and tasks. The purpose of the exercises and tasks is to invi

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43

Barnes, Adrienne E., Young-Suk Kim, Elizabeth L. Tighe, and Christian Vorstius. "Readers in Adult Basic Education." Journal of Learning Disabilities 50, no. 2 (2016): 180–94. http://dx.doi.org/10.1177/0022219415609187.

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The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower o

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44

Knox, Alan Β. "Comparative Adult Education Research." Bildung und Erziehung 50, jg (1997): 317–30. http://dx.doi.org/10.7788/bue-1997-jg26.

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45

Марусяк, Т. С. "Adult education: sociological aspects." National Technical University of Ukraine Journal. Political science. Sociology. Law, no. 3(43) (June 24, 2019): 99–103. http://dx.doi.org/10.20535/2308-5053.2019.3(43).195690.

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46

Quitllet, Rosa. "Unesco and adult education." Educar 7 (January 1, 1985): 119. http://dx.doi.org/10.5565/rev/educar.574.

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47

Connolly, Bríd. "Adult and Community Education." Maynooth Philosophical Papers 3, no. 9999 (2006): 36–46. http://dx.doi.org/10.5840/mpp20063supplement18.

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48

Zhiyentayeva, B. "Features of Adult Education." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 128, no. 3 (2019): 42–48. http://dx.doi.org/10.32523/2616-6895-2019-128-3-42-48.

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49

Vrečer, Natalija. "Empathy in Adult Education." Andragoška spoznanja 21, no. 3 (2015): 65–73. http://dx.doi.org/10.4312/as.21.3.65-73.

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Empathy is an important part of emotional intelligence and the latter is crucial for human relations, whether they be interpersonal relations, relations among people at work, or in a wider community. Therefore, empathy is important for adult education, for guidance counsellors, and for other adult educators. Adult educators must be empathic in order to understand the perspectives and needs of the participants in the educational process and empathy is a precondition for understanding. The development of empathy as a competence is a lifelong learning process. Namely, despite some biological pred

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50

Frey, Patricia, and Ronald M. Gillum. "Politics and Adult Education." Adult Learning 5, no. 1 (1993): 5. http://dx.doi.org/10.1177/104515959300500102.

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