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Journal articles on the topic 'Adult education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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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

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

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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 integrati

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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.

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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 he

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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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5

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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6

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

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7

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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8

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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9

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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10

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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11

Anastasia, Papadopoulou1* Manolis Koutouzis2. "Adult Education." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. VI (2024): 50–58. https://doi.org/10.5281/zenodo.14048665.

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<strong>Abstract</strong> <em>The innovative institution of Second Chance Schools (SDE) is a relatively modern educational intervention whose goal is the social and economic integration of adults, whose formal qualifications are judged to be deficient and insufficient within the context of the modern learning society.</em> <em>The teachers of Second Chance Schools play a fundamental role in achieving the above goals. Who are the institutional mediators between the educational system and the students of these schools? Within this context, the institution of educational evaluation comes to funct

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Kilgour Anderson, Patricia. "Rural Adult Education: Reflections of a Student Educator." Canadian Journal for the Study of Adult Education 18, no. 2 (2004): 44–56. http://dx.doi.org/10.56105/cjsae.v18i2.1834.

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This essay takes the reader through the 20-year personal journey of the author as an adult student and subsequently an adult educator in rural Alberta. Six "truths" learned by the author about returning adults in rural settings are presented, and challenges to rural adult education discussed. Résumé Cet essai fait revivre au lecteur les 20 ans de l'auteure à titre d'apprenante adulte, puis de formatrice, dans une région rurale de l'Alberta. L'auteure présente six « vérités » apprises aufil des ans sur les adultes qui reviennent sur les banes d'école dans les régions rurales. Elle énonce aussi

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13

‘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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14

Ogechi, Nkemjika, and Ugwuoke Ngozika Josphine. "Security Education in Adult Education Curriculum for Sustainable Development." Edumania-An International Multidisciplinary Journal 01, no. 02 (2023): 70–86. http://dx.doi.org/10.59231/edumania/8975.

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Insecurity poses colossal peril in carrying out meaningful sustainability. And education that embraces security concepts, skills and knowledge is one of the veritable tools in curbing insecurity. This type of education could be most effective if it draws its learners from adult, as adults are the pillar behind any meaningful peace, security and sustainable development in any community. It is on this note that the paper examined security education in adult education curriculum for sustainable development. The population of the study was four hundred and sixty-five (465) facilitators of Adult Ba

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15

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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16

Dehkonovna, Isroilova Shohida. "TECHNOLOGICAL INNOVATIONS USED IN ADULT EDUCATION." IQRO 04, no. 01 (2023): 22–25. http://dx.doi.org/10.37547/iqro-volume04-issue01-06.

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This article argues that as technology continues to evolve, it is critical for language teachers and institutions to stay abreast of the latest developments and leverage their opportunities to create inclusive, dynamic, and learner-centered language learning experiences for older adults. importance is said. It was also suggested that language teaching can be further improved through the use of technological advances, which will ensure that older students can fully enjoy the benefits and opportunities offered by technology in their language learning journeys.

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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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18

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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19

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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20

ÖZDEMİR, Osman. "Türkiye’de Yetişkinlere Uygulanan Eğitim Yönetiminin Kapsam ve İlkeleri." Journal of Social Research and Behavioral Sciences 10, no. 21 (2024): 53–67. http://dx.doi.org/10.52096/jsrbs.10.21.05.

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Many elements such as the developments in the field of science and technology, the extension of life expectancy, innovations and changes in professions make it necessary to constantly update the knowledge acquired in formal education. For this reason, it is considered necessary to maintain the education received at a certain period of life during adulthood. These requirements have created the result of the birth of the field of adult education. Under this heading, the concept of adult and adult education, the scope and principles of adult education, and the reasons that require adult education

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21

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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22

Alibabić, Šefika, and Emir Avdagić. "Razvojni elementi u strategijama obrazovanja odraslih." Obrazovanje odraslih/Adult Education, no. 1 2013 (2013): 33–52. http://dx.doi.org/10.53617/issn2744-2047.2013.13.1.33.

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One of the basic and dominant ways of realising life-long educational and learning is educating adults. Success of this process requires adequate enivronment supporting permanent and continuous acquiring new knowledge and skills. Education of adults is the area which has been neglected in the countries of South - Eastern Europe due to many transitional problems, first of all economic ones. Although it has been becoming more and more important issue of the educational policies in the region, adult education has not become the priority yet. Some countries of the South-Eastern Europe have adopted

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23

Zarestky, Jill, and Lauren Vilen. "Adult STEM Education for Democratic Participation." Adult Learning 34, no. 3 (2023): 157–67. http://dx.doi.org/10.1177/10451595231153133.

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Many key concerns require engagement with science, technology, engineering and mathematics (STEM) knowledge. Consider the complexity and nuance of climate change, energy policy, health and medicine, and data security. Informed voting or decision-making on such issues is no easy task; effective participation in our society requires considerable STEM capabilities. Education of all age groups is essential for a scientifically knowledgeable population involved in making democratic decisions about the future. Lindeman argued for adult education learning processes hand-in-hand with democratic proces

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24

GUȚU, Vladimir. "Pecularities of evaluating methodology of learning and education of adults." Acta et commentationes: Științe ale Educației 31, no. 1 (2023): 131–40. http://dx.doi.org/10.36120/2587-3636.v31i1.131-140.

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Adult learning and education can be seen as the fourth pillar of lifelong learning – alongside school education, professional training and higher education. Adult learning and education falls under the general forms of education: formal, non-formal and informal, being predominantly of a non-formal and informal nature. This system allows any adult to develop personal and professional skills, thus becoming an active member of society. The methodological framework for adult learning and education in this system is a main component, but the establishment of a mechanism for evaluating its theoretic

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25

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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26

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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27

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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28

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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29

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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30

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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31

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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32

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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33

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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34

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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35

Reischmann, Jost. "Comparative Adult Education." Hessische Blätter für Volksbildung 59 (June 1, 2009): 140–51. http://dx.doi.org/10.3278/hbv0902w140.

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36

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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37

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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38

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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39

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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40

Scutaru-Guţu, Adela. "Online Adult Education." Journal of Educational Theory and Practice DIDACTICA PRO... 20, no. 2-3 (120-121) (2020): 65–68. https://doi.org/10.5281/zenodo.3931144.

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Adult education in the context of lifelong learning is currently being mentioned quite a lot in the public discourse, although in the Republic of Moldova, its meaning is often narrowed to continuing professional training. The article argues for a deeper and wider understanding of the phenomenon and for acknowledging that non-formal adult education is a friendly framework for personal and community development. The sudden need to switch from face-to-face teaching and learning to online interaction generated a number of challenges, but also an opportunity for an unconventiona

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41

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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42

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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43

Başkan, Yusuf, and Mehmet Bars. "Opinions of Classroom Teachers Working in Public Education Centers on Adult Education." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 12, no. 1 (2022): 275–304. http://dx.doi.org/10.31704/ijocis.2022.012.

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This research aims to examine the opinions of classroom teachers working in public education centers on adult education. One of the qualitative research designs, a basic qualitative research design, was used. The research group of the research was determined through criterion sampling, and criteria such as a permanent or contracted classroom teacher linked with the Ministry of National Education and having worked or working in public education facilities were sought from the participants. The research group of the research consisted of 20 participants. A semi-structured interview form was used

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44

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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Ryu, Bora, and Hyesun Paik. "Korean Language Education in Adult Reading Groups from a Lifelong Education Perspective." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 10 (2025): 450–65. https://doi.org/10.22251/jlcci.2025.25.10.450.

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Objectives The purpose of this study is to explore how Korean language education takes place in adult from the perspective of lifelong education. Specifically, the study investigates the nature and meaning of Korean language education in adult reading groups and the educational support needs of adult learners. Methods This research adopts a case study approach based on semi-structured interviews. The participants consist of four individuals: participants and facilitators from both public library reading groups and private reading groups. Data analysis was conducted using transcribed interview

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46

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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47

Toiviainen, Hanna, Natasha Kersh, and Jaakko Hyytiä. "Understanding vulnerability and encouraging young adults to become active citizens through education: the role of adult education professionals." Journal of Adult and Continuing Education 25, no. 1 (2019): 45–64. http://dx.doi.org/10.1177/1477971419826116.

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The recent debate on active citizenship and adult education has been strongly underpinned by the discussion on how active citizenship could be exercised in a way that would promote inclusion and participation. The paper focuses on the role of adult educators in encouraging young adults in vulnerable life situations to become active citizens specifically through two empirical cases, from Finland and England (UK). The central questions the paper seeks to answer are: how do adult educators conceptualise vulnerability, and how do they see their role as facilitating young adults' active citizenship

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48

Marčić, Siniša. "Percepcija građana Bosne i Hercegovine o obrazovanju odraslih." Obrazovanje odraslih/Adult Education 11, no. 1 2011 (2011): 63–79. http://dx.doi.org/10.53617/issn2744-2047.2011.11.1.63.

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Adult education is often described as a ''second chance'' for adults to determine their knowledge level or to acquire new knowledge level or to acquire new knowledge and skills in order to become more more competitive in the labour market. This paper presents the results of empirical research on the awereness of B&H citizens of the importance of adult education, adult education programmes and willingness to participate in those programmes. The results indicate that the majority is aware of the importance of adult education and is ready to participate in existing programmes in order to acqu

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49

Miljković, Jovan. "Model upravljanja isntitucijom za obrazovanje odarslih." Obrazovanje odraslih/Adult Education 9, no. 2 2009 (2009): 21–32. http://dx.doi.org/10.53617/issn2744-2047.2009.9.2.21.

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The paper considers different aspects of adult education institution management. Adult education institution is viewed in context of its position in the Educational system, and variable and constantly changing environment, which demands continuing adaptations and lifelong learning. In such situation, the paper considers various options of adult education institution management and proposes a model that should take into account multidimensionality of the studied phenomena. The problem is approached in an interdisciplinary manner, from the positions of educational sciences and disciplinary manag

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50

Gonzáles, José Luis Arias, Bryan Sebastián Alfaro Castillo, Mario José Vasquez Pauca, and Milagros del Rosario Cáceres Chávez. "Educational technology applied to adult education." International journal of health sciences 6, S1 (2022): 142–48. http://dx.doi.org/10.53730/ijhs.v6ns1.4758.

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Adult learning has been ubiquitous not only in the institutions of higher learning but in the lower learning institutions. As shown by many authors, adult learners often bring with them a high level of experience and higher expectations that positively reflect their performance in their classroom-based activity. This study is done explicitly on educational technology applied in adult learning to enhance the learning activities and increase the level of enrollment in adult learners. Also, the study brings to light how significant technological advancement in education is to adult learners since

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