Bibliografías temáticas / Education for Young and Adults

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Literatura académica sobre el tema "Education for Young and Adults"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 3 de febrero de 2022

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Artículos de revistas sobre el tema "Education for Young and Adults"

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Saygili, Gizem. "Analyzing interpersonal relations of young adults who have different education level". International Journal of Academic Research 6, n.º 1 (30 de enero de 2014): 108–15. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.16.

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Miguel, Jose Carlos. "Mathematical education of young and adults: pedagogical implications of historical-cultural theory". Revista Brasileira de Educação do Campo 3, n.º 2 (2018): 519–48. http://dx.doi.org/10.20873/uft.2525-4863.2018v3n2p519-2.

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Chambers, Delores H., Mary Meck Higgins, Christine Roeger y Ann‐Marie A. Allison. "Nutrition education displays for young adults and older adults". Health Education 104, n.º 1 (febrero de 2004): 45–54. http://dx.doi.org/10.1108/09654280410511789.

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Toiviainen, Hanna, Natasha Kersh y Jaakko Hyytiä. "Understanding vulnerability and encouraging young adults to become active citizens through education: the role of adult education professionals". Journal of Adult and Continuing Education 25, n.º 1 (14 de febrero de 2019): 45–64. http://dx.doi.org/10.1177/1477971419826116.

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The recent debate on active citizenship and adult education has been strongly underpinned by the discussion on how active citizenship could be exercised in a way that would promote inclusion and participation. The paper focuses on the role of adult educators in encouraging young adults in vulnerable life situations to become active citizens specifically through two empirical cases, from Finland and England (UK). The central questions the paper seeks to answer are: how do adult educators conceptualise vulnerability, and how do they see their role as facilitating young adults' active citizenship through their teaching? The consideration of socio-cultural, socio-economic and political dimensions of active participatory citizenship provides the conceptual lens to explore young adults’ participation in different social contexts. The analysis of the case studies supports the argument that active participatory citizenship is indirectly rather than directly included in the education and training of vulnerable young adults. This leads the article to highlight the adult educators’ mediation work in facilitating the socio-economic and political dimensions of active participatory citizenship in interaction with the students. Their mediator role is broadly invisible and in contrast with the ideal of adult education as the straightforward path to socio-economic citizenship and employability.
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Lee, Jaewon y Jennifer Allen. "Mothers' Income and Young Adult Children's Education and Fast Food Intake". American Journal of Health Behavior 44, n.º 5 (1 de septiembre de 2020): 681–90. http://dx.doi.org/10.5993/ajhb.44.5.11.

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Objectives: In this study, we examine young adult children's educational attainment as a mediator in the pathway from their mother's income to their fast food consumption. Methods: The National Longitudinal Survey of Youth 1979 (NLSY79) and the National Longitudinal Survey of Youth 79 for Children and Young Adults (NLSY79 CY) were used to select mother and children dyads. A total of 5140 dyads were selected as the final sample. We used a mediation model to test mediators in the relationship between mother's income and young adult children's fast food consumption. Results: Mother's income was significantly related to their young adult children's educational attainment. Mother's income was negatively related to fast food consumption. This study revealed partial mediation of the relationship between mother's income and their young adult children's fast food consumption via their young adult children's educational attainment. Conclusions: A new perspective considering mother's economic resources is needed to understand children's education. Mother's income is important to cultivate their young adult children's health behaviors. The intergenerational transmission of mother's economic resources to their young adult children's educational attainment should be considered to understand young adults' fast food consumption.
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Wells, Alan. "Adult literacy: Its impact on young adults in the United Kingdom". Prospects 17, n.º 2 (junio de 1987): 259–65. http://dx.doi.org/10.1007/bf02195107.

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Mayrl, D. y J. E. Uecker. "Higher Education and Religious Liberalization among Young Adults". Social Forces 90, n.º 1 (1 de septiembre de 2011): 181–208. http://dx.doi.org/10.1093/sf/90.1.181.

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Evans, Karen. "Change and Prospects in Education for Young Adults". Comparative Education 30, n.º 1 (enero de 1994): 39–47. http://dx.doi.org/10.1080/0305006940300106.

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Zhan, Min, Xiaoling Xiang y William Elliott. "Education loans and wealth building among young adults". Children and Youth Services Review 66 (julio de 2016): 67–75. http://dx.doi.org/10.1016/j.childyouth.2016.04.024.

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Byrd-Bredbenner, C., J. Maurer, P. Policastro, D. Kinney y W. Hallman. "A Food Safety Education Campaign for Young Adults". Epidemiology 19, n.º 1 (enero de 2008): S216. http://dx.doi.org/10.1097/01.ede.0000291890.85338.f1.

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Tesis sobre el tema "Education for Young and Adults"

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Coles, Karin Ann Marie. "Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1153.

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Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.
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譚靜儀 y Ching-yi Maureen Tam. "A social education group for the mentally handicapped young adults". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31247982.

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Tam, Ching-yi Maureen. "A social education group for the mentally handicapped young adults /". [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341666.

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Hall, J. (Joshua). "Understanding informal online learning and identity through young adults’ narratives". Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201701131077.

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This thesis attempts to get a closer look at informal online learning and identity through the narratives of young adults. The primary research question is this: how and what do young people — the so-called “digital natives” of 2016 — tell about their experiences with informal online learning and related identities? From a theoretical perspective, this work falls under the social constructivist paradigm in so far as it tries to understand and analyze highly individual, socially constructed knowledge. This paradigm is discussed in the thesis’s theory chapter, along with the two central topics of the thesis: informal online learning and identity. Four participants from the USA of roughly university age were interviewed for this project. Narrative data from the interviews was analyzed using a two-step approach. In the first step, the researcher reconstructs the participants’ key narratives in orientation to the research question. In the second step, thematic coding was used to isolate parts of the narratives that served to directly answer the research question. The fifth and sixth chapters present the findings of this analysis, i.e. the individual narratives of the research participants and thematic analytical discussion (thereby mirroring the two-step analytical method). The research found that the participants had conflicted views of themselves as “learners” when discussing their online identities. They nonetheless used informal online learning tools to access the things that mattered most to them, both in supplement to and outside of formal learning contexts. The participants also tended to value hands-on and independent learning, which they found more applicable to informal online learning than to offline formal learning. Further considerations are discussed in the seventh chapter, including trustworthiness and ethics in this research. Concluding remarks are offered in the final chapter, including suggestions for further research. In particular, further research needs to get at informal online learning’s relation to learning identity and critical media literacy. This thesis also highlights the need for qualitative research that takes the voices and experiences of students into account.
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Spooner, Marc Thomas. "Young adults' perceptions and interactions with creativity enhancing environments". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0026/MQ52307.pdf.

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Kramer, Michaela M. "The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries". University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743.

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Russell, Rhonda L. "Independent Living Transition Assistance for Young Adults Who Have Special Needs". Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/94.

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Independent Living Transition Assistance for Young Adults Who Have Special Needs. Rhonda L. Russell, 2016: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: special education, disadvantaged youth, economically disadvantaged This research focused on young adults who have disabilities and their transition and career planning for post-secondary life. The study sought to identify best practices in transition planning, transition planning services, and to determine the types of resources and support needed by young adults who have disabilities. For youth who have disabilities, the transition to adulthood is extremely challenging. Policies, systems, and services tend to be uncoordinated or fragmented, and youth who have disabilities and their families lack the information needed to navigate the transition successfully, which limits opportunities for full participation in adult life. It was concluded from the study results that transitioning from secondary education programs to post-secondary education or training programs and employment is most aided by (a) positive support from family, (b) the introduction of transition services early in the young adults’ secondary education experience, and (c) young adults availing themselves of services provided by disability service agencies such as job skill development, self-advocacy training, independent living, etc. Additionally, it was concluded from the study results that maintaining employment is as equally challenging as is obtaining employment. Interview respondents reported facing challenges such as discrimination and compromised privacy. Impediments to transition included low self- esteem, independence discouraged by family members, limited transportation, access to services, and limited knowledge about available services. Recommendations to expand the use of rehabilitation and employment services included interagency collaboration and innovative marketing approaches.
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Tarinelli, Dominic Richard. "The Predictors of Obesity in Young Adults". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/505.

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Obesity is becoming an increasing health concern for young adults. There have been numerous studies on the potential predictors of obesity. However, few studies have researched the predictors of obesity in young adults. Guided by the health belief model, this quantitative cross sectional study investigated the potential predictors of obesity in young adults. The 2011 Behavioral Risk Factor Surveillance System was used to gather data on the potential predictors of obesity, including physical activity, health care coverage, excessive alcohol consumption, and demographic characteristics on 1,511 young adults, aged 18-34 years, who were living in New York State. Data were analyzed using a combination Pearson correlation and multiple regression analyses. The findings on physical activity were statistically significant and revealed that physical activity had the strongest association to young adult obesity. The study provides information for public health professionals that can be used to develop more effective obesity interventions targeting young adults. The implications for positive social change include improving young adult health through the reduction of obesity rates and the promotion of physical activity.
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Green, Teresa D. "Project SEARCH| Work-Based Transition Program for Young Adults with Disabilities". Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556963.

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Historically people with significant disabilities were restricted to places such as adult activity centers, sheltered workshops, nursing homes, and institutions. Studies have shown the high school drop-out rate for this population is higher than those who are non-disabled. Policy makers concluded that these individuals needed to be better prepared for a successful adult life beyond high school. Individuals with developmental disabilities in the state of Missouri are over two times less likely to be employed than the national average. Laws have been passed to provide supports and services for individuals with disabilities to be as independent as possible. This paper explored the perspectives of a host site employer, parents, agency staff, and young adults with developmental disabilities in their participating experience of a one-year high school transition program with the main goal of employment. The students experienced employment through internships within a health care business setting. I conducted interviews, questionnaires, and observations in order to gain insight into the perspectives from each partner. Research questions included: How does Project SEARCH work? What are the parent perspectives on why and how Project SEARCH has prepared their children with developmental disabilities for competitive employment? What are the student perspectives on why and how Project SEARCH has prepared them for competitive employment? What are the business host site's employer and other agency staff perspectives on why and how they have prepared students with developmental disabilities for competitive employment? Findings found within the research were that Project SEARCH was a collaborative effort among various agencies to provide internships in a completely immersed business setting to students with developmental disabilities in which the ultimate goal was competitive employment. Parents perceived the program as indispensable to the increase in skill sets that occurred. Students perceived the experience obtained in the program as increasing their self-advocacy and self-confidence skills. By purchasing a license for the Project SEARCH program, the agencies involved have increased the opportunities for young adults with disabilities to obtain job readiness skills that impact the participant for the rest of his or her life. The results indicated although not every intern was employed upon exiting the program, skills beyond measure were obtained due to participation in an immersed workplace setting with specialized instruction in employability skills.

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Philip, Kate. "New perspectives on mentoring : young people, youth work and adults". Thesis, University of Aberdeen, 1997. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=124205.

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This study sets out to examine the process of mentoring in relation to young people and youth work. It takes a qualitative approach to examining mentoring from the perspectives of the participants, both young people and adults. Techniques employed include group interviews, and in-depth individual interviews. The investigation focuses on informal mentoring processes within youth settings. The predominance of the 'classic' model of mentoring is challenged as are the underlying constructions of young people as 'unfinished'. A purposive sample was drawn from a wide range of rural and urban youth groups in the North East of Scotland. 200 young people took part in a series of group interviews (n=120 young women, n=80 young men). A sub-sample of 30 was drawn from this and interviewed individually. 21 from the sub-sample were interviewed again, approximately six months apart. A further sample of 30 adults was interviewed, 13 of whom had been identified by young people while 17 were youth workers whose remit included a mentoring element. Flexible interview frameworks were used as a guide for discussion and the interviews were largely informal and unstructured. From these interviews a number of forms of mentoring were identified. These suggest that young people experience a diversity of styles of mentoring. Related to this a number of ecological factors (e.g. gender identity, early pregnancy) influence these different forms. Common to both these dimensions were distinctive processes of mentoring which were considered to be salient by both young people and adults. Thus it is proposed that mentoring is more accurately described as a set of processes within a relationship rather than a relationship per se. These processes in turn are intimately linked to the outcomes of mentoring which contribute to a unique form of cultural capital (Bourdieu, 1973). An attempt is made to theorise mentoring more adequately and in particular to take account of the perceptions and perspectives of mentees and mentors.
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Libros sobre el tema "Education for Young and Adults"

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Jackson, Carol. Working with young adults. Leicester: NIACE, 2003.

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Dawn, Trevor. Teaching Young Adults. London: Taylor & Francis Inc, 2004.

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Kallet, Tony. Few adults crawl: Thoughts on young children learning. Grand Forks, ND: Center for Teaching and Learning, University of North Dakota, 1995.

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B, Weiss Andrea y United States. Bureau of Labor Statistics., eds. Education and the work histories of young adults. [Washington, D.C: U.S. Dept. of Labor, Bureau of Labor Statistics, 1993.

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L, Donelson Kenneth, ed. Literature for today's young adults. 6a ed. New York: Longman, 2001.

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Nilsen, Alleen Pace. Literature for today's young adults. 8a ed. Boston: Pearson, 2009.

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Nilsen, Alleen Pace. Literature for today's young adults. 4a ed. New York: HarperCollins College Publishers, 1993.

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Tillman, Diane. Living Values activities for young adults. Deerfield Beach, Fla: Health Communications, 2000.

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Pendleton, Audrey. Young adult literacy and schooling. [Washington D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1988.

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Career planning for young adults: Workshop manual. Edmonton, AB: Alberta Advanced Education and Career Development, 1994.

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Capítulos de libros sobre el tema "Education for Young and Adults"

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Toiviainen, Hanna, Natasha Kersh, George K. Zarifis y Pirkko Pitkänen. "Conclusion: Divergences or Convergences? Facilitating Active Citizenship Through Adult Education Across Europe and Beyond". En Young Adults and Active Citizenship, 167–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_9.

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AbstractThe chapter draws the lines of discussion of the book together and scrutinises the findings from the perspectives motivating the EduMAP study. A multiplicity of adult education policies, programmes and actions presented in the book sought answers to the question: What policies and practices are needed in the field of adult education to include young adults at risk of social exclusion in active participatory citizenship in Europe? Each contribution in this volume approached the question from original social and educational starting points, which may further be elaborated on within the national, European and wider contexts. Chapter includes reflections on alternatives to the discourse of Neo-liberal Life-Long Learning and Adult Education, the expectations vs. reality of Adult Education as a means to prevent social exclusion, and key conclusions outlining the future challenges for Active Participatory Citizenship pursued through adult education.
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Pata, Kai, Irina Maslo y Larissa Jõgi. "Transforming Adult Education from Neo-liberal to Holistically Inclusive Adult Education in Baltic States". En Young Adults and Active Citizenship, 139–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_8.

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AbstractAfter regaining the independence and entering the market economy the Baltic states went through the neo-liberal changes resulting in some new developments in adult education taking the main direction in mobilizing people for transforming learning into a desirable consumer commodity. Active citizenship has been operationalized in adult education largely through developing citizens’ entrepreneurial attitudes and ability to be less dependent upon the state. The recent trend in adult education is promoting educational opportunities for developing job skills and work-embedded learning, non-formal and informal education as the means to proactively advance competences through project work, voluntary activities, self-employment and enabling the validation of competences learnt at job situations in formal adult education institutions. As a new direction, adult educators in the Baltic states have started to practice sustainable and holistic approaches in adult education practices that highlight personal self-development besides their employability goals. In this chapter, we explore how changes in adult education in the Baltic states appear at micro level, focusing on three dimensions of active participatory citizenship in the observed educational programmes and among the programme stakeholders’ reflections. We posit that holistic approaches in adult education may be illustrated through three dimensions of active participatory citizenship concept – politico-legal, socio-cultural and socio-economic.
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Kuusipalo, Paula, Hanna Toiviainen y Pirkko Pitkänen. "Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden". En Young Adults and Active Citizenship, 103–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_6.

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AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.
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Kersh, Natasha, Hanna Toiviainen, George K. Zarifis y Pirkko Pitkänen. "Active Citizenship, Lifelong Learning and Inclusion: Introduction to Concepts and Contexts". En Young Adults and Active Citizenship, 1–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_1.

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AbstractThis chapter provides insight into the rationale, background and key concepts of the book and will discuss relevant theoretical considerations, contexts and discourses. The complexity surrounding the conceptual understanding of active citizenship, adult education and vulnerability will be considered, and approaches towards achieving a shared understanding of the nature of adult education and lifelong learning will be addressed within this chapter. In this book, the concept of active citizenship is used as a conceptual lens to understand the role of adult education in including young adults in active social, political and economic participation and engagement. The findings indicate that the social, economic and political dimensions of active citizenship, encompassing the development of social competences, labour market skills as well as civic and political participation, have been related to various educational initiatives (programmes) to engage young adults in active participation. The chapter will open the discussion of the cross-national complexity and interdependencies between adult education, social inclusion and active participatory citizenship, which underpin the dialogue offered in the seven contributions within this book.
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Cohen-Scali, Valérie, Alma Hafsi y Patrick Werquin. "Young Adults of Maghrebi Descent in France". En Comparative and International Education, 371–88. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-992-8_23.

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Zarifis, George K. "Active Citizenship Programmes for Unemployed Young Adults with Low Skills in Southern Europe: Participation, Outreach, and Barriers". En Young Adults and Active Citizenship, 19–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_2.

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AbstractThe development of policies and targeted initiatives that promote or support active participatory citizenship for vulnerable young adults with low skills has largely passed unnoticed in Southern Europe in the last decade. Despite the existing lifelong learning (LLL) strategies, most countries in the area do not place active citizenship for low-skilled young adults as a priority. This chapter is based on the results of the European research project EduMAP (Horizon 2020), and focuses on participation of unemployed young adults with low skills (hence early school-leavers) in educational activities that either focus or promote active citizenship in Southern Europe (Greece, Cyprus, Malta, Italy, Spain and Portugal). More specifically the chapter explains the reasons behind low participation rates among vulnerable young adults in the region. South European countries are not yet showing any favourable conditions for increasing participation of the low-skilled unemployed young adults in such programmes. Some of the countries that were hit by economic depression in particular, face –not necessarily for the same reasons– major barriers for implementing policies to increase the number of low-skilled young adults in active citizenship oriented courses. The chapter concludes that one of the problems in promoting active citizenship through adult education activities is that the programmes delivered in the region are still not competence-based. Adult education is not high in the value system, and therefore low skilled young adults do not appear motivated to obtain such skills and competences. A key challenge therefore is to deliver a service that simultaneously meets the needs of the learners, provides sufficient responses to the needs of the local societies, and stimulates further demand.
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Endrizzi, Francesca y Beate Schmidt-Behlau. "Active Participatory Citizenship for and with Young Adults in Situations of Risk – On the Cover and Under-Cover". En Young Adults and Active Citizenship, 37–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_3.

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AbstractDrawing on theoretical research findings of the EduMAP extensive study on national Adult Education (AE) policies in the European Union (EU) and as part of a broader qualitative data collection based on 40 case-studies, the following chapter investigates four selected adult education practices dealing with young people in situations of vulnerability, in France, Austria and Germany, respectively. The intent is to analyse how diverse conceptualisation of Active Participatory Citizenship (APC) and the educational strategies adopted in the different programmes impact on the learning outcomes of the interviewed learners. APC can be either explicit and on the cover, as a core objective pursued through an adopted education strategy, or it acts more implicitly and under cover. To prove this assumption, the findings have been systematised, first scrutinizing the endorsed APC concepts and the implemented educational approaches in the programme’s designs and from the providers and practitioners’ perspectives, and second investigating learners’ points of view on their learning outcomes in terms of competence development and reflected experiences. The third step analyses the factors that are relevant for successfully enabling young people in situations of risk to participate in the society and/or community. The findings bear out that how APC is defined and characterised in the AE programmes is not the only impacting factor but equally important is how this is incorporated in the educational practice and adopted in the pedagogical strategy.
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Atkinson, Sue. "Adults Constructing the Young Child, “Race,” and Racism". En "Race" and Early Childhood Education, 139–53. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623750_9.

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Huegler, Nathalie y Natasha Kersh. "Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland". En Young Adults and Active Citizenship, 57–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_4.

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AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.
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Erdoğan, Armağan, K. Onur Unutulmaz, Suna G. Aydemir y M. Murat Erdoğan. "How Are the Prospects for Refugees to Become Active Members of Society? – The Vision and Practices in Turkish Adult Education". En Young Adults and Active Citizenship, 79–101. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_5.

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AbstractSocial integration of refugees is a major challenge for any country that hosts sizable refugee communities. Recently, Turkey has joined the ranks of such countries as it was transformed to become the country with the highest number of refugees in the world through an inflow of over 3.6 million mostly young and uneducated asylum-seekers from Syria in a matter of a few years. This chapter presents a critical analysis of the Turkish adult education (AE) sector by applying the concept of active participatory citizenship in the context of the current refugee crisis with a focus on its role in helping this vulnerable community to become active members of the society. This chapter argues that AE and Lifelong Learning (LLL) programs have the potential to empower Syrian refugees in such a way to make them into active members, contributing social, economic and cultural ways in Turkish society. To make its arguments, the chapter firstly provides a brief analysis of Turkey’s reform agenda in the field of AE since 1990s. By drawing on selected statistics it highlights the shortcomings in Turkey with respect to developing sustainable and gender sensitive AE programs, especially for young adults. Secondly, it investigates the major legal and institutional developments in Turkey since the first wave of the refugees entering to Turkey after beginning of the Syrian Civil War in 2011. Lastly, it will provide an analysis of how new AE programs for refugees are designed, which are characterised by a holistic view of social inclusion and target specific groups of refugees under the pressure of multiple vulnerabilities.
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Actas de conferencias sobre el tema "Education for Young and Adults"

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Tūbele, Sarmīte. "Mobile Learning Games for Dyslexic Young Adults". En 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.13.

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This article is devoted to revealing the theoretical background of dyslexia in young adults to substantiate the chosen approach for mobile learning games. Education in the 21st century has changed just the same as young adult learners; especially those who have some developmental problems, such as developmental dyslexia. If they are lucky to encounter smart teachers, understanding parents, siblings and peers, they succeed in the education system, they reach learning goals and are satisfied with their life quality. If there are gaps between regulations, rules and the real situation, learners lose interest in learning and especially in reading, they do not achieve their learning goals and sometimes they even experience school failure. Educators have to think about new methods, new approaches to diminish the possibilities of failure, to renew interest in learning (and especially in reading) to achieve education goals and to ensure the possibility for better life quality. The article deals with theoretical findings in differences of dyslexia in young adults and the role of technologies and educational mobile games in the learning process.
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Hayee, Aliya Abdul. "Perceived Parental Authority And Self-Esteem Among Young Adults". En 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.62.

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Gorbat, Olga. "Media and information culture of the young adults". En The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-65-67.

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Schyllert, Christian, Martin Andersson, Anne Lindberg, Eva Rönmark y Linnea Hedman. "Childhood asthma affects job and education in young adults". En ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.oa298.

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Barz, Daniela-Luminița. "Attitudes toward Science and Scientific Literacy Among Romanian Young Adults". En ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.7.

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Roche, Tricia y Anne Marshall. "EXPLORING TRANSITIONS TO EMPLOYMENT FOR YOUNG ADULTS WITH DEVELOPMENTAL DISABILITIES". En 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2151.

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Tiersa Undap, Tiersa y Tiersa Undap. "Development of Early Young Adults that have Autistic Characteristics". En Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.61.

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Buehler, Erin, William Easley, Amy Poole y Amy Hurst. "Accessibility barriers to online education for young adults with intellectual disabilities". En W4A'16: International Web for All Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899475.2899481.

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Sakharova, Tatiana. "Some Traits Of Conceptual Identity In Adolescents And Young Adults". En ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.24.

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Terezakis, Michail y Assimina Tsibidaki. "DEVELOPING A CONFINED SOCIAL INTERACTION PLATFORM FOR YOUNG ADULTS WITH INTELLECTUAL DISABILITIES". En 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1551.

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Informes sobre el tema "Education for Young and Adults"

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Riise, Julie, Rita Ginja y Signe A. Abrahamsen. School health programs: education, health, and welfare dependency of young adults. The IFS, julio de 2021. http://dx.doi.org/10.1920/wp.ifs.2021.2021.

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Chen, Wei-Chen, Wen Hsu Lin y Chin-Chun Yi. Effects of Chinese Education Style and Self-esteem in Adolescents’ Fashion Innovativeness and Conspicuous Consumption in Young Adults: A longitudinal study in Taiwan. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-1093.

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Faizunnissa, Azeema. The poverty trap: Leveling the playing field for young people. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1007.

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Family plays a critical role in young people’s lives and is key in determining the conditions under which young people make important transitions to adulthood. This brief examines the impact of family-level poverty on the educational attainment, economic activity, and marriage patterns of Pakistani youth, and shows how strongly socioeconomic status shapes the lives of future generations. More young people aged 15–24 live in Pakistan now than at any other time in its history—an estimated 36 million in 2004. Recognizing the dearth of information on the situation of this large group of young people, the Population Council undertook a nationally representative survey from October 2001 to March 2002. The analysis presented in this brief comes from Adolescents and Youth in Pakistan 2001–02: A Nationally Representative Survey—the largest such survey focusing on young people. The survey sought information from youth aged 15–24, responsible adults in the household, and other community members in 254 communities. A total of 6,585 households were visited and 8,074 young people were interviewed.
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Dave, Dhaval, Nancy Reichman y Hope Corman. Effects of Welfare Reform on Educational Acquisition of Young Adult Women. Cambridge, MA: National Bureau of Economic Research, noviembre de 2008. http://dx.doi.org/10.3386/w14466.

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Levy, Vicki. Young Adults and the Future of Volunteering. AARP Research, agosto de 2019. http://dx.doi.org/10.26419/res.00265.007.

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Hoyle, Jack, Jonathan Cribb y Andrew Hood. The decline of homeownership among young adults. Institute for Fiscal Studies, febrero de 2018. http://dx.doi.org/10.1920/bn.ifs.2018.bn0224.

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Lam, Hau-Yan, Jennifer Yurchisin y Sasikarn Cook. Young Adults' Ethical Reasoning Concerning Fast Fashion Retailers. Ames: Iowa State University, Digital Repository, noviembre de 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1739.

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Markowitz, Sara, Pinka Chatterji, Robert Kaestner y Dhaval Dave. Substance Use and Suicidal Behaviors Among Young Adults. Cambridge, MA: National Bureau of Economic Research, febrero de 2002. http://dx.doi.org/10.3386/w8810.

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Wauchope, Barbara. Homeless teens and young adults in New Hampshire. University of New Hampshire Libraries, 2010. http://dx.doi.org/10.34051/p/2020.109.

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Payne, Krista. Young Adults in the Parental Home, 2007-2018. National Center for Family and Marriage Research, febrero de 2019. http://dx.doi.org/10.25035/ncfmr/fp-19-04.

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