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

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

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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Orr, Jeffrey A. "Learning from Native Adult Education." New Directions for Adult and Continuing Education 2000, no. 85 (2000): 59–66. http://dx.doi.org/10.1002/ace.8506.

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Karmaeva, Natalia, and Daria Vologina. "Participation of Russian Youth in Adult Education and Learning: The Role of Perseverance (GRIT) and Educational Status." Education and Self Development 19, no. 4 (2024): 182–96. https://doi.org/10.26907/esd.19.4.14.

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Despite the expanding opportunities in adult education and learning (ALE) for young people, not all individuals take advantage of them. The paper aims to analyze the relationship between the educational status of young people and their parents, their perseverance (GRIT), with their participation in informal and informal ALE. We analyze whether perseverance enhances participation in ALE among young people with educational advantages. The study tends to contribute to the wider discussion on the reproduction of social structure through human capital accumulation. We analyze the data provided by t

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Avoseh, Mejai. "Indigenous African Synchronicity for Revitalizing Adult Education for Positive Social Change." Form@re - Open Journal per la formazione in rete 24, no. 2 (2024): 398–404. http://dx.doi.org/10.36253/form-15993.

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The need for and the importance of education, especially adult learning and education (ALE) continues to increase across the world especially given the challenges of our world, hyper-technology and Artificial Intelligence (AI). The purpose of this paper is the critical issue of the humanistic perspective of education. The central question is: “to what extent do the universal rendering and practice of ALE representative of the world?” And “how fitting is this universal frame within the indigenous contexts?”. This paper offers the Indigenous African synchronized and holistic lifelong learning as

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Belete, Sonja, Chris Duke, Heribert Hinzen, Angela Owusu-Boampong, and Huu Phuoc Khau. "Community Learning Centres (CLCs) for Adult Learning and Education (ALE): development in and by communities." International Review of Education 68, no. 2 (2022): 259–90. http://dx.doi.org/10.1007/s11159-022-09954-w.

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LAZORENKO, Olena. "CIVIL SOCIETY AS DRIVER IN DEMOCRACY DISCOURSE OF ADULT LEARNING POLICY IN UKRAINE." Filosofska dumka (Philosophical Thought) -, no. 5 (2020): 41–59. http://dx.doi.org/10.15407/fd2020.05.041.

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The article is focused on some aspects of development adult learning and education policy in Ukraine from stakeholders` perspective, and active role of the Ukrainian civil society in this discourse. This was facilitated by conducting analytical research and further advocacy activities on the protection and representation of interests in Ukraine in 2018-2019. Adult learning and education following the change in UNESCO’s terminology from «adult education» to «adult learning and education» (abbreviated - ALE), is interpreted as a permanent activity aimed at acquiring, recognizing and applying key

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Clover, Darlene E., and Robert Hill. "Adult Learning, Education, and the Environment." New Directions for Adult and Continuing Education 2013, no. 138 (2013): 49–59. http://dx.doi.org/10.1002/ace.20053.

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Bierema, Laura L. "Adult Learning in Health Professions Education." New Directions for Adult and Continuing Education 2018, no. 157 (2018): 27–40. http://dx.doi.org/10.1002/ace.20266.

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Walters, Shirley. "'The drought is my teacher’: Adult learning and education in times of climate crisis." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (2018): 146. http://dx.doi.org/10.14426/jovacet.v1i1.18.

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In Cape Town we have been experiencing the most severe drought in our history. We are not alone.Other cities – for example, in the United States, Brazil, Spain, Belgium, Australia, Morocco andPakistan – are also learning to live under new, more extreme, drought conditions. In this article Iuse the local drought as an aperture through which to identify key insights into how adult learningand education (ALE) can and should respond in times of climate crisis. The article is exploratory, asthe ambitious topic opens up a raft of complex economic, socio-ecological and political issueswhich can only

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Morris, Linda E. "Developing and Sustaining Future Workforces: Focusing on Work and Learning." Adult Learning 35, no. 2 (2024): 102–9. http://dx.doi.org/10.1177/10451595231211910.

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During CONFINTEA VII’s Panel 4: “Preparing adults for the future of work” and throughout the conference, participants grappled with crafting a transformative agenda, where adult learning and education (ALE) prepares adults for future workplaces, education is viewed as an individual right and a common good, and sustainable development is a global imperative. CONFINTEA VII presentations and dialogue ( https://www.uil.unesco.org/en/seventh-international-conference-adult-education ) underscore challenges faced and factors impacting society and shaping work, for example, digital transformation, ind

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Schmidt-Lauff, Sabine, Jörg Schwarz, Adedolapo Femi-Aderinto, and Taiwo Olatunji. "Flexibilisation of Adult Learning and Education in the context of shifting temporalities in Nigeria and Germany." Andragoška spoznanja 25, no. 1 (2019): 51–67. http://dx.doi.org/10.4312/as.25.1.51-67.

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In his theory of acceleration, Rosa (2013) describes how modern societies have recently been going through a severe change in temporalities. This new dynamic confronts providers in Adult Learning and Education (ALE) with the challenge to not only adapt to shifting temporalities regarding their own processes and structures but also to support learners in adapting to a new ‘pace of life’. One way of reacting to social acceleration can be considered flexibilisation. In our contribution, we compare ALE in Nigeria and Germany to investigate how social acceleration takes effect in both societies, wh

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Василенко, Олена. "GLOBAL TRENDS OF ADULT EDUCATION IN THE UNESCO’S DOCUMENTS." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 2, no. 16 (2019): 28–38. http://dx.doi.org/10.35387/od.2(16).2019.28-38.

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The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication. The author summarizes that UNESCO as a world international organization has a crucial significance

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Olatunji, Taiwo Isaac, Vivek Kumar Chahar, Dare Rilwan Amusa, Adeyanju Adeonipekun, and Ali Abdulrahman Saad. "Educating Citizens for Active Democracy." Andragoška spoznanja 31, no. 1 (2025): 87–104. https://doi.org/10.4312/as/19866.

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This study compared adult learning and education (ALE) programmes for promoting active democratic citizenship (ADC) in India and Nigeria by focusing on the aims of ALE, national education policies, and the main challenges confronting adult citizenship education. We adopted a theoretical framework which is an integration of multiple orientations of citizenship, including the liberal-democratic, communitarian, and republican traditions. The methodology comprised a document analysis of selected policies and reports. The findings highlight both the achievements and challenges faced by each country

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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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Tsarpa, Ioanna, and Teo Koutroukis. "Do ALP's Competences matter? The shift of adult education towards professionalisation." Journal of Contemporary Education Theory & Research 5, no. 1/2 (2023): 26–31. https://doi.org/10.5281/zenodo.7508196.

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<strong>Abstract</strong> <strong><em>Purpose: </em></strong><em>In this study, we examine the role of the Adult Learning Professionals (ALP) and the essential competences involved, doing an in-depth literature review. The study aims at detecting and categorizing required typical and essential ALP competences, defining the most important competence of each category and determining certain vital competences towards ALP professionaliazation. <strong>Methods: </strong></em><em>We chose a qualitative research methodology and collected data using semi-structured interview. We interviewed a group of

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Jin, Bora, and Lisa M. Baumgartner. "Learning and education for older adult job seekers." New Directions for Adult and Continuing Education 2023, no. 179 (2023): 79–90. http://dx.doi.org/10.1002/ace.20504.

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AbstractAgeism in today's workplace can have a range of detrimental emotional, psychological, and economic effects on older job seekers. This article highlights types of ageism in the workplace and the most common age‐related stereotypes in the hiring process and on the job.We explore how ageism negatively affects the emotional and psychological, physical, and financial health of older job seekers, older workers, and organizations. Finally, we conclude with the implications for supporting older job seekers in navigating reeducation and learning for obtaining employment.

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Rose, Amy D. "Group learning in adult education: Its historical roots." New Directions for Adult and Continuing Education 1996, no. 71 (1996): 3–13. http://dx.doi.org/10.1002/ace.36719967103.

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Belzer, Alisa, and Jovita Ross-Gordon. "Revisiting debates on learning disabilities in adult education." New Directions for Adult and Continuing Education 2011, no. 132 (2011): 75–84. http://dx.doi.org/10.1002/ace.433.

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Bzymek, Agnieszka. "Learning Resilience in Adult Education." Przegląd Badań Edukacyjnych 1, no. 46 (2024): 237–59. http://dx.doi.org/10.12775/pbe.2024.012.

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The following article presents a pedagogical conceptualisation of resilience. In reference to adult education, this category will be analysed as a reflection grounded in an empirical study. Using the autobiographical method, I presented narrative interviews conducted with individuals under the care of the Daily Support Centre in Poland. Narrative biography has not only become a tool for learning about the stories of senior citizens but, for them, it was also a way of learning resilience, fulfilling an autotherapeutic function. In the article, I present the theoretical framework of the phenomen

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Butnari, Nadejda, and Nina Birnaz. "Positive learning environment –imperative in adult education." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (February 2024): 35–41. http://dx.doi.org/10.59295/sum9(169)2024_06.

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The learning environment is of primary importance in creating a favorable climate for the training process corresponding to the age particularities and interest of the learners. The organization of a positive learning environment in the adult training process requires the configuration of factors specific to adult training, oriented towards satisfying the needs of this category of learners, thus determining their success and personal and professional development. In this article we highlight a three-factor context of the learning environment, the valorization of which generates a positive fram

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Situmorang, Anen Mangapul, and Alexander Naulus Rupidara. "PROPOSAL DESAIN KURIKULUM PENDIDIKAN AGAMA KRISTEN (PAK) DEWASA BERPUSAT PADA TEKNOLOGI (TECHNOLOGICAL-CENTERED DESIGN) DI GEREJA." SESAWI: Jurnal Teologi dan Pendidikan Kristen 4, no. 2 (2023): 131–43. http://dx.doi.org/10.53687/sjtpk.v4i2.125.

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Adults are considered as an age category that is able to use digital technology in various ways, such as for the benefit of working, undergoing education, and communicating. Therefore, in the context of adult education, the use of digital technology is very effective in the learning process. This is really needed in this era considering that adults are of productive age. They have very busy schedules so they don't have much time to receive education, especially Christian religious education (PAK) which is organized formally, informally and non-formally. Based on the adult situation, the use of

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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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Zhu, Yidan. "Transforming adult education through critical feminist theory: Towards a critical consciousness learning model." New Directions for Adult and Continuing Education 2023, no. 180 (2023): 101–11. http://dx.doi.org/10.1002/ace.20515.

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AbstractIn this conceptual paper, I delve into the urgent necessity of reshaping adult education and advocate for the adoption of critical feminist theory as a foundational framework for the examination of adult education. Based on the theories of adult education and critical feminist theory, I argue that a critical feminist lens could help educators better support adult learners from diverse backgrounds and spark meaningful social change. Building on principles of ideology, consciousness, and standpoint from critical feminist theory, I propose a critical consciousness learning (CCL) model tha

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Bauer, Barbara A. "Self-directed learning in a graduate adult education program." New Directions for Adult and Continuing Education 1985, no. 25 (1985): 41–49. http://dx.doi.org/10.1002/ace.36719852506.

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Lee, Ming-Yeh, and Vanessa Sheared. "Socialization and immigrant students' learning in adult education programs." New Directions for Adult and Continuing Education 2002, no. 96 (2002): 27–36. http://dx.doi.org/10.1002/ace.76.

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Nylander, Erik, and Kjell Rubenson. "Swedish adult education policy and the world of work." European Journal for Research on the Education and Learning of Adults 16, no. 2 (2025): 141–64. https://doi.org/10.3384/rela.2000-7426.5869.

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Public policies in adult education have been shaped by two generations of human capital influence, each reflecting different assumptions about the relationship between education and the economy. While the first generation, emerging in the post-war decades, has received little scholarly critique, the second has faced extensive criticism for its neoliberal orientation. Tracing these lines of thought internationally, we emphasise the need for a broader historical-institutional perspective to understand what was at stake and why the world of work remains a central component of contemporary Adult L

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Barros, Rosanna, Agustín Romero López, and Alejandro Granero Andújar. "LGBTI Sexualities and intersectional research: Looking for inclusion beyond gender in Adult Learning and Education (ALE) Practices." European Journal for Research on the Education and Learning of Adults 12, no. 2 (2021): 149–64. http://dx.doi.org/10.3384/rela.2000-7426.3316.

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Németh, Balázs. "Learning Cities in Progress." Andragoška spoznanja 26, no. 1 (2020): 67–84. http://dx.doi.org/10.4312/as.26.1.67-84.

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This paper analyses the influence of the rise and development of learning cities and regions in adult education research work. Comparative adult education research has got great potential to investigate the concrete mechanism of learning city-region constructions and to analyse the changing nature and structures of learning city-region models. Therefore, the paper tries to underline the impact of some relevant theoretical focuses and related models perspectives and limitations to comparative adult education research work since it is important to examine how learning city-region collaborations

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Olatunji, Taiwo Isaac, and Oladunni Tolu Tola‐Adewumi. "Intersectional analysis of intimate partner violence against Nigerian nurses in the United States." New Directions for Adult and Continuing Education 2023, no. 180 (2023): 25–37. http://dx.doi.org/10.1002/ace.20509.

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AbstractIntimate partner violence (IPV) against Nigerian nurses in the US is a complex issue intersecting gender, occupation, culture, economics, and migration. This study adopts an intersectional feminist and adult learning framework to explore the causes and potential solutions. Drawing on a thematic analysis of ten media reports and commentaries on various reported cases of IPV against Nigerian nurses, key themes that emerged include: gender‐based power dynamics, cultural expectations, clashes between patriarchal societies and gender equality, open communication, psychological factors, perc

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Roumell, Elizabeth A., and Sami Jabarkhail. "Supporting adult working learners." New Directions for Adult and Continuing Education 2023, no. 179 (2023): 5–16. http://dx.doi.org/10.1002/ace.20498.

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AbstractThis paper explores the impact of technological advances and digital transformations, with a particular focus on the “future of work” and its implications for lifelong learning and adult working learners. We emphasize the pressing need for human‐centric solutions to address complex human challenges that technology alone cannot resolve, such as access to education, socioeconomic disparities, and cultural barriers. Drawing on articles in this issue, we advocate for cultivating improved human capabilities among systems, organizations, leaders, educators, and learners to navigate the accel

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Lee, Jeongwoo. "Conceptual foundations for understanding inequality in participation in adult learning and education (ALE) for international comparisons." International Journal of Lifelong Education 37, no. 3 (2018): 297–314. http://dx.doi.org/10.1080/02601370.2018.1462265.

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Scott, Leodis. "Learning Cities for All: Directions to a New Adult Education and Learning Movement." New Directions for Adult and Continuing Education 2015, no. 145 (2015): 83–94. http://dx.doi.org/10.1002/ace.20125.

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Porter, Michelle. "CREATING OPPORTUNITIES TO IMPROVE AGE INCLUSIVITY IN HIGHER EDUCATION: AN INNOVATIVE EDUCATION PROGRAM EXAMPLE." Innovation in Aging 8, Supplement_1 (2024): 441. https://doi.org/10.1093/geroni/igae098.1433.

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Abstract The Centre on Aging at the University of Manitoba (UM) leads the UM Age-friendly University (AFU) Committee and has taken on many initiatives to enhance the age inclusivity of the University, since 2016. In 2021, the Centre held a competition called the Age-friendly University Initiative Fund, which was open to all academic and non-academic units at UM. Funded projects related to campus wayfinding (Architectural & Engineering Services and the Office of Sustainability), inter-generational arts presentations/workshops (School of Art Gallery), technology training (Alumni Relations),

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Guo, Shibao, and Wei Shan. "Adult Education in China: Exploring the Lifelong Learning Experience of Older Adults in Beijing." New Directions for Adult and Continuing Education 2019, no. 162 (2019): 111–24. http://dx.doi.org/10.1002/ace.20330.

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Fahimah, Nurul, Ihat Hatimah, Oong Komar, Jajat S Ardiwinata, and Asep Saepudin. "Implementation of Digital-Based Andragogy in Community Education in Indonesia." International Journal of Professional Business Review 8, no. 4 (2023): e01377. http://dx.doi.org/10.26668/businessreview/2023.v8i4.1377.

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Purpose: The aim of this research is to determine the application of the andragogy approach in digital learning through e-training for early childhood educators conducted by community education units in Indonesia. Theoretical Framework: The theory applied or used in this article is andragogy and web based training platforms or e-training in adult learning. Design/Methodology/Approaches: In this investigation, descriptive quantitative methods using percentages were used. There were participants in this study who were 110 people in the category of early childhood educators at the basic competenc

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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 he

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Foley, Jeffrey M., and Leann M. R. Kaiser. "Learning Transfer and Its Intentionality in Adult and Continuing Education." New Directions for Adult and Continuing Education 2013, no. 137 (2013): 5–15. http://dx.doi.org/10.1002/ace.20040.

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Fragoso, António, and Josélia Fonseca. "Combating Ageism through Adult Education and Learning." Social Sciences 11, no. 3 (2022): 110. http://dx.doi.org/10.3390/socsci11030110.

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The demographic data and projections show that the world is ageing at a high pace and that this has transversal consequences to society. The available data on ageism show that it constitutes the most prevalent form of discrimination in Europe. Whilst this seems logical because ageism, potentially, affects everybody (unlike sexism or racism), public debates on the phenomenon are rare. The awareness of people of its importance is minimal, the resources and investigation devoted to understanding it are relatively small and the initiatives towards combating ageism are not enough. There is a mismat

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Tisdell, Elizabeth J., and Mary-Jane Eisen. "Team Teaching and Learning in Adult Education: From Negotiating Relationships to Implementing Learning Alternatives." New Directions for Adult and Continuing Education 2000, no. 87 (2000): 83–89. http://dx.doi.org/10.1002/ace.8709.

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Johnson, Mike. "Adult learning in the digital age - Selwyn, Neil." British Journal of Educational Technology 37, no. 4 (2006): 652–53. http://dx.doi.org/10.1111/j.1467-8535.2006.00629_3.x.

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Manuel, Alzira A. M., Domingos Buque, and Rosário Quive. "ADULT EDUCATION IN MOZAMBIQUE: BETWEEN EXPECTATIONS AND POSSIBILITIES." Problems of Education in the 21st Century 75, no. 6 (2017): 581–90. http://dx.doi.org/10.33225/pec/17.75.581.

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Adult education has been and continues being an important area of education. In developing contexts, it is considered the way for social inclusion and poverty reduction and it is expected to provide knowledge, skills and values to youth and adults who did not get opportunity to education in their early age. Adult education also serves as a way to improve people’s competences throughout their life span. However, the concept of adult education in Mozambique has been used as literacy, referring only to the development of reading, writing and calculation skills. Using content analysis of documents

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