Relevant bibliographies by topics / Adult Learning and Education (ALE)

Contents

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

Academic literature on the topic 'Adult Learning and Education (ALE)'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Adult Learning and Education (ALE)"

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Ojobanikan, Emmanuel Idowu, Njitum C. A. Mandah, and Abosede Olubukola Foyewa. "Assessment of Funding Approach to Adult Learning and Education in Rural Communities." Journal of Digital Learning and Education 4, no. 1 (2024): 61–72. http://dx.doi.org/10.52562/jdle.v4i1.989.

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The challenges of Nigeria as a nation require holistic approach and appropriate education to tackle for socio-economic development and peaceful co-existence of Nigerians. Adult learning and education (ALE) being a discipline with huge potentials for adults, is capable of tackling the problems. However, it needed to be scaled up through new initiatives and approaches. This study therefore, assessed the funding approach to ALE programmes in Ekiti State, Nigeria; with a view to understand how ALE programmes have been funded and implemented in Nigeria in recent times. Review of concepts and terms
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Chan, Benjamin Tak Yuen. "Interrogating Values of Adult Education Practice in Hong Kong." RUDN Journal of Philosophy 25, no. 4 (2021): 613–25. http://dx.doi.org/10.22363/2313-2302-2021-25-4-613-625.

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The practice of adult learning and education (ALE) in Hong Kong is lesser known to the wider community of ALE practitioners due to lack of exchanges with international peers. There is a small community of full-time ALE practitioners working mainly in university continuing education schools but a larger body of uncharacterised or alternative practitioners can also be found. Essentially, both types of practitioners are conservative in their outlook and they adopt strategies that align with market needs and priorities set by public funders. Under the backdrop of neoliberalism which has harmonised
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Fedeli, Monica, Paula Guimares, Heribert Hinzen, et al. "Higher education supporting the development of adult learning and education: Examples, experiences, expectations." Form@re - Open Journal per la formazione in rete 24, no. 2 (2024): 212–27. http://dx.doi.org/10.36253/form-15996.

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The article looks at global, regional, national and local dimensions in a diverse setting of the interplay of governmental, university and civil society partners. Higher education (HE) is called to support the recent discussions on the importance of adult learning and education (ALE) within lifelong learning. Therefore, during the Adult Education Academy (AEA) on international and comparative studies which met in 2024 at University of Würzburg for the 11th year as a study opportunity for PhD and Master students as well as practitioners, the authors agreed to contribute this paper to examine th
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Benmiloud, Donia, and Uwe Gartenschlaeger. "Building a New Social Contract: Adult Education and Learning as a Facilitator of Civic Education." New Directions for Adult and Continuing Education 2025, no. 185 (2025): 27–32. https://doi.org/10.1002/ace.20558.

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ABSTRACTThese are times of rapid change. According to the Marrakech Framework for Action, adult learning and education (ALE) can and should play an important role in equipping citizens with the necessary skills to participate actively in these processes and shaping the future. In this article, we share case studies from community projects in Tunisia and Germany to explore the impact of ALE on civic engagement. We reflect on the success of these ALE community projects to enable active citizenship.
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Scott, Leodis. "Ascension of Lifelong Learning for the Future of Learning Cities." New Directions for Adult and Continuing Education 2025, no. 185 (2025): 17–26. https://doi.org/10.1002/ace.20554.

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ABSTRACTPriority one of the Marrakech Framework for Action (MFA) involves promoting adult learning and education (ALE) within a lifelong learning perspective. This article intends to describe how the MFA places lifelong learning into a new era of ascension that will be transformational towards ALE, sustainable development goals, the world promise of peace, and the future expansion of learning cities, by citizens of lifelong learning, across all countries.
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Forman, Jason, Salmorbekova Aidai, Bolanle Oluwatoyin, et al. "Utilizing dimensions of quality as a framework for comparative analysis of adult learning and education." Andragoske studije, no. 1 (2024): 75–100. https://doi.org/10.5937/andstud2401075f.

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Quality is an important component for the assessment of education, including the education for all adults. Therefore, the question arises: how can such quality be enhanced, and what are potentially the influential factors in implementation? This paper reviews the process in which a group in the 2023 Adult Education Academy used a specific framework to conduct a comparative analysis of adult learning and education (ALE) among their home countries, which include Ecuador, Georgia, Kyrgyzstan, Nigeria, Portugal, and the United States. This framework focuses on three dimensions that are required fo
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Adela, Scutaru-Guțu. "The vocation of promoter of adult education." Journal of Educational Theory and Practice DIDACTICA PRO... 20, no. 5 (123) (2020): 35–38. https://doi.org/10.5281/zenodo.4256702.

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Current swift technological changes, as well as reconfiguration of the economic and social context invalidate faster than ever before the knowledge acquired in a formal context, no matter how much and successfully the educational system manages to ensure the modernization of processes. Thus, adult learning and education, in all its manifestations, not only in the sense of continuous professional training, becomes not only as a cardinal element of building a culture of lifelong learning, but also as a field of teacher reinvention, teaching career extension for as long as possible and maintainin
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Alamprese, Judith A. "Adult Learning and Education in Digital Environments: Learning From Global Efforts to Promote Digital Literacy and Basic Skills of Vulnerable Populations." Adult Learning 35, no. 2 (2024): 73–81. http://dx.doi.org/10.1177/10451595231204089.

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The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to “Adult Learning and Education in Digital Environments,” but discussio
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Griswold, Wendy. "CONFINTEA VII and the Call to Climate Action: Clarifying Roles for Adult Learning and Education." Adult Learning 35, no. 2 (2024): 92–101. http://dx.doi.org/10.1177/10451595231207352.

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Climate change and climate education concern more than climate and the environment, as our social and economic systems both rely upon and are impacted by climate and environment. We cannot address the human impact on our global climate and local environments without several nations reconstructing their social and economic systems to be equitable and inclusive. According to several key global guidance documents related to adult learning and education (ALE) and climate education, adult educators have significant roles in developing learners capable of engaging in climate and environmental action
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Avoseh, Mejai Bola Mike. "CONFINTEA Vll Marrakech Framework and the Challenge of and Urgency for Active Citizenship Education." Adult Learning 35, no. 2 (2024): 82–91. http://dx.doi.org/10.1177/10451595231207373.

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A rear-view mirror approach indicates that citizenship education and adult learning and education (ALE) for lifelong learning have been prominent throughout history, dating back to the League of Nations and continuing through the United Nations and UNESCO. The League of Nations was founded in 1920 after World War I when humanity realized that settling disputes through violence—bombs and guns—was indicative of lack of citizenship education. Central to the League’s Covenant was the need to employ “negotiation and arbitration.” In addition to the International Adult Education Conferences, UNESCO
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Dissertations / Theses on the topic "Adult Learning and Education (ALE)"

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Mancuso, Susan Karen. "Self-directedness, age, and nontraditional higher education /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7784.

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Curlewis, Margaret Judith, and meg curlewis@gmail com. "The Values that you hold: Encountering Change in an Adult Community Education Program in Victoria." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080207.142645.

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This thesis research reports on the Adult Community Education (ACE) sector in the Australian State of Victoria. Although it concentrates on Moreland Adult Education Assoc. (MAE) as a case study, it places MAE in the wider context of ACE in the local area of the Northern Metropolitan region of Melbourne. Although periodically referred to as the 'fourth educational sector' and funded by the same government departments as mainstream post-secondary sectors, ACE has always had a low profile and quasi-educational status due to the extreme variety of its venues, courses and locations, making it di
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Simpson, Darcia Lee. "A Qualitative Investigation of the Experience of African-American Adult Learners in the Third Age: Perceptions and Attitudes Towards Lifelong Learning." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1432557940.

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Michael, Ruth Rosina-Glass. "A description of learning in a group of well elderly over the age of 75." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774769.

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There is an acknowledged need for continual intellectual growth in older adults. This study describes the characteristics of learning practiced by a particular. group of well-elderly adults over the age of 75. Data were gathered self-reported learning experiences.A semi-structured interview was developed by the researcher to elicit responses in three areas that characterize learning: (1) decision to start to learn, (2) awareness of individual learning process, and (3) evaluation of their own learning processes. Fifteen members (n=10 women and n=5 men) of the Trinity United Methodist Church in
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Sears, Emma Jo Benson. "Self-Directed Learning Projects of Older Adults." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331838/.

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This study determined the number of self-directed learning projects undertaken by older adults and examined the motivational factors and anticipated benefits related to the learning activities. In addition, obstacles to conducting self-directed learning were identified by the respondents. A list of 20,032 names of adults, aged 50 or more years and residing in Tom Green County, Texas, was obtained from voter registration rolls and the residential rolls of four retirement complexes. Four hundred names were randomly selected to serve as the sample of the study. Of the 400 potential subjects, 120
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Fratzke, Betty Jane. "A study of the relationship between preferred learning style and personality type among traditional age college students and adult learners." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558375.

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The purpose of the study was to examine the relationship between preferred learning styles and prevailing personality types among traditional age college students and adult learners. Participants in the study were enrolled in either the undergraduate program at Marion College or the Leadership Education for Adult Professionals (LEAP) program at Marion College. Kolb's learning style inventory and the Performax Personality Profile (DISC) were self-administered to 221 traditional students and 253 adult learners. Kolb's learning style inventory was used to identify each learner's preferred style o
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WONG, Ka Fai. "A study of the universities of the third age in Hong Kong : an evaluation of elder academy model for the life long learning of older people." Digital Commons @ Lingnan University, 2013. https://commons.ln.edu.hk/soc_etd/31.

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Education aims at the development of knowledge and skills for its own sake and pleasure. People aged over 65 years currently comprise 11% of the Hong Kong population. Such aging population in Hong Kong constitutes a challenge to our society. To be adaptive to changes in the environment, especially in aging, more emphasis is placed on “lifelong learning” than on “lifelong education” for self-fulfillment Active aging is evidently supported as a solution to the impact of aging population. Lifelong learning is an important strategy for enhancing active aging. The provision and process of lifelong
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Benson, Katrina Rosamay. "Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606.

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Wallace, William Scott. "Portraits: Discovering Art as a Transformative Learning Process at Mid-Life." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1208450699.

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Flexner, Paul Arthur. "Facilitating adult jewish learning /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.

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Thesis (Ed.d.)--Teachers College, Columbia University, 1995.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).
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Books on the topic "Adult Learning and Education (ALE)"

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Slowey, Maria, ed. Comparative Adult Education and Learning. Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-422-0.

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This volume explores the topics of adult learning and education through the specific lens of comparative research. The book is divided into four chapters comprising two parts: an analytic essay followed by an anthology of readings from a selection of key texts intended to illustrate different perspectives, theories and/or approaches from varying perspectives in different countries. The book represents the second of a series dedicated to adult learning and education and developed within the ESRALE European project. Its companion books are: Empirical Research Methodology in Adult Learning and Ed
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Sava, Simona, and Petr Novotny, eds. Researches in Adult Learning and Education: the European Dimension. Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-425-1.

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The book represents several contributions that guide the readers in the comprehension of the paradigmatic shift from adult/lifelong education, to adult/lifelong learning. At the same time it presents the contexts where adults learn: the organized contexts, such as the institutions and services, and the informal contexts. The book is one of a series dedicated to adult learning and education developed under the auspices of ESRALE (European Studies and Research in Adult Learning and Education) an EU supported project. Its companion books are Maria Slowey (ed.) Comparative Adult Education and Lear
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Torres, Rosa María. Lifelong learning: A new momentum and a new opportunity for adult basic learning and education (ABLE) in the South. Institute for International Cooperation of the German Adult Education Association (IIZ/DVV), 2003.

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Great Britain. Department for Education and Employment. The learning age: A renaissance for a new Britain. Stationery Office, 1998.

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Finke, Wolfgang F. Lifelong learning in the information age: Organizing net-based learning and teaching systems. Fachbibliotak Verlag, 2000.

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Peter, Jarvis. Democracy, lifelong learning and the learning society: Active citizenship in a late modern age. Routledge, 2008.

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Peter, Jarvis. Democracy, lifelong learning and the learning society: Active citizenship in a late modern age. Routledge, 2008.

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Belèm, Brazil) International Conference on Adult Education (6th 2009. National report on the development and state of the art of adult learning and education (ALE) 2009. Directorate of Community Education, Directorate General of Nonformal and Informal Education, Ministry of National Education, 2009.

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T, Kidd Terry, and Keengwe Jared 1973-, eds. Adult learning in the digital age: Perspectives on online technologies and outcomes. Information Science Reference, 2010.

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Educational Resources Information Center (U.S.), ed. Adults who have a learning disability: A guide for the ABE instructor. ABE Model Project, Mississippi State University, 1995.

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Book chapters on the topic "Adult Learning and Education (ALE)"

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Nwizu, Stella Chioma, and Mejai Bola M. Avoseh. "Adult Learning and Education for Poverty Alleviation in Africa. Challenges and Opportunities for Women." In Adult Education and Social Justice: International Perspectives. Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0253-4.10.

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This chapter examines the contributions of Adult Learning and Education (ALE) towards empowerment and poverty reduction amongst women in Africa. The Sustainable Development Goals (SDGs) emphasise the need for countries of the world to ensure that poverty in all its forms is ended everywhere. SDGs 1, 2, 3, 4, 5, and 10 especially connect to the focus of this chapter. Despite the implementation of various programmes by African governments towards SDGs attainment, a substantial number of African women still live in poverty in many countries. ALE as an instrument for poverty alleviation has the po
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Maienza, Matteo. "Dall’inclusione alla valutazione. Spunti di riflessione per una didattica contemporanea." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.09.

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Can teachers' capabilities be defined as an environmental factor that can facilitate people with disabilities? To what extent can they be able to facilitate the activity and participation of students with disabilities? The need to combine personal and collective resources is expressed in the multiple inter-actions that occur on the educational and social levels. The roles and functions of assessment is a nodal point in support of the inclusive paradigm, first of all, is linked to the need for individual human fulfilment – that characterizes the ultimate goal of education: an education is only
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Ruffini, Costanza. "Comprendere un testo su carta o su schermo: il ruolo delle Funzioni Esecutive in età scolare." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.11.

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The literature indicates a disadvantage of reading comprehension in digital mode compared to reading comprehension in print mode. The shallowing hypothesis explains this disadvantage by suggesting that on digital, readers adopt a superficial reading mode that is not conducive to deep comprehension of what they read. At the same time, the cognitive load theory argues that digital carries a greater cognitive load than paper, which affects the effectiveness of understanding what is read. Existing studies showing the disadvantage of digital over paper focus mainly on adults, neglecting school-age,
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Breitschwerdt, Lisa, and Regina Egetenmeyer. "The International Adult Education Academy and Its Contribution to Professionalisation in Adult Education." In Re-thinking Adult Education Research. Beyond the Pandemic. Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0151-3.06.

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Planning and designing lifelong teaching-learning processes requires well-educated professionals in adult and continuing education. Against the background of changing social structures, they must be able to act confidently in interdisciplinary, cooperative and unpredictable interaction situations. This requires the development of professionalism in adult education with respect to the following perspectives: 1) interdependencies within the multi-level system of adult education, 2) inference between academic knowledge and adult educational practice, and 3) mediation processes between different s
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Lavanga, Francesco. "L’adolescente in relazione all’ecosistema ipertecnologico e lo sviluppo di nuovi modelli pedagogici per il XXI secolo." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.32.

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We live at the dawn of the hyper-technological era. Digital innovation is becoming increasingly intertwined with the biological dimension, influencing our languages, emotions and thoughts. The transformations of the relationship between human being and machine are triggering scientific-humanistic reflections useful for developing new paradigms of interpretation of an extended reality that overlaps the physical and virtual worlds. The human being is projected into an onlife dimension, where ICTs increasingly influence who we are, how we socialise, how we conceive reality and how we interact wit
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Mercugliano, Alice. "Indici predittivi delle abilità di lettura e scrittura. Una revisione sistematica PRISMA." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.34.

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Understanding the learning process of reading and writing requires an in-depth analysis of the predictive indices that determine their development. Their study is fundamental to both research and clinical practice, enabling the implementation of targeted educational techniques and the early identification of children at risk of learning disorders. This study explores the relationship between these indices and reading and writing skills through a systematic PRISMA review. Through a comprehensive search of various databases, 102 articles were identified that met the inclusion criteria. The resul
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Johansen, Caroline, Rhianon Williams, Ourania Xylouri, and Giuliana Panieri. "Connecting with The Deep: Lifelong Learning (LLL) and Marine Sustainability." In Emotional and Ecological Literacy for a More Sustainable Society. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56772-8_9.

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AbstractThis chapter frames marine sustainability within ongoing global and regional initiatives in lifelong learning and adult education. The authors of this chapter argue that to achieve the ambitious targets set out in the SDGs, our adult population must be able to recognise, engage with, and act upon economic, social, and environmental challenges. The authors of this chapter present the many barriers that adult learners experience and acknowledge the challenges of participation in non-formal education. We review current research into how we can effectively use learning, information, and me
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Woodin, Tom, Keith Vernon, and Linda Shaw. "A Short Golden Age? The Post-War Years." In Palgrave Studies in Adult Education and Lifelong Learning. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-72976-8_5.

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Abstract The euphoria of peace and hopes for a post war democracy had to be translated into practical solutions. Led by Robert Marshall, the College would enjoy a much-enlarged cohort from around the world. It embraced management education and social studies with the aid of scholarships from co-operative societies, as well as education for ‘colonial co-operators’ in a new course supported by the Colonial Office. Yet, the very forces of the labour movement, of which co-operatives formed an important part, were moving in a direction that would create dilemmas for co-operators. In fact, the end o
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Besche-Truthe, Fabian. "The Global Diffusion of Adult Basic Education." In Networks and Geographies of Global Social Policy Diffusion. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83403-6_4.

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AbstractAdult Basic Education is an essential tool of social policy. It aims at tackling unemployment, integrating marginalized groups, fostering development, etc. Despite the rising importance and attention to lifelong learning, past research barely investigated ABE as a specific (social) policy field. Mostly, this is due to the lack of systematic data and a focus on formal schooling. This chapter investigates which determinants are most influential on the adoption of policies concerning the basic education of adults. The contribution, thereby, adds to the understanding of diffusion processes
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Woodin, Tom, Keith Vernon, and Linda Shaw. "War and Peace." In Palgrave Studies in Adult Education and Lifelong Learning. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-72976-8_4.

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Abstract The death of Fred Hall and the outbreak of the Second World War held the College back. But war would nourish a democratic spirit in a highly mobilised country which saw itself as fighting for freedom and the defeat of fascism. Crucially, the College managed to continue operating and attracted younger co-operative employees and members as well as visitors from colonies and soldiers from Poland and Canada. War would also break many of the bonds of empire as colonial peoples asserted the need for their own freedoms which posed challenges for co-operators. In these difficult times, plans
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Conference papers on the topic "Adult Learning and Education (ALE)"

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Laky, Montgomery D., Gintaras V. Reklaitis, Zoltan K. Nagy, and Joseph F. Pekny. "Smart Manufacturing Course: Proposed and Executed Curriculum Integrating Modern Digital Tools into Chemical Engineering Education." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.199586.

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The paradigm shift into an era of Industry 4.0, also referred to as the fourth Industrial Revolution, has emphasized the need for intelligent networking between process equipment and industrial processes themselves. This has brought on an age of research and framework development for smart manufacturing in the name of Industry 4.0 [1]. While the physical and digital advancements towards smart manufacturing integration are substantial the inclusion of engineers themselves amongst this shift is often less considered [2]. There are educational efforts in Europe to create and implement smart manuf
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Giossi, Styliani (Stella), and Achilleas Gkamanis. "LIFELONG LEARNING AS ENABLER FOR ADULT EDUCATORS’ AND ADULT LEARNERS’ WELL-BEING: A CRITICAL REVIEW." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1721.

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Postan, Liliana. "Universal adult and generational adult: reflections on an education and learning plan." In Conferința științifică națională cu participare internațională "Integrare prin cercetare și inovare", dedicată Zilei Internaționale a Științei pentru Pace și Dezvoltare. Moldova State University, 2025. https://doi.org/10.59295/spd2024s.74.

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Lucrarea se referă la oferta de învățare pentru generațiile care ajung adulte într-o anumită perioadă socială și la adulție ca stare bio-pshiho-socială, cuprinsă în noțiunea de vârstă, în calitate de repere ale învățării permanente. Pentru acest obiect de studiu, am formulat sintagmele de adult universal și adult generațional. Adultul universal întrunește caracteristicile generale ale adulției: natura ființei adulte, aspectele fundamentale ale existenței și modurile prin care adulții își definesc și își trăiesc individualitatea și subunitățile maritală, parentală, social cetățenească, profesio
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Virag-Iorga, Cristina, and Cristian Silviu Banacu. "Adult Learning Methods in Health Education Institutions." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/72.

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The research aims to identify learning styles in health education institutions. The analysis was applied in post-secondary health schools, identifying in addition to the general characteristics of the group, particular aspects of the Kolb model, which determines the belonging to a learning style. The research tool used was Kolb's questionnaire, it was applied in two health education units, in order to be able to capture possible differences between the learning styles present in the respondents of the general nurse specialization. It should be noted that the emphasis was on the four learning s
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Silvestru, Catalin ionut, Virgil Ion, Marianernut Lupescu, Camelia ramona Silvestru (bere), and Vasilica cristina Icociu. "EPALE FOR ONLINE ADULT EDUCATION IN ROMANIA." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-247.

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Taking into account the growing importance of online platforms for education, the current case study focuses the viability and high effectiveness of online adult education and training of EPALE in Romania. EPALE (Electronic Platform for Adult Learning in Europe) represents a multilingual community for teachers, trainers, academics, policymakers and anyone else with a professional role in adult learning across Europe. The case study is based on a quantitative analysis, focusing on the various reasons why online adult education and training represents a good step in lifelong education. The prese
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Jekabsone, Inga, and Ina Gudele. "Challenges of the adult learning sector in context of COVID-19 in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.

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The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to a
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Boghikian-Whitby, Seta, and Yehia Mortagy. "The Effect of Student Background in E-Learning - Longitudinal Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3203.

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This study surveyed how students’ backgrounds prepare them for online education. The study compared learning outcome between traditional and non-traditional (adult) undergraduate students in online and face-to-face sessions; the difference in learning over time; and the effect of prior online experience. Student learning measurements included: pre-test, final examination (post-test), and final letter grade. Findings revealed that online education is as effective as F2F sessions and that learning has occurred. The study found a significant difference of learning outcomes over time. And that adu
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Steele, Debra, Sydney Fulbright, and Argie N. Nichols. "Age and technology: Adult learning performance in desktop virtual reality environments." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673624.

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Mackowicz, Jolanta, and Joanna Wnek-Gozdek. "IMPORTANCE OF EDUCATION IN OLD AGE IN THE CONTEXT OF ECONOMICAL MIGRATION OF ADULT CHILDREN." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0882.

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Lee, Ya-Hui, and Hsien-Ta Cha. "SUCCESSFUL SELF-EMPLOYMENT RE-EMPLOYMENT AMONG MIDDLE-AGED AND OLDER ADULTS IN TAIWAN: AN ADULT LEARNING PERSPECTIVE." In EduCon Tokyo – International Conference on Education, 20-21 January 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.0304.

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Global aging presents a significant challenge, leading to the rise of the concept of "encore career," where continue working after retirement benefits individuals, families, and society. This study aims to explore the re-employment process of middle-aged and older adults in Taiwan through self-employment. Using qualitative research methods, 33 successfully self-re-employed individuals were interviewed, with an average age of 57.3 and an average self-employment duration of 5.6 years. Findings include: (1) External factors for re-employment include meeting economic needs and ensuring financial s
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Reports on the topic "Adult Learning and Education (ALE)"

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

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Key Findings Perception goes with participation - If adult learning and continued vocational education and training (CVET) activities are considered important, the likelihood of engaging in different types of adult learning and CVET activities increases.General affectedness - This relationship has been found for participation in all kinds of adult learning and CVET activities included in this study: formal, non-formal work-related, non-formal non-work-related, and informal.Age and status gap - Adults who are younger, higher educated and white-collar employed are more likely to participate in a
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Hodge, Malliron, Zohal Shah, Marika Patterson, and Christina Luke Luna. Onboarding and Education Design Principles for Learning and Employment Records. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/194.

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This report represents another installment in our Learning and Employment Records (LERs) series, where we explored the unique challenges and opportunities that learners encounter when familiarizing themselves with LER technology. As the paradigm shifts towards skills-based hiring and career advancement gains momentum, it becomes imperative for technologies like LERs to provide a transparent, user-friendly, and accessible onboarding experience. Digital Promise collaborated closely with historically and systematically excluded (HSE) adult learners and workers, including those facing economic har
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Watson, Sophie. Student activism: Learning through doing. NZCER, 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and idea
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Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, et al. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/185.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ab
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Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, et al. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/183.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ab
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support
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McKinley, Matthew R. An Assessment of the Army Officer Education System From an Adult Learning Perspective. Defense Technical Information Center, 2005. http://dx.doi.org/10.21236/ada435942.

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

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