Journal articles: 'Adult education'

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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.

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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.

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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 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.

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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 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.

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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.

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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 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.

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

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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.

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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.

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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.

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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.

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

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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 (November 1, 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 les défis que revêt l'éducation aux adultes en milieu rural.

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Perez, Jose Tomas Pastor. "Adapting adult education to today's society." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 346–56. http://dx.doi.org/10.18844/gjhss.v3i1.1784.

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Dehkonovna, Isroilova Shohida. "TECHNOLOGICAL INNOVATIONS USED IN ADULT EDUCATION." IQRO 04, no. 01 (June 1, 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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Ogechi, Nkemjika, and Ugwuoke Ngozika Josphine. "Security Education in Adult Education Curriculum for Sustainable Development." Edumania-An International Multidisciplinary Journal 01, no. 02 (July 10, 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 Basic Education Programme in three out of the six education zones in Enugu State. Purposive sample was used to select 242 (129 males and 113 females) adult education facilitators who participated at NMEC (National Commission for Mass Literacy, adult and Non-Formal Education) organized capacity building programme for Nsukka education zone. Instrument for data collection was adult educators’ perception questionnaire titled” Adult educators’ Perception on Integrating Security education in Adult Education Curriculum for Sustainable Development (SEAECSD)” The instrument was validated and has a reliability coefficient of 0.86 determined through Cronbach alpha. The data collected were analyzed using mean and standard deviation in answering the two research questions posed to guide the study and a t- test statistic was used to test the null hypothesis. The findings revealed that adult education facilitators have a positive perception on integrating security education in adult education curriculum for sustainable development. It was recommended among others that relevant authorities in adult education programme and adult curriculum planning should endeavor to integrate security education in adult education curriculum for sustainable develop as no society can develop in a state of heighten insecurity.

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‘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 should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.

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Callender, Willard D. "Adult Education as Self Education." Adult Education Quarterly 42, no. 3 (March 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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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 of unemployment, etc). The adults have unique features and needs which make Adult Education an independent scientific field.

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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 formation of adult education in Russia. A modern picture of additional adult education is given. Based on the studies, the authors conclude that for adults the most sought-after educational field is the study of a foreign language using remote technologies.

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

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

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

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

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

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

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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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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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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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Zarestky, Jill, and Lauren Vilen. "Adult STEM Education for Democratic Participation." Adult Learning 34, no. 3 (August 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 processes, yet, once adults leave formal education, there are woefully few opportunities for the general public to learn or engage with STEM content. Adult education as a field has an important obligation to continue to support adults’ STEM learning. This obligation includes helping scientists and STEM educators better connect to adult learners in informal and nonformal settings. This paper explores adult STEM education for democratic participation. We begin with an overview of adult STEM education, followed by STEM knowledge and skills, with a focus on the utility and value of scientific processes and ways of thinking. We then continue with the function of STEM learning in democratic processes followed by frameworks of adult STEM, specifically scientific literacy and place-based education, and conclude with implications and recommendations for adult education practice.

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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 (January 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>0.05) between the means of adult educators in Southeast China and Northeast China was not statistically significant.

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

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Nthiga, Purity M., Gatitu E. Kiguru, and Phyllis W. Mwangi. "Adult education and development." Msingi Journal 1, no. 1 (February 8, 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 recognition of the role of adult education in development. Sadly, although adult education and lifelong learning are key for achieving social change and reducing poverty levels, the sector receives minimal attention in development matters in many African countries. According to UNESCO the adult education sub-sector of state education systems remains relatively underfunded and marginal despite the improved living conditions in many African countries since the 1990s. Few countries have specific, ratified national adult education policies while in some others adult education is seen as a human right but only practically enforceable subject to availability of resources. This paper outlines evidence of positive changes accrued from literacy and skills training project in one region in Somaliland. In addition to literacy and numeracy, the participants in the project were trained in tailoring or cookery as well as on health, nutrition, hygiene and entrepreneurship. More so, the project offered micro-credit to those wishing to start small businesses. Major developmental changes including employment, healthier families, businesses and better civic participation were realized by the individual participants, their families and the community. From this evidence the paper argues that it is important for countries in Africa to seriously harness the adult education sub-sector for development as one way of translating the Incheon commitment to tangible achievements

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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 (April 21, 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 in the process of adult education. The article reveals the possibilities of innovative educational technologies, their essence and role in modern professional education. The role of continuous adult students education is emphasized, their functions are highlighted. The authors have identified the features on which the teacher relies in the process of adults training, which helps to make the training more effective. The implementation of modern adult education is based on the following principles: problematical character (the teacher should remember that adult students may feel uncomfortable in a group, they may be unaccustomed to feel like students again, for this it is necessary to "immerse" them in favorable conditions of communication. Role-playing, "brain storm" (which is more often referred to as discussion technologies, but in gaming it also takes place), blitz games contribute to the removal of emotional tension and the formation of effective cognitive motivation; the principle of dialogical communication.The study conducted among students of professional development courses from the age of 32 to 45 showed the need for further introduction of modern educational technologies in adult education. Their capabilities make the learning process more intense, active, and at the same time contribute to the rapid achievement of positive results.

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

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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 education system. The tasks of adult education are: increasing access to adult education; development of new approaches to adult education; promotion of adult education among the public; encouraging the development of new adult education systems; comprehensive provision of high-quality non-formal and informal education for adults; promoting employers' awareness of the benefits of adult learning: adult education contributes to increasing workers’ productivity, competitiveness, creativity, introduction of innovations and entrepreneurship is an important factor of increasing the mobility of employees in the labor market encouraging adults to enter higher education institutions; promoting a balanced distribution of learning and educational resources throughout the lifecycle of a person; creation of well-developed educational provision for the elderly. The ways of realization of the set tasks are: to identify priority target groups for education at the national level; to educate adults in accordance with the stages; to offer adults an opportunity to take tests; to provide proposals for education for migrants; to carry out a periodic check of non-formal and informal education; to implement motivational and informational and advocacy measures. In the article, the main proposals of the European Parliament on further prospects for improving the adult education system have been highlighted.

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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 strategies of adult education and some principles of adult education, but their adoption does not mean implementation, i.e. the ''wheel'' which will start development of adult education and realisation of the educational aims. Considering the fact that the aim of the state policy of adult education is obtaining planned development of the area - planned building of the social surrounding and relevant mechanism and resources for education and learning of the adults, i.e. Creating the system for realising the mission of the for achieving the vision of the adult education, and it is necessary that these strategies an instrument of educational policy contain the key developmental elements. So, the intention of this paper is to see and determine the key developmental elements in the adopted strategies based on the critical analyses of the four strategies of the regional countries. The overall presence was measured bay the scale of estimation, and the basis of the esimation was the critical opinion of the researches during strategies analysis. The analysis resulted with the conclusion that the law of adult education and financing education of the adults as a developmental element belong of the category of ''very stressed developmental elements'' and the stuff for adult education are treated as developmental element which is inadequatly stressed (the average is 1. 75) in the analysed strategies. Law, financing, institutions and stuffd as developmental elements have been observed in our research individually - isolated as their developmental strenght which comes into full force in their mutual work. In this context, based on the analysis results, it can be concluded that each analysed strategy represents a strong developmental potential stressed through mutual work of developmental elements.

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ÖZDEMİR, Osman. "Türkiye’de Yetişkinlere Uygulanan Eğitim Yönetiminin Kapsam ve İlkeleri." Journal of Social Research and Behavioral Sciences 10, no. 21 (February 11, 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 are mentioned. The most important element that differentiates adult education from other fields is who an adult is and how adult education should be organized in this direction. Definitions related to the concept of adult differ in terms of treating the concept in biological, physical, psychological, cultural and legal contexts. The parallel treatment of adulthood with biological and social aging is one of the general orientations. In most societies, subjects such as completing compulsory education, working and getting married are considered the beginning of adulthood. The concept of adulthood, which refers to the state of being an adult, generally evokes maturation, independence, being able to make the right decisions about one's own life. The target group of adult education, which includes activities created to meet the educational needs and desires of individuals who are outside the scope of compulsory education and do not continue formal education at any stage of their lives, is adults. It is very important that adult education activities are planned and carried out according to the characteristics of adults. Adult education is a field that includes different traditions and has its own unique characteristics. Adult education offers a second chance to adults with the numerous programs it offers in many fields. It includes educational activities that support adults to improve the knowledge they have and to acquire new knowledge, to realize themselves and to maintain their professional development. Key Words: Education, Adult Education, Scope of Education, Principles of Education

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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 (June 18, 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 as a data collection tool in the research, and the data were collected as audio recordings. The results of the interviews with the teachers who could not get permission for the voice recorder were obtained by transcribing the words of the teachers. The content analysis method was used in the analysis of the data. Themes and sub-themes were formed from the answers given by the participants. Adult education is vital for individuals and society, and results showed that adults' responsible manners influenced adult education. Furthermore, adult education teachers saw that adult education has a wide range of working hours and that block lessons can be held as an advantage. It has been concluded that they see trainee absences and adults' focus on obtaining certificates rather than the educational process as a problem.

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GUȚU, Vladimir. "Pecularities of evaluating methodology of learning and education of adults." Acta et commentationes: Științe ale Educației 31, no. 1 (March 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 theoretical and procedural approaches is an indisputable condition for ensuring the quality of learning and formal and non-formal education of adults. The proposed concept is based on two dimensions: the evaluation of methodology of learning and education of adults as a science and part of andragogy and the evaluation of methodology of learning and education of adults as a set of strategies and didactic methods aimed at the formation in adults of certain competences, determined by their needs. A mechanism for evaluating the respective methodology in both dimensions is also proposed.

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Porras-Hernández, Laura Helena, and Bertha Salinas-Amescua. "Nonparticipation in Adult Education." Adult Education Quarterly 62, no. 4 (June 28, 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 barriers to participation; however, this hypothesis was not confirmed. On the contrary, high levels of self-concept, self-efficacy, and a belief that women are intelligent demonstrated that these women have a very positive self-image. Discussion points to sociocultural categories as an alternative explanation to why rural women harbor positive self-perceptions and why remedial basic adult education is not relevant to their social sphere.

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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 management.

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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 (March 12, 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 a higher percentage of students are busy people with different sets of commitments. The study suggests that faculty members' attitudes toward instructional technology, particularly those geared at adults, need to be re-evaluated to serve their students better. Instructors need to think about how technology might affect the development and use of andragogy in the classroom to help adult learners.

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

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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 (February 14, 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 through their teaching? The consideration of socio-cultural, socio-economic and political dimensions of active participatory citizenship provides the conceptual lens to explore young adults’ participation in different social contexts. The analysis of the case studies supports the argument that active participatory citizenship is indirectly rather than directly included in the education and training of vulnerable young adults. This leads the article to highlight the adult educators’ mediation work in facilitating the socio-economic and political dimensions of active participatory citizenship in interaction with the students. Their mediator role is broadly invisible and in contrast with the ideal of adult education as the straightforward path to socio-economic citizenship and employability.

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

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Ramdeholl, Dianne, Edith Gnanadass, Lisa Merriweather, and Ralf St. Clair. "Adult Education as a Human Right/Adult Education for Human Rights." Adult Education Quarterly 73, no. 4 (October 19, 2023): 343–44. http://dx.doi.org/10.1177/07417136231198375.

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Muhammad, Musa Usman. "ADULT EDUCATION AND NATIONAL TRANSFORMATION IN NIGERIA." Sokoto Educational Review 16, no. 1 (June 28, 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 implemented in Nigeria from 1980s to date. It also reviewed how the Chinese and American governments implemented and used adult education programmes to bring developmental changes in their countries. It concluded that, being a means of acquiring general knowledge, skills, values, social and political changes by adults, the Nigerian government did not give adult education due priority and that was why most of the government programmes and plans failed in the past.. Some of the recommendations include: to adequately finance adult education programmes and give sustainable and effective priority to achieve the desired objectives.

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Journal articles on the topic 'Adult education'

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