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Journal articles on the topic 'Vocational education Adult education'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (January 2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.

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How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.

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Salminen, Lea. "Experiments in Vocational Adult Education." Western European Education 21, no. 3 (October 1989): 59–66. http://dx.doi.org/10.2753/eue1056-4934210359.

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Hodge, Steven, John Holford, Marcella Milana, Richard Waller, and Susan Webb. "Adult education, vocational education and economic policy: theory illuminates understanding." International Journal of Lifelong Education 39, no. 2 (March 3, 2020): 133–38. http://dx.doi.org/10.1080/02601370.2020.1747791.

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4

Wieringen, Fons Van. "Scenario Planning for Vocational and Adult Education." European Journal of Education 34, no. 2 (June 1, 1999): 153–75. http://dx.doi.org/10.1080/01418219999403.

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Mayen, Patrick. "Teacher Education in Light of a Few Principles, Theories, and Studies on Vocational Training and Adult Education." Articles 46, no. 1 (August 29, 2011): 157–70. http://dx.doi.org/10.7202/1005675ar.

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The objective of this article is to critically examine teacher education based on the concepts, principles, and practices of adult education, vocational training, and continuing vocational training. We will discuss a few aspects of teacher education from the perspective of our research and our theoretical frames of reference, touching on the fields of initial and continuing vocational training, as well as adult education, work psychology, and developmental psychology (Pastré, Mayen, & Vergnaud, 2006, Mayen, 2007). We will also draw from a research study on professional work and training in very different sectors: railroad transportation, public works, agriculture, human services, technical-commercial services, guidance, and orientation. This allows us to examine teaching in the light of what we know of other forms of work, and teacher education in the light of what we know of vocational training and adult education.

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Bratsberg, Bernt, Torgeir Nyen, and Oddbjørn Raaum. "Adult Vocational Qualifications Reduce the Social Gradient in Education." Social Inclusion 7, no. 3 (September 5, 2019): 95–109. http://dx.doi.org/10.17645/si.v7i3.2026.

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Many youth leave school early without an upper secondary education, impeding their chances in the labor market. Early school leavers come disproportionately from families with low parental education. In some countries, there are alternative routes to upper secondary qualifications as adults. Does adult attainment reduce initial social differences in educational attainment, or does it reinforce such differences? Norway is one of the countries where many attain upper secondary qualifications in adulthood. Using individual data from administrative registers, we follow five Norwegian birth cohorts (1973–1977) from age 20 to 40. We document that the association between parental education and upper secondary completion declines monotonically with age, ending at age 40 about 35% below that at age 20. We also document that the alternative routes to adult qualifications recruit students of different family backgrounds. In particular, adults who acquire vocational qualifications via the experience-based route come from families with lower education than other groups. Our evidence suggests that institutions that offer opportunities for certifying qualifications acquired at work mitigate social gradients, fostering more equal opportunities within the education system.

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Bélanger, Paul. "Reflective teaching in further, adult and vocational education." International Review of Education 63, no. 3 (February 8, 2017): 427–28. http://dx.doi.org/10.1007/s11159-017-9613-x.

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FitzSimons, Gail E. "Gender issues in adult and vocational mathematics education." Mathematics Education Research Journal 9, no. 3 (November 1997): 292–311. http://dx.doi.org/10.1007/bf03217320.

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McHarg, Jane. "Implementing adult learning theory into dental education." Faculty Dental Journal 1, no. 2 (June 2010): 43–46. http://dx.doi.org/10.1308/204268510x12610466793601.

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Examples from undergraduate education are used to illustrate the implementation of adult learning theory. However, the general rules apply to vocational training, postgraduate and continual professional development: empower the learner to take control!.

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Sklias, Pantelis, Spyros Roukanas, and Giota Chatzimichailidou. "Adult Education Policies In Eu: In-Depth Insight On Their Contribution To Social Cohesion." KnE Social Sciences 1, no. 2 (March 19, 2017): 274. http://dx.doi.org/10.18502/kss.v1i2.662.

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<p class="AbstractText">The objective of the present study is to investigate the European Union (EU) policies regarding Adult Education from the early fifties. It seems like Adult Education, either as an ideology or as a practice, haven’t gained widespread attention by the Brussels Bureaucrats, as a result, the first interests in concepts of Adult Education had begun, only, in 2000. While Lifelong Learning involves both vocational and non-vocational education, policymakers seemed to be preoccupied by an extensive interest to meet the needs of European labour market, so they have paid much effort to promote Vocational Education and Training instead of Adult Education. The possible contribution of Adult Education policies to strengthen social cohesion is another issue we attempt to explain. Were EU policies for Adult Education a step in this direction so far or not? </p>

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Wang, Victor X., and Patricia Cranton. "Transformative Learning and Technology in Adult and Vocational Education." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 26–37. http://dx.doi.org/10.4018/jicte.2013010103.

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Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. It is the case that without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners’ Seeking Transformation via Web 2.0 Technologies, has emerged.

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Zenčaka, Andra. "THE ROLE OF ADULT VOCATIONAL EDUCATION IN BUSINESS ENVIRONMENT IN LATVIA." Медична освіта, no. 1 (April 2, 2020): 93–101. http://dx.doi.org/10.11603/me.2414-5998.2020.1.11001.

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The decisive factor for the country's economic development is competitive workforce resources, for the preparation of which vocational education, its quality, compliance with the trends of economic sectors and the demand of the labour market are essential. One of the global socio-economic problems of the 21st century in developed countries is an aging population, due to the influence of which the importance of adult vocational education becomes significant, as changes in the demographic structure mean that labour market needs are increasingly being met by “silver” human resources. Currently, the demand in the labour market for employees with higher education dominates, pointing to the qualitative development of the labour market and the importance of professional higher education in the aspect of population aging. The authors conclude that the existing vocational education system needs to be improved, fully integrating adult education into it, which would serve as one of the basic elements of the support system for the creation of a high-quality state business environment and stimulate the achievement of the national economic goals. The aim of the article is to analyse the vocational education system and types of its acquisition in Latvia as one of the factors supporting the creation of a high-quality business environment that ensures the quality of the available workforce. As a result of the research, the authors have demonstrated the relevance between the implementation of vocational higher education and the quality of business environment. Recommendations for the implementation of high-quality vocational higher education are provided in order to ensure the compliance of the existing workforce with the requirements of the national economy and labour market and to create a high-quality business environment.

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FUCHYLA, Olena, and Liubov BALATSKA. "SOME FEATURES OF VOCATIONAL ADULT EDUCATION IN FLANDERS (BELGIUM)." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2019): 181–85. http://dx.doi.org/10.31651/2524-2660-2019-1-181-185.

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Silenkov, Victor I., and Maria I. Tarasova. "Additional Vocational Education of Adults As an Element of Continuous Education." Uchenye Zapiski RGSU 20, no. 1 (March 30, 2021): 113–21. http://dx.doi.org/10.17922/2071-5323-2021-20-1-113-121.

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The article reflects the main stages of the formation of additional professional education. The authors analyze Russian and foreign scientific works, provide normative legal sources, and reveal the role of education as an element of continuous adult education. The article evaluates the current socioeconomic conditions for the reproduction of the professional educational potential of the society, using the example of the organization of professional education by employees of the penal system, as well as monitoring the quality of educational services provided in the Russian State Social University, according to the results of which the authors identified the need to develop new approaches to assessing the quality of additional professional programs. Based on the results of the study, the authors propose to optimize the system of additional professional education by improving the regulatory framework and requirements for the structure and content of programs.

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Šīna, Inga. "Vocational Education Network Optimization Program Implementation Problems and Solutions." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 461. http://dx.doi.org/10.17770/sie2012vol2.524.

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The aim of the paper is to analyze two-year results of the optimization programs of vocational school network and vocational education balancing solutions in the European Social Fund project " Improvement of national qualification system, vocational education contents and co-operation among the bodies involved in vocational education." The topic is of particular importance as the prestige of vocational education is low, the school network optimization yielded no results and vocational training does not deliver the qualities and eduation demanded by the job market. Innovation of the article - there have not been evaluation of network optimization results. Methodology applied: monographic, study of related documents, survey,interviews. The author concludes that there is a lack of a differentiated vocational education network,which is appropriate to the demographic trends; and the funds have not been allocated properly. It is offered to create integrated schools, which would be implementing basic education, vocational programs, adult education and lifelong learning.

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Edokpolor, James Edomwonyi, and Stella Ebun Omiunu. "ROLE OF CAREER DEVELOPMENT SERVICES IN DEVELOPING STUDENTS LIFELONG LEARNING SELF-EFFICACY: VOCATIONAL AND ADULT EDUCATION LECTURERS’ PERCEPTIONS." Baltic Journal of Career Education and Management 5, no. 1 (December 20, 2017): 30–45. http://dx.doi.org/10.33225/bjcem/17.5.30.

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The purpose of this research was to assess the role of career development services in developing student’s lifelong learning self-efficacy as perceived by vocational and adult education lecturers. A survey design was employed for the research. A sample of 99 vocational and adult education lecturers from universities and colleges of education in Edo State participated in the research. A structured questionnaire, validated by two experts was used for the collection of data. The Cronbach alpha was used to determine the reliability of instrument, which yielded a coefficient value of .78. Thirty items questionnaire was administered to the respondents by the researchers, with the help of two trained research assistants. The data were analysed using mean, standard deviations and t-test statistics. The findings of the research showed that career development services have a role to play in developing student’s lifelong learning self-efficacy. It showed that there was no significant difference between the mean ratings of vocational and adult education lecturers on the role of career development services in developing student’s lifelong learning self-efficacy. These findings showed that vocational and adult education lecturers have the same perception on the role of career development services in developing student’s lifelong learning self-efficacy. It was therefore recommended, among others, that government through curriculum designers should integrate career development services into vocational and adult education programmes. This would help to instil confidence and positive attitude on students and working adults so that they can continuously learn new skills that would stimulate them for lifelong learning activities. Keywords: career development services, lifelong learning, work environment, student’s self-efficacy.

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Hemsley-Brown, Jane, and John Humphreys. "Opportunity or obligation? participation in adult vocational training." Journal of Vocational Education & Training 50, no. 3 (September 1998): 355–73. http://dx.doi.org/10.1080/13636829800200055.

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Emad, Gholam Reza, and Wolff-Michael Roth. "Quasi-communities: rethinking learning in formal adult and vocational education." Instructional Science 44, no. 6 (August 26, 2016): 583–600. http://dx.doi.org/10.1007/s11251-016-9386-9.

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Mbagwu, Felicia O., Samson Onyeluka Chukwuedo, and Theresa Chinyere Ogbuanya. "Promoting Lifelong Learning Propensity and Intentions for Vocational Training among Adult and Vocational Educational Undergraduates." Vocations and Learning 13, no. 3 (March 20, 2020): 419–37. http://dx.doi.org/10.1007/s12186-020-09245-1.

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Uzunboylu, Hüseyin, Turan Tolga Vuranok, Birol Celik, and Hasan Bilgin. "Using internet applications as a solution for vocational adult education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 5720–25. http://dx.doi.org/10.1016/j.sbspro.2010.03.934.

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Falk, Ian. "THE CONVERGENCE OF VOCATIONAL AND ADULT EDUCATION IN LEARNING COMMUNITIES." Community College Journal of Research and Practice 23, no. 8 (November 1999): 697–716. http://dx.doi.org/10.1080/106689299264404.

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Bouffard, Jeffrey A., Doris Layton Mackenzie, and Laura J. Hickman. "Effectiveness of Vocational Education and Employment Programs for Adult Offenders." Journal of Offender Rehabilitation 31, no. 1-2 (June 29, 2000): 1–41. http://dx.doi.org/10.1300/j076v31n01_01.

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Aarkrog, Vibe, and Bjarne Wahlgren. "Assessment of Prior Learning in Adult Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 1 (April 30, 2015): 39–58. http://dx.doi.org/10.13152/ijrvet.2.1.3.

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The article deals about the results of a study of school-based Assessment of Prior Learning of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers’ methods for assessing the students’ prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to Assessment of Prior Learning: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment procedures. Through focusing on the students’ knowing that and knowing why the assessment is based on a scholastic perception of the students’ needs for training, reflecting one of the most important challenges in Assessment of Prior Learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several Assessment of Prior Learning methods and comparing the teachers’ assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware of securing a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assessment procedures.

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Rasmussen, Palle, Anne Larson, and Pia Cort. "The vocational turn of adult education in Denmark – an analysis of adult education policy from the late 1990s." International Journal of Lifelong Education 38, no. 3 (March 18, 2019): 254–67. http://dx.doi.org/10.1080/02601370.2019.1586778.

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Minskoff, Esther H., and Sherry DeMoss. "Facilitating Successful Transition: Using the TRAC Model to Assess and Develop Academic Skills Needed for Vocational Competence." Learning Disability Quarterly 16, no. 3 (August 1993): 161–70. http://dx.doi.org/10.2307/1511324.

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Successful transition from school to employment requires a variety of services, one of which is vocational education at the secondary level. Students with learning disabilities have difficulties meeting the academic demands of mainstream vocational education programs. The TRAC model for assessing and developing academic skills for 26 vocational education programs is described. The TRAC program is designed for use by special education teachers in conjunction with vocational educators to provide a positive first experience for students with learning disabilities in the long transition process to adult competence.

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Aitchison, John. "Not grasping the nettle: Dilemmas in creating and funding a new institutional environment for adult, community, and technical and vocational education and training institutions." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 1. http://dx.doi.org/10.14426/jovacet.v1i1.10.

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In spite of constitutional guarantees, ambitious policy promises, some initial enthusiasm for adult basic education and a well-run literacy campaign, South Africa has signally failed to construct a viable and vibrant adult and community education system that would parallel or enhance not only existing schooling, but also technical and vocational education systems. This article considers the current state of adult and community education and of technical and vocational education and training; in addition, it assesses the relevant recommendations in the Report of the commission of inquiry into higher education and training released in late 2017. Finally, it evaluates the extent to which the commission’s recommendations correspond to the reality and also to what is required for South Africa’s post-school offerings in the future.

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Fairweather, James S. "Transition and other Services for Handicapped Students in Local Education Agencies." Exceptional Children 55, no. 4 (January 1989): 315–20. http://dx.doi.org/10.1177/001440298905500405.

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A survey was conducted among special education administrators in 1,450 local education agencies (LEAs) nationwide, to determine the availability of vocational programs and transition-oriented services for handicapped youth. Results showed that most LEAs offer at least some vocational programs; transition-oriented services are not as frequently available, particularly in smaller LEAs. In addition to size of LEA, community employment opportunities and the availability of adult services were related to whether an LEA offered any transition-related services.

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Manuel, Alzira, and Oleg Popov. "THE CHALLENGES OF ADULT EDUCATION POLICY IMPLEMENTATION IN MOZAMBIQUE." Problems of Education in the 21st Century 71, no. 1 (June 25, 2016): 53–61. http://dx.doi.org/10.33225/pec/16.71.53.

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The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of ‘Education for all’ and ‘Education for development’. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers. Key words: adult education, activity theory, power and development.

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Hawley, Todd S., and Andrew L. Hostetler. "Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology." International Journal of Adult Vocational Education and Technology 8, no. 2 (April 2017): 82–92. http://dx.doi.org/10.4018/ijavet.2017040107.

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In this manuscript, the authors explore self-study as an emerging research methodology with the potential to open up spaces of inquiry for researchers, graduate students, and teachers in a broad array of fields. They argue that the fields of career and technical education (CTE), adult education and technology can leverage self-study methodology in similar ways. They argue that self-study has a great deal to offer both theoretically and practically to those interested in improving their practices as researchers, and for those involved in shaping adult vocational educational experiences. After reviewing the history of self-study as a research methodology, they provide examples of self-study research that have direct implications for those in CTE and adult education and technology. They conclude the manuscript by providing practical guidance to those researching and/or working in schools, community centers and workplaces.

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Grenier, Robin S. "Autoethnography as a Methodological Approach in Adult Vocational Education and Technology." International Journal of Adult Vocational Education and Technology 7, no. 3 (July 2016): 42–50. http://dx.doi.org/10.4018/ijavet.2016070104.

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Autoethnography is a form of qualitative inquiry intended to connect the lived experience of a researcher to the larger social and cultural world (Ellis, 2004) and it can be a valuable methodological tool for adult educators and learners. This paper explores the use and value of autoethnography as a qualitative methodology and explores the possibilities of its application to future research in the field of adult vocational and technology education. In particular, the question of what autoethnography is, and how it can be applied to adult learning contexts, is addressed. This is achieved by delving into the defining characteristics of autoethnography, the variations of the approach and its representation in scholarly work, and ends with current critiques that those considering autoethnography must consider.

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OSBORNE, MICHAEL, and KATE SANKEY. "Non-vocational Adult Education and its Professionals in the United Kingdom." European Journal of Education 44, no. 2 (June 2009): 271–89. http://dx.doi.org/10.1111/j.1465-3435.2009.01382.x.

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Remes, Pirkko. "Soft Systems Approach in Creating Future Readiness for Vocational Adult Education." Scandinavian Journal of Educational Research 37, no. 3 (January 1993): 205–16. http://dx.doi.org/10.1080/0031383930370303.

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Alhassan, Awal Mohammed. "Adult Immigrants’ Perceptions of Career and Vocational Education and Factors Influencing Their Decision to Peruse a Vocational Programme of Study." International Journal of Social Sciences and Humanities Invention 5, no. 12 (December 12, 2018): 5132–39. http://dx.doi.org/10.18535/ijsshi/v5i12.08.

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This study was conducted with 400 students and 8 secondary school counsellors to find out factors that affect decision making of adult immigrant students from secondary schools with regard to their career and vocational study choices in Akershus county of Norway. Three sets of questionnaires were employed to gather the data. Descriptive statistics was used to analyze the data. The study revealed that the adult learners were satisfied to make individual decisions based on their personal evaluations of interests, abilities and capabilities more than any other factors such as school counsellors, teachers and parents. While the choices of vocational study of these adult learners was based on school counsellors` influence and other socioeconomic factors, academic program choices was based on self- motivation and interest. The study recommends the involvement of all stakeholders by the school counsellors to improve the implementation of career and vocational guidance programs for adults in all secondary schools.

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Trotsko, Anna, and Anna Boyarskaya-Khomenko. "Trends and prospects for educational development of adults in Germany." Osvitolohiya, no. 7 (2018): 87–89. http://dx.doi.org/10.28925/2226-3012.2018.7.8489.

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In the article, the authors have analyzed the modern adult education system in Germany. The authors have provided several definitions of the following notions: «adult education», «further education», «lifelong education». German pedagogy and the legal system have posted these definitions. The concept of adult education covers all organizational forms of adult education. The adult education system in Germany has a complex and branched structure. The structure of adult education is generalized: formal adult education (vocational education and general education); non-formal adult education (seminars, individual or group courses, lectures and meetings); informal education (self-education and self-development). Regional adult learning centers, private and commercial adult education institutions, adult education institutes and associations operate in Germany. The tasks of adult education institutions in Germany are the following: expanding the network of adult education institutions; extension of the idea of continuing education; development of innovative concepts of education; use of educational programs for adults in different educational institutions; integration of adult education into the training of modern specialists from different fields; control over the quality and effectiveness of adult education. The trends and prospects for adult education in Germany are: increasing participation in European adult education programs; training of appropriate skilled personnel; recognition of different types of education; compatibility of adult education at the national and European levels; participation of large organizations and enterprises in the development of adult education; involving people in lifelong learning; fight against social exclusion; popularization of «Network Education», sub-institutional and transnational cooperation; recognition of all types of educational activities.

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Schneider, Kaethe. "Integrated Model of Effective Adult and Continuing Vocational Education and Training." Psychology 10, no. 15 (2019): 1985–98. http://dx.doi.org/10.4236/psych.2019.1015127.

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Zencaka, A. "The role of adult vocational education in business environment in Latvia." Медична освіта, no. 1 (86) (2020): 93–101.

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Manninen, Jyri. "Empirical and genealogical analysis of non-vocational adult education in Europe." International Review of Education 63, no. 3 (May 4, 2017): 319–40. http://dx.doi.org/10.1007/s11159-017-9638-1.

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Papaioannou, Vasiliki, Evaggelos Anagnou, and Dimitris Vergidis. "Inmates’ Adult Education in Greece—A Case Study." International Education Studies 9, no. 10 (September 28, 2016): 70. http://dx.doi.org/10.5539/ies.v9n10p70.

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<p class="apa">Correctional education in Greece has been implemented since 1980’s. Second Chance Schools (SCS) in prisons were established in 2004, aiming at combating social exclusion. This study’s aim is to look into the reasons of school dropout and to interpret why inmates take part in the educational program provided by SCS, registering the motives, expectations and barriers. According to the findings, inmates dropped out particularly due to financial problems. They engage in the educational process having strong motives, primarily the beneficial calculation of the days of their sentence as well as it is a way to get out of the pains of imprisonment. Their expectations have to do with education, improvement of their vocational status, personal development and social acceptance. There were no barriers mentioned.</p>

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Skiba, Richard. "Incorporating Adult Learning Principles in High-Risk Equipment Operations Training." International Education Studies 13, no. 10 (September 21, 2020): 60. http://dx.doi.org/10.5539/ies.v13n10p60.

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This paper, primarily based on a literature review, considers the utilization of adult learning principles in training learners to operate high risk equipment. Vocational Education and Training sectors throughout the world are traditionally responsible for training delivery in these areas where generally andragogical principles as defined by Knowles (1970), are applied with, in some cases, application of a heutagogical approach, as outlined by Hase and Kenyon (2000). Aside from considering these approaches, a new approach is proposed, referred to as authology, with a basis of including notions of responsibility and duty of care in adult learning. There are numerous training programs in vocational education and training, such as those related to high risk equipment and plant operation, for which development of learner responsibility is a critical component in the training given the potential to cause harm, injury or fatality.

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Edmondson, Claudia A., and Hal M. Cain. "The Spirit of the Individuals with Disabilities Education Act: Collaboration Between Special Education and Vocational Rehabilitation for the Transition of Students with Disabilities." Journal of Applied Rehabilitation Counseling 33, no. 4 (December 1, 2002): 10–14. http://dx.doi.org/10.1891/0047-2220.33.4.10.

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This article looks at the intent of IDEA with regard to collaboration of services in the area of school to adult life transitions. In particular, the potential benefit of involving vocational rehabilitation counselors in the IEP process is discussed. An overview of the IDEA and transition is given including age requirements and IEP team constellation. Suggestions are made as to how the “spirit of the law” can be met to better serve students and young adults with disabilities through the transition to adulthood process.

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Kao, I.-Chan. "Study on adult career planning on adult education program and assessment of adaptive design model." MATEC Web of Conferences 169 (2018): 01027. http://dx.doi.org/10.1051/matecconf/201816901027.

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This study explores adults‘ on-the-job current career planning and the selection trends of future development as the criteria for a training program design for adult education and the basis of the design model of adaptive assessment. This study regards the contents of the TTQS training process, the items, indicators, and standards of the Workforce Development Agency, and the occupational categories of the “Occupational Competency Standards”, as disclosed by the “Integrated Competency and Application Platform”, as the framework for the reference model; and probes into the impact of globalization, adult career planning, adult occupational training program design, and adaptive assessment, and adopts a questionnaire survey to understand the design model of the adaptive adult education program, in order to effectively implement adaptive assessment. The purposes are to assist adults to accomplish adaptive career planning, achieve their goals of vocational cultivation, and solve the problems of adult unemployment, in order to lead to successful adult employment and transfer to globalization workplaces to create positive career development.

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Brookings, Jeffrey B., and Brian Bolton. "Vocational Interest Dimensions of Adult Handicapped Persons." Measurement and Evaluation in Counseling and Development 18, no. 4 (January 1986): 168–75. http://dx.doi.org/10.1080/07481756.1986.12022808.

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Sitlington, Patricia L., Alan R. Frank, and Rori Carson. "Adult Adjustment among High School Graduates with Mild Disabilities." Exceptional Children 59, no. 3 (December 1992): 221–33. http://dx.doi.org/10.1177/001440299305900306.

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This study investigated the adult adjustment of a statewide random sample of 737 young adults with learning disabilities, 59 labeled behaviorally disordered, and 142 labeled mentally disabled, all graduates of special education resource teacher programs. Results are reported in terms of (a) general status information, such as marital status and living arrangements; (b) information about those competitively employed, such as wages, hours worked per week, and percentage of living expenses paid; and (c) comparison of competitively employed versus unemployed individuals, in terms of high school vocational training and work experiences. Information is also provided on postsecondary education and overall “successful” adult adjustment. Data are compared across disability groups and across gender, where relevant.

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Palmer, Shelby M. "Postsecondary Correctional Education." Adult Learning 23, no. 4 (October 5, 2012): 163–69. http://dx.doi.org/10.1177/1045159512457918.

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Postsecondary programs offering vocational training and college credit to eligible inmates have had difficulty finding a place in the U.S. correctional system. Politically motivated restrictions preventing inmates from receiving federal funds for college resulted in drastic program closures. Although new laws restored funding to select inmates, enrollment in postsecondary correctional education only recently reached pre-cutback levels (established in the late 1980s). This is set in contrast to the significant increases in U.S. prison populations and spending that have occurred since the early 1990s. Contextual issues specific to the correctional system and ideological conflicts between the prison educator and prison staff may further impair enrollment and program completion. Through review of the political and contextual issues influencing the modern design of postsecondary prison education, this work seeks to propose best practices that may support the unique learning needs of the adult learner in the correctional system.

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Oros, Ildiko. "Legislative maintenance of the education system of adult population in the UK." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 218–23. http://dx.doi.org/10.33310/2518-7813-2019-65-2-218-223.

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The issue of improving the country’s competitiveness and the development of adult education for a long time, from the middle of the nineteenth century, have always been in the sight of the British authorities, were determined by the legislative and regulatory framework. It is believed that the beginning of adult education at the state level laid the law «On Education» in 1902, the Law «On Education» in 1944 regulated the education of adults. In connection with the improvement of production in the first half of the twentieth century, a number of policy materials are issued, according to which workers’ organizations, industrial councils are created, correspondence education is developing, courses of humanitarian education are organized. In the 70–80 years of the twentieth century, much attention is being drawn to the development Яof vocational education of adults in connection with a significant increase in the level of NTP. At the end of the twentieth century, a number of laws were issued, which served as the basis for a modern model of adult education: the structure of adult education management is changing, the policy of combining equal opportunities for all with market-oriented approaches to education, accreditation of most adult education programs, management of standardization of education. The relevant documents are issued in the country (the most well-known are «green» and «white» documents), which indicate the need for consultations on adult education, and the clarification of the issues of adult education development indicated in the policy materials. In the nineteenth century, the development of adult education was intensively taking place, policy materials were issued that promoted the education of adults, because its progress was necessary for the growing economy of the country.

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Maer Matei, Monica Mihaela, Cristina Mocanu, and Ana-Maria Zamfir. "Educational paths in Romania: choosing general or vocational education." HOLISTICA – Journal of Business and Public Administration 9, no. 2 (August 1, 2018): 127–36. http://dx.doi.org/10.2478/hjbpa-2018-0016.

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Abstract Education is a key factor that can contribute to the economic growth, supporting the social mobility and the living standard improvement. Both from the scientific point of view, as well as from the policy making process point of view, it is essential to know how individuals choose their educational path, in order to understand what is and can be the role of different educational routes in ensuring social mobility and improving standard of living. In this article we explore the factors that explain attitudes and decisions of individuals for vocational vs. general education in Romania. Our analysis is based on data from a national survey among adult Romanian population. Attitudes regarding the choice of vocational vs. general education are analysed by employing decision trees method in order to assess the extent to which vocational education is considered a valuable education path or an educational alternative for those with lower socio-economic background.

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Terenko, Olena. "Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada." Comparative Professional Pedagogy 9, no. 2 (June 1, 2019): 7–12. http://dx.doi.org/10.2478/rpp-2019-0013.

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AbstractTypes of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University colleges, community colleges, colleges of general and vocational education, colleges of applied arts are an alternative to university education of adults in Canada and the USA. Specifics of programs in American and Canadian colleges is analyzed. Colleges and institutes introduce programs aimed at solving social problems, taking into account labor market demands. They offer training programs for development of applied skills in business, art, technology, agriculture, social and educational fields, medicine. A special place in non-formal education for professional development is given to education for the labor market, which is aimed at obtaining specific professional competencies that are necessary at labor market. Adults are involved in professional programs, trainings, courses, seminars, internships.

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Hillier, Yvonne, and Maggie Gregson. "Working together: research and scholarly activity in further, adult and vocational education." International Journal of Training Research 13, no. 2 (May 4, 2015): 106–18. http://dx.doi.org/10.1080/14480220.2015.1077721.

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Robertson, Catherine. "Editorial policy." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 2. http://dx.doi.org/10.14426/jovacet.v3i1.131.

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The Journal of Vocational, Adult and Continuing Education and Training (JOVACET) recognises the need for critical engagement through studies in TVET and Adult and Continuing education and training, and for encouraging critical scrutiny of this expansive knowledge area on the African continent.

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Korshunov, Ilya A., Tatiana A. Meshkova, Maxim S. Miroshnikov, and Mikhail N. Sverchkov. "Russian Universities’ Further Education: Integration with International Markets." Integration of Education, no. 4 (December 28, 2018): 612–31. http://dx.doi.org/10.15507/1991-9468.093.022.201804.612-631.

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Introduction. The paper describes the role of Russian transnational corporations in the development and implementation of the Adults’ Education and Vocational Education and Trainings programs in foreign countries as the promotion of Russian technologies. As the competition between the universities in the international educational markets rises, they see the increasing need for the fixation of the programs they offer onto the needs of the global companies, broadening the possibilities for the students to obtain relevant qualifications and skills, and corresponding diversification of educational programs. Among the possible directions for the increase in the educational services that are offered for export could be adults’ educational programs, vocational education and trainings. Materials and Methods. The study of the additional vocational education programs for foreign students was carried out with specialized questionnaire. 180 higher education institutions took part in the survey. The analysis of the corporate segment of additional professional education services for foreign markets was carried out on the basis of semi-formalized in-depth expert interviews. Results. Based on the collected empirical data we were able to identify main participants of the Adults’ Education and Vocational Education and Trainings export and structure and spheres of the programs as well as target countries in this market in three years’ time. It was revealed that the most successful providers of the educational programs are the universities that on the one hand offer already well developed and sought-after educational programs on the Russian Adults’ Education and Vocational Education and Trainings market, and on the other hand – already have stable partnership ties with countries that send students to undergraduate programs. Discussion and Conclusion. This study elaborates on the role of universities in promoting competitive technologies through the distribution of Adults’ Education and Vocational Education and Trainings. Mechanisms for formation and implementation of corporate training programs by universities for Russian industrial corporations are structured. Barriers for the attraction of foreign students are discussed to increase the scope of training. Results of the study can be recommended for the universities concerned with the development of the Adults’ Education and Vocational Education and Trainings sector in the international context. Keywords: export education, university, adults educational programs and vocational education and trainings, structure of the market for educational programs, promotion of technologies, corporate education

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