WorldWideScience

Sample records for adult education

  1. Adult education

    DEFF Research Database (Denmark)

    Rasmussen, Palle; Larson, Anne; Cort, Pia

    education works well, serving relevant needs of citizens as well as the labour market and contributes to social justice. Thus policy intervention is not needed and the workings of adult education are more or less invisible (2) the Danish system of adult education confronts problems of quality......When the first round of results from the PIAAC survey was published in 2013, the media coverage in Denmark was limited and quickly focused on how to enhance learning in primary school (Cort & Larson, 2015). What could have led to an increased focus on adult education and training, thus, instead...... revealed how the interest in adult education and training was being overshadowed by a dominant focus on primary education. This apparent lack of interest for adult education and training is not a given in the international context and perhaps especially in Denmark. In the 1970’s, both UNESCO and the OECD...

  2. Adult Education and Adult Learning

    DEFF Research Database (Denmark)

    Illeris, Knud

    Kort beskrivelse Bogen, 'Adult Education og Adult Learning', giver et fyldestgørende overblik over forståelsen af voksenuddannelse og læring. Abstract I "Adult Education and Adult Learning' ser Knud Illeris på voksenuddannelse fra to perspektiver. På den ene side beskrives de aktuelle udfordringer...... Rubinson, Professor of Education, University of British Colombia, Vancouver skrev: "Illeris viser et fantastisk overblik over nøgleproblematikkerne når vi taler voksenuddannelse og læring. Han har en evne til fremvise komplekse emner og sammenhænge, som selv menigmand let kan forstå."...

  3. Becoming adult educators in Denmark

    DEFF Research Database (Denmark)

    Milana, Marcella; Søgaard Lund, Lise

    2009-01-01

    In this paper we present an analysis of identity-construction processes among adult educators in Denmark and we address the question how adult educators develop professionalism, not least by taking advantage of existing opportunity structures for current and prospective adult educators. A between......-cases analysis of fifteen narrative interviews explores the professional pathways towards adult education, the perceived images of a (professional) adult educator, processes of identification with concrete or imaginary communities, and motivation for adult educator to enrol in current opportunity structures...

  4. The Adult Education Centre

    Directory of Open Access Journals (Sweden)

    Olga Drofenik

    1997-01-01

    Full Text Available The Adult Education Centre has drafted the professional foundations for the Master Plan for Adult Education which, according to the provisions stipulated in the Adult Education Act, will be adopted by the Parliament. The Master Plan specifies the goals, priority target groups, priority areas and a draft financial projection. The professional foundations include the ratings of adult education in studies about adult education trends in Slovenia and abroad. The paper presents research results relevant to the Master Plan and documents issued by international organizations, including research into the Decisive Global Factors of EC Development after 1992, the Report of Ministers of the OECD, and the Economic Development Strategy of Slovenia . All the above-mentioned documents emphasize the importance of life­long learning in achieving a more fulfilling personal life, faster economic growth and maintenance of social ties. In principle, the same views are shared in Slovenia. However, in practice the "multi-dimensional" nature of adult education often gives way to "education for production". This is why we especially stress the importance of adult education in the social and cultural context.

  5. Adult educators' core competences

    Science.gov (United States)

    Wahlgren, Bjarne

    2016-06-01

    Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or "core" requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students' prior learning into account; (3) supporting a learning environment; and (4) the adult educator's reflection on his or her own performance. At the end of his analysis of different competence profiles, the author notes that adult educators' ability to train adult learners in a way which then enables them to apply and use what they have learned in practice (thus performing knowledge transfer) still seems to be overlooked.

  6. Adult Basic Education: Aligning Adult Basic Education and Postsecondary Education

    Science.gov (United States)

    Texas Higher Education Coordinating Board, 2008

    2008-01-01

    In 2007, the 80th Texas Legislature included a rider to the General Appropriations Act for the Texas Higher Education Coordinating Board. The rider directed the agency to coordinate with the Texas Education Agency to develop and implement plans to align adult basic education with postsecondary education. The Coordinating Board, in collaboration…

  7. Adult and lifelong education

    DEFF Research Database (Denmark)

    Milana, Marcella; Holford, John; Mohorčič Špolar, Vida

    2014-01-01

    The contributions published in this special issue of Globalisation, Societies and Education draw from an international conference “Trans-nationalization of Educational Policy Making: Implications for Adult and Lifelong Learning”, held in Nottingham on 10-12 February 2012. The conference...... and lifelong education. Accordingly, the focus was on on-going analysis and reflections on the implications for adult and lifelong education policies of globalization, and the trans-nationalization of decision-making that comes with it. This special issue brings together a first selection of papers presented...... was organised by the Research Network on Policy Studies on Adult Education, established under the auspices of the European Society for the Research on the Education of Adults (ESREA). The aim of the conference was to explore how globalisation affects agency and policy processes in the area of adult and lifelong...

  8. Adult Education: A Searching Stepchild.

    Science.gov (United States)

    Cherem, Barbara

    1990-01-01

    Three factors affecting the paradigm shift in adult education are the exponential growth of information, changing demographics, and emergence of a philosophy of adult development. The focus is changing from adult education to adult learning, from adult education practitioners to facilitators. Professional organizations must convince funders and…

  9. Aspects of Adult Education.

    Science.gov (United States)

    Chandrasekhar, Rajkumari

    This book presents an overview of and prescription for adult education in India. Following an introduction to the problem of illiteracy in India, the book's 14 chapters cover a broad spectrum of adult education issues. Topics discussed include adult education and national development; roles of voluntary organizations, universities, colleges, and…

  10. Adult Education in Liberia.

    Science.gov (United States)

    Smith, Robert M.

    Adult education in Liberia is discussed as to the types of programs offered and the purposes and goals of each type. The programs are classified as Literacy Education, Continuing Education, Vocational Education, In-Service Education, and Fundamental Education. The needs of the adult Liberian in relation to the courses offered are discussed.…

  11. Education and identity of adult educators

    Directory of Open Access Journals (Sweden)

    Zoran Jelenc

    2010-10-01

    Full Text Available Adult education and learning has because of its wide extensiveness and variability huge difficulties with its identity. Difficulties appear in all three spheres of identity: professional identity of adult education; societal identity of the field; and personal identity with the profession. In our contribution we list and describe difficulties in all three identity areas. Insufficient identity is a great obstacle for continuing education and further training of those who work or wish to work in adult education or they are obliged to carry out such education. They are all named ‘adult educators’ but their roles and tasks in education are different. Contents and ways of realization of programs have to be adapted to that. We recommend: modular programs for different target groups should be created from a wide list of contents; more sophisticated methods of marketing and recruiting should be used for the better realization of programs; programs should enable participants to get publicly recognized certificates and in this way current program of pedagogical-andragogical education which does not follow enough above-named difficulties of identity should be replaced; successful programs should be distributed all over Slovenia and performed in cooperation with another providers.

  12. Discourse in Adult Education: The Language Education of Adult Immigrants in Sweden.

    Science.gov (United States)

    Hill, Hannah

    1990-01-01

    A shortcoming of adult education theories is lack of attention to social, historical, and institutional contexts. A case study of language education programs for adult immigrants in Sweden illustrates how assumptions about participant-centered, needs-based education justified and legitimated the use of these programs as a tool for employment…

  13. Professionalisation of adult educators in Denmark

    DEFF Research Database (Denmark)

    Larson, Anne; Milana, Marcella

    2011-01-01

    Increasing interest in lifelong learning has led to increasing interest in adult education and training and, at European level, increasing interest in the qualification of those who are going to teach the growing number of adults expected to take part in adult education and training. The article......, which is based on the Danish results of a European project on the qualification of (prospective) adult educators, shows that in spite of a long tradition of adult education, this increased interest in the qualification of adult educators is only vaguely mirrored in Danish plans and strategies for adult...... education, where quality is mainly defined in terms of usefulness for the labour market. The study is carried out as a combination of document analysis of relevant policy papers and narrative interviews with participants in qualification programmes for adult educators....

  14. 38 CFR 18.438 - Adult education.

    Science.gov (United States)

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Adult education. 18.438 Section 18.438 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED... Adult Education § 18.438 Adult education. A recipient that provides adult education may not, on the...

  15. Initial education and training pathways for danish adult educators

    DEFF Research Database (Denmark)

    Milana, Marcella

    2008-01-01

    The contribution aims at mapping out initial education and training opportunities for Danish adult educators and to examine key structural features that characterise professionalisation processes in the field of adult education. The analysis draws on policy documents and available research...... three provides a detailed account of existing qualification pathways for individuals willing to enter the system as adult educators. Notwithstanding the range of opportunities to acquire pedagogical qualifications in teaching adults, the knowledge and skills provided may vary substantially. Consequently......, the author's main argument is that it is not possible to speak of tailored-made pathways of professionalisation in the field of adult education, at least in the Danish context....

  16. Adult educators' core competences

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2016-01-01

    ” requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students’ prior learning into account; (3) supporting a learning environment; and (4) the adult educator’s reflection on his or her own performance. At the end of his analysis of different competence......Abstract Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators’ required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural...... environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or “core...

  17. Adult Education for Women.

    Science.gov (United States)

    Nagappa, T. R.

    1980-01-01

    Apathy, indifference, and neglect has characterized adult education for women in India. The National Adult Education Programme must focus attention and funding on women if the extremely low percentage of female literacy is to be improved. (SK)

  18. Globalisation, Transnational Policies and Adult Education

    Science.gov (United States)

    Milana, Marcella

    2012-01-01

    Globalisation, transnational policies and adult education--This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper…

  19. Segmenting the Adult Education Market.

    Science.gov (United States)

    Aurand, Tim

    1994-01-01

    Describes market segmentation and how the principles of segmentation can be applied to the adult education market. Indicates that applying segmentation techniques to adult education programs results in programs that are educationally and financially satisfying and serve an appropriate population. (JOW)

  20. Professionalism Prevails in Adult Education ESL Classrooms

    Science.gov (United States)

    Brown, Megan C.; Bywater, Kathleen

    2010-01-01

    The purpose of this report is to explore the issue of professionalism of adult education ESL educators and uncover any inequities. The arc of this exploration describes the history of adult education, the current state of adult education ESL professionals, and the direction in which ESL adult educators appear to be heading. The results illustrate…

  1. UNESCO, adult education and political mobilization

    DEFF Research Database (Denmark)

    Milana, Marcella

    2014-01-01

    will in adult education; Brokering captures the process of supporting the transaction of values, ideas and information to envision a viable future for adult education; finally framing addresses the structuring of information and intentions to produce materials changes at governmental level in the field of adult......) and the Global Report on Adult Learning and Education (UIL 2003, 2013). The findings point at three concurrent processes or modes of mobilization in adult education: landmarking, brokering and framing. Landmarking refers to the process of co-constructing a shared past for a broad set of actors with policy...... education. Drawing on different data sources, for each mode the author present and discuss few of its incidences and visible marks....

  2. Nursing education as adult education: A philosophical standpoint

    Directory of Open Access Journals (Sweden)

    V.J. Pinkney-Atkinson

    1983-09-01

    Full Text Available There are probably as many definitions of adult education as there are authors on the subject. In most cases the definition reflects the particular bias of the author. In its opening statement on the subject, The Encyclopedia for Educational Research (1 p .30 notes that adult education may be defined in many Ways.

  3. Training of adult education teachers in Denmark

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    The article presents the Danish adult educational system, the extend of adult learning and the objectives of the adult education program. It presents the teacher training institutions and programs and the programs for continuing education in practice. Further on the article presents and discus...... the pedagogical principles and theories behind the training of teachers in adult education....

  4. Andragogy: Prerequisites for Adult Educators

    Science.gov (United States)

    Giannoukos, Georgios; Hioctour, Vasilios; Stergiou, Ioannis; Kallianta, Sotiria

    2016-01-01

    This work is the result of a qualitative research that tries to highlight, through an interview with an adult educator, the qualities, skills and qualifications a trainer in adult education should have. His qualifications must be of high quality because the difficulties and obstacles in adult learning are different and perhaps more numerous than…

  5. Adult Education in the Danish Modernization Process

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2014-01-01

    at local participants and contexts and a globalization process which redefines the cultural environment and presents a new and challenging agenda for adult learning. I will apply a rather general framework of historical analysis of adult education which is derived from and related to European modernization...... (Salling Olesen 2009) on the history of Danish adult education and the possible contemporary impacts of this history (Salling Olesen 1985;1989). It looks at the societal nature of adult learning and hence the societal functions of adult education, and emphasizes the historical dimension in the sense...... of linking adult education to local socioeconomic, political, and cultural dynamics. Having done that I will return to the question about how we can see adult education in the context of globalization....

  6. Initial qualifications of adult educators – a comparative view

    DEFF Research Database (Denmark)

    Milana, Marcella; Larson, Anne; Søgaard Lund, Lise

    General adult education, vocationally oriented adult education and liberal education often represent separated fields of public intervention. Each of these sectors is characterized by organizational features and a financial structure that support the pursuing of specific educational goals....... These distinctions are reflected not only in the provision of adult education opportunities but also in public policies on adult learning. Consequently, initial education and training of adult educators as well as the policy on qualification of adult education professionals differs both between countries and between......, the paper will critically review current public policies in the field and problematise the role of existing education and training opportunities in providing those willing to teach adults in general adult education, vocationally oriented adult education or liberal education with the qualifications required...

  7. Empathy in Adult Education

    Directory of Open Access Journals (Sweden)

    Natalija Vrečer

    2015-10-01

    Full Text Available Empathy is an important part of emotional intelligence and the latter is crucial for human relations, whether they be interpersonal relations, relations among people at work, or in a wider community. Therefore, empathy is important for adult education, for guidance counsellors, and for other adult educators. Adult educators must be empathic in order to understand the perspectives and needs of the participants in the educational process and empathy is a precondition for understanding. The development of empathy as a competence is a lifelong learning process. Namely, despite some biological predispositions for empathy, the latter can be learnt. It is the contention of the article that empathy is one of the most important intercultural competencies, because if a person is not empathic, other intercultural competencies vary rarely cannot develop to their full extent. Thus empathy is a precondition for successful intercultural dialogue.

  8. Researching participation in adult education

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    It is a widespread perception that the challenge of increasing participation in adult education and training has intensified due to the transformation from industrial to knowledge based societies and the transformation implies that it becomes pivotal to increase the supply of highly qualified...... labour. This has fostered an interest in examining why and how people engage in adult education, how participation and especially non-participation in adult education can be explained and how participation rates can be increased. In this paper I outline different traditions within research on recruitment...... to and participation in adult education and training focusing primarily on unskilled and low skilled workers. I present how the traditions contribute to the perception of what effects participation and argue that the existing traditions must be extended and a new framework must be applied in order to understand how...

  9. Placing Advocacy at the Heart of Adult Education

    Science.gov (United States)

    Taylor, Jackie

    2016-01-01

    Adult educators know that adults and families change their lives through adult education. Adult education also positively impacts a host of social and economic issues. Yet this fact is largely unknown or misunderstood by the general public. Resources have become increasingly scarce, while at the same time adult educators are asked to do more with…

  10. ADULT LEARNERS IN DISTANCE HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    NORICA-FELICIA BUCUR

    2012-05-01

    Full Text Available This paper attempts at identifying the main features that characterize distance higher education and adult education, respectively, in order to be able to establish to what extent adult learners can fit in distance higher education programs. The historical background of distance learning education, the factors that influence adult learners, and distance learning’s key objectives, effects, issues, advantages, and disadvantages are to be briefly investigated in order to reach the purpose of this paper. Recent developments in Information Technology have led to a new approach to teaching and learning, especially as far as adult learning and distance learning are concerned. Thus, this study will also focus on the consequences of using technology for course design, delivery, and the perception of adult learners participating in distance learning.

  11. Work, Experience and Adult Education

    DEFF Research Database (Denmark)

    Rasmussen, Palle

    2006-01-01

    A presentation and discussion of the theories of work, experience and adult education developed by the German philosopher and sociologist Oskar Negt.......A presentation and discussion of the theories of work, experience and adult education developed by the German philosopher and sociologist Oskar Negt....

  12. Critical lnterpretatlon of quality ln adult education

    Directory of Open Access Journals (Sweden)

    Janko Berlogar

    1997-01-01

    Full Text Available Critical approach has undoubtedly fo­ und its place in the sociology of adult education, too. The author uses it to interpret the quality in adult education as something far from being absolute and reached ance for ever. Most important - it does not depend on the teachers, educators only. Whatever it really is, the quality in adult education is determined and defined by the power and interests of the »customer«, the stakeholder in educational process- by its participants, enterprises and economy, by the state and by the internal processes in educational organisations, too. The latter themselves usually do not have some real influence on the quality of the process they organise and carry out. The process determined and defined by power and interests of others has nothing in common with quality and is far from educational excellence. In adult education as a political process educational organisations stili have to fight their positions out. Their task therefore is to actively, through negotiations, but aggressively enough, participate in defining the principles of quality first. They will know how to activate them in educational processes later. With all respect to the market (from which adult education cannot run away, but the autonomy in defining educational principles is crucial for the survival of adult education organisations.

  13. ADULT EDUCATION IN NEPAL.

    Science.gov (United States)

    HELY, ARNOLD S.M.

    IN THIS REPORT ON ADULT EDUCATION IN NEPAL, THE GEOGRAPHIC, ETHNIC, ECONOMIC, EDUCATIONAL, AND POLITICAL FACTORS AFFECTING SOCIAL, EDUCATIONAL, AND ECONOMIC DEVELOPMENT ARE DISCUSSED. THE EXTENT OF PROGRESS IN NATIONAL EDUCATION (INCLUDING LITERACY CAMPAIGNS) SINCE 1951 PROVIDES BACKGROUND FOR A DESCRIPTION OF THE ADMINISTRATIVE ORGANIZATION AND…

  14. Globalization, transnational policies and adult education

    DEFF Research Database (Denmark)

    Milana, Marcella

    2013-01-01

    In this article I examine policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. In doing so, I critically examine how globalization processes are constructed as policy...... problems when these transnational political agents propose adult education as a response. My main argument is that while UNESCO presents the provision of adult education as a means for governments to globally overcome disadvantages experienced by their own citizenry, the EU institutionalizes learning...... the conceptual and methodological framework of my analysis. I proceed to examine the active role played by UNESCO and the EU in promoting adult education as a policy object at transnational level, and unpack the specific problem „representations. that are substantiated by these organizations. I argue...

  15. Globalisation, transnational policies and adult education

    Science.gov (United States)

    Milana, Marcella

    2012-12-01

    Globalisation, transnational policies and adult education - This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper investigates how globalisation processes are constructed as policy problems when these transnational political agents propose adult education as a response. The author's main argument is that while UNESCO presents the provision of adult education as a means for governments worldwide to overcome disadvantages experienced by their own citizenry, the EU institutionalises learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalisation to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, she presents the conceptual and methodological framework of her analysis. The author then examines the active role played by UNESCO and the EU in promoting adult education as a policy objective at transnational level, and unpacks the specific problem "representations" that are substantiated by these organisations. She argues that UNESCO and EU processes assign specific values and meanings to globalisation, and that these reflect a limited understanding of the complexity of globalisation. Finally, she considers two of the effects produced by these problem representations.

  16. Adult ESL Education in the US

    Science.gov (United States)

    Eyring, Janet L.

    2014-01-01

    This article discusses the state of the art in the field of "adult ESL" in the US. It identifies the size, characteristics, and settings of adult education and discusses relevant professional standards, assessment procedures, and teacher preparation. Three approaches to noncredit adult ESL education will be presented (Functional…

  17. 38 CFR 21.142 - Adult basic education.

    Science.gov (United States)

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Adult basic education. 21...) VOCATIONAL REHABILITATION AND EDUCATION Vocational Rehabilitation and Employment Under 38 U.S.C. Chapter 31 Special Rehabilitation Services § 21.142 Adult basic education. (a) Definition. The term adult basic...

  18. Becoming Adult Educators in theNordic-Baltic Region

    DEFF Research Database (Denmark)

    Milana, Marcella; Larson, Anne

    their living by educating adults acquire the pedagogical qualifications the need, prior to employment.When looking at official requirements for teachers of adults we observe that teachers willing to work in field of general adult education, with few exceptions, are required an education as primary school...... of such policy, however, highlights that the qualification of people teaching in the Danish adult education and training system is seldom covered. Paradoxically, the increased stress, at national level, on the need for high quality adult education and training, rarely question how to ensure that those earning...... teacher or post-graduate teacher training for upper secondary school teachers rather then pedagogical qualifications in teaching adults. Not dissimilarly, in the field of vocationally oriented adult education, while both subject specific qualifications and professional experience are formally requested...

  19. Do educators in initial training have stereotypes about adult education?

    OpenAIRE

    Moreno-Crespo Pilar; Moreno-Fernández Olga

    2017-01-01

    The initial training that future educators receive must be prepared for the education of adults, which includes knowing the characteristics of the group and overcoming the stereotypes towards them. However, not always achieved. The purpose of this communication is to approximate the stereotypes that early educators (elementary school teachers and social educators) have about adult education. To this end, 110 students of teachers in the specialty of Primary Education and 151 of social educatio...

  20. 45 CFR 605.38 - Preschool and adult education.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Preschool and adult education. 605.38 Section 605... Preschool, Elementary, and Secondary Education § 605.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the...

  1. Adult Education in India & Abroad.

    Science.gov (United States)

    Roy, Nikhil Ranjan

    A survey is made of various aspects of adult education in India since 1947, together with comparative accounts of the origin, development, and notable features of adult education in Denmark, Great Britain, the Soviet Union, and the United States. Needs and objectives in India, largely in the eradication of illiteracy, are set forth, and pertinent…

  2. 45 CFR 84.38 - Preschool and adult education.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Preschool and adult education. 84.38 Section 84.38..., and Secondary Education § 84.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the basis of handicap...

  3. Readers in Adult Basic Education.

    Science.gov (United States)

    Barnes, Adrienne E; Kim, Young-Suk; Tighe, Elizabeth L; Vorstius, Christian

    The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the Test of Adult Basic Education ( Reading subtest) and the Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the Woodcock Johnson III Passage Comprehension and the Test of Adult Basic Education Reading Comprehension.

  4. Young people in adult education

    Directory of Open Access Journals (Sweden)

    Albert Mrgole

    1997-01-01

    Full Text Available The increasing number of young people participating in adult education programmes has, in the recent years, raised the question of transfer from regular education system to labour market where a large proportion of young people remain socially marginalized and isolated. Young people in adult education are a special target group; in order to plan educational programmes properly, we need to be familiar with their specific characteristics. The article, on the level of a statistical data outline and its paradoxes, introduces the category of young people in adult education as an impact of system factors, and defines related problems in the register, which - for more thorough understanding - dictates sociologically and anthropologically directed analytical approach. The first effect of this, not solely pedagogical view, is presented in the second part of the article, where Mrgole proposes an analysis of educational needs definition and its dangerous consequences in original planning of educational programmes. The concluding part takes a wider perspective and treats the factors of early school-leaving of young people, taking into consideration direct experience in experimental educational programmes for the young. The article ends with an outline of basic elements which the planners of andragogical educational programmes intended for young people should consider in their planning to achieve effective curricula.

  5. Jean-Jacques Rousseau's views on adult education

    Science.gov (United States)

    Dame, Frederick William

    1996-01-01

    Although Rousseau describes in Émile only his scheme for childhood education, he presents us in this work with some direct statements which can be applied to explain more fully the nature of adult education. The author surveys Rousseau's ideas on the role of the general will in adult educational philosophy, subject matter, methodology and negative education, as well as the relationships between the family, student, teacher, community and the state. He concludes that the modern Rousseau would not limit education to males and would recognize that the four Rousseauian periods of educational development — infancy, childhood, youngster, adolescence — is followed by a fifth: adulthood. Adult education is the logical continuation of the four previous phases. Throughout each phase education must permit intellectual and moral growth and always allow for creativity and diversity. Only then can adults become positive contributors to their society.

  6. Power and Authority in Adult Education

    Science.gov (United States)

    Alsobaie, Mohammed Fahad

    2015-01-01

    This paper covers power and authority in adult education, focusing on the modern definitions of power and authority in the educational context, then moving into past precedents of the use of power and authority of classrooms. Finally, the optimal types of power and authority to apply to adult education are examined. Power defines a relationship…

  7. Qualification Paths of Adult Educators in Sweden and Denmark

    Science.gov (United States)

    Andersson, Per; Kopsen, Susanne; Larson, Anne; Milana, Marcella

    2013-01-01

    The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study,…

  8. Preserving the Voices of Adult Educators

    Science.gov (United States)

    Bogner, Len A.; King, Brett P.

    2017-01-01

    The Adult Education Interview Series (AEIS) started at the University of Central Oklahoma (UCO) and was inspired by the use of TED talks and other similar videos in online and distance education courses. It is a collaboration between the Adult Education and Safety Science Department and the Center for eLearning and Connected Environments at UCO.…

  9. Participation patterns in adult education

    DEFF Research Database (Denmark)

    Desjardins, Richard; Rubenson, Kjell

    2013-01-01

    This article focuses on evidence regarding cross-national patterns of participation in adult education and an interpretation of these patterns from an institutional and public policy perspective. The interpretation follows from the perspective that sustaining high and widely distributed levels...... problems that otherwise lead to underinvestment in skills and/or inequity in the distribution of access to education and training and hence skills. Hence, it is argued that institutional contexts and public policy measures condition participation patterns in adult education, and are thus worthwhile...

  10. Adult Education in Brazil.

    Science.gov (United States)

    Ministerio da Educacao e Cultura, Rio de Janeiro (Brazil).

    The status and goals of adult education programs in Brazil are discussed in this report. Supplemental systems such as the Brazilian Literacy Movement (Mobral) and their results are described and evaluated. Charts detailing the evolution of literacy are shown and priorities in education are suggested. The progress of other educational entities is…

  11. Opportunities of Continuing Adult Education

    Directory of Open Access Journals (Sweden)

    Lidija Ušeckienė

    2011-04-01

    Full Text Available After becoming the member state of the European Union, Lithuania undertook all the obligations of a member state. One of them is the implementation of The Lisbon Strategy aiming at the worlds most dynamic and competitive knowledge– based economy by 2010. Under the strategy, a stronger economy will drive job creation, sustainable development, and social inclusion. These changes demand the modernisation of education systems in the E U states, Lithuania among them. To achieve this objective, political forces came to an agreement on the future of Lithuanian education. In 2003 The Seimas of the Republic of Lithuania approved of National Education Strategy 2003–2012. This strategy is special not only because it is based on the experiences of the reform, addresses current and future world’s challenges and opportunities, maintains links with other strategic national reforms, but also emphasises efforts to ensure quality lifelong education for Lithuanian population and striving to become a partner in modern knowledge-based economy. Therefore, an extensive discussion on lifelong education strategies on individual and institution levels in all spheres of social and personal life has started in the E U and Lithuania. Nowadays lifelong learning is not just one aspect of education and training; it gradually is becoming the most important principle in the continuum of complex learning contexts. Such vision must be implemented this decade. The object of the research: the preconditions for the development of continuing adult education. The aim of the research: to examine the peculiarities of the preconditions for the development of continuing adult education in Pakruojis region. The methods of the research: analysis of references and documents on education; an anonymous survey in written form (a questionnaire; statistical analysis of data. The sample. The research was conducted in Pakruojis region in January-April, 2006. 300 respondents of different age

  12. Adult Education Research in Slovenia

    Directory of Open Access Journals (Sweden)

    Zoran Jelenc

    1997-12-01

    Full Text Available We found in the 'state of the art' study on adult education research in Slovenia  that in the period 1989-1993 in Slovenia there was quite extensive and intensive research activity on ad uit education. Here are some figures to confirm this statement: 33 research projects were carried out in 11 institutions, and 23 researchers were involved in researches. The research projects were analysed and presented in detail by: kind of providers, research themes and priorities, sources and ways of financing, development of research infrastructure (publicizing, bibliographical resources, training and professional associations of researchers and extension and ways of international cooperation. Comparing the present sitation with the findings mentioned above we assess that the relatively favourable situation from the period approx five years ago is deteriorating getting worser. There are fewer research conductors, the extent of financial funds is declining, the criteria for approvement of aplicative and fundamental research at the Ministry for Science and Technology are higher, the interest of the Ministry of Education and Sport in research themes is getting narrower and therefore adult education is not treated as a priority; in the structure of researches at present, developmental research prevails, but even here the restrictive financing policy of the Ministry for Education and Sport is not supporting developmental researches as much as before. The development of research infrastructure is stili following the general positive trend of the development of adult education. We condude that special support and measures (special criteria for approvement of research, development of institutions, research staff development and training, development of infrastructure and international cooperation should be adopted for the more prosperous development of research on adult education; adult education in Slovenia is stili a very young field of activity, and andragogy is

  13. BAEA Becoming Adult Educators in the European Area

    DEFF Research Database (Denmark)

    Andersson, Per; Farinelli, Fiorella; Gross, Marin

    , especially among potential adult educators for whom specialised studied in the field are restricted - if not absent - or who may not consider entering a professional career in this field, due to its relatively low socio-economic status. It also calls policymakers, researchers and practitioners to improve......This report presents the results from a comparative study, Becoming Adult Educators in the European Area (BAEA), aimed at investigating how prospective adult educators qualify for their jobs before entering the profession. The empirical evidence gathered in four European countries (i.e. Denmark......, Estonia, Italy and Sweden) shows a strong political focus on labour market needs and relevance, when it comes to adult education provisions. This is paralleled by scarce attention paid to the role played by adult educators and their qualifications in supporting learning processes among the adult...

  14. Supporting wellness in adult online education

    Directory of Open Access Journals (Sweden)

    Jacklyn J. Thompson

    2014-02-01

    Full Text Available Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies specific wellness concerns of adult online learners. The paper also provides examples of how three American higher education institutions are addressing the issue of wellness promotion in online learning. It identifies areas for improvement in current wellness initiatives and offers recommended strategies for supporting adult online learner wellness to professional organizations, institutions, instructors, and distance learners.http://dx.doi.org/10.5944/openpraxis.6.1.100

  15. Adult Students in the European Higher Educational Environment

    Directory of Open Access Journals (Sweden)

    N. G. Gordiyenko

    2013-01-01

    Full Text Available The paper considers the issue of accessibility of higher education for adults – the people of various ages and social status. The author analyzes the educational policy of the European Union and its different members, and demonstrates the priority of the given issue. The Bologna agreement involves the reforms aimed at guaranteeing the lifelong education at any level.The interest to the adults education in the European Union results from the rising education requirements in the labor market; tough demographic situation and aging of professionals; redistribution of young people’s educational preferences; prolonged educational programs; flexible and consistent adult education policies in the European Union. Various approaches to interpreting a definition of the adult student are analyzed; classification according to students’ motivation and social status is given. 

  16. Marxism and Adult Education in Britain

    Science.gov (United States)

    Steele, Tom; Taylor, Richard

    2004-01-01

    In British adult education Marxism has been a persistent if marginalised current that has consistently informed its more radical movements and practitioners. This article firstly introduces some contested Marxist perspectives on adult education, particularly around the issues of ideology and incorporation into bourgeois society. Secondly, it…

  17. Regional development, inequality and adult education

    DEFF Research Database (Denmark)

    Rasmussen, Palle; Staugaard, Hans Jørgen

    Adult education policy exists at many levels – internationally, nationally and locally. In this paper, we look at the challenges, structures and practices of adult education policy at the local level, more specifically in Northern Denmark, one of the five regions of the Danish nation-state. We se...

  18. The development of national standards for adult educators in Namibia

    Science.gov (United States)

    Ellis, Justin; Richardson, Brent H.

    2012-06-01

    Since gaining independence from South Africa in 1990, Namibia has placed considerable emphasis on education, including adult learning. As a means of improving the quality of adult learning, the Namibian Ministry of Education commissioned the development of national standards in 2010 to express competency requirements for adult educators. Particular attention was paid to the views of adult learners who participated through thirty focus groups. The participatory process revealed that the work of an adult educator is more complex and demanding than had previously been appreciated. The required competencies were categorised under four headings: (1) Knowledge as an adult educator, (2) Practice as an adult educator, (3) Relationships as an adult educator and (4) Ethics and professionalism as an adult educator. The Namibia Qualifications Authority, acting under its legislative mandate of setting occupational standards for occupations, jobs, posts and positions, approved the national standards in 2011.

  19. Evaluation of Distance Education System for Adult Education Using 4 Video Transmissions

    OpenAIRE

    渡部, 和雄; 湯瀬, 裕昭; 渡邉, 貴之; 井口, 真彦; 藤田, 広一

    2004-01-01

    The authors have developed a distance education system for interactive education which can transmit 4 video streams between distant lecture rooms. In this paper, we describe the results of our experiments using the system for adult education. We propose some efficient ways to use the system for adult education.

  20. Humanistic Model in Adult Education and Science and Technology ...

    African Journals Online (AJOL)

    Humanistic Model in Adult Education and Science and Technology: Challenges of the 21 st Century Developing Nation. ... Annals of Modern Education ... is the result of the scientific and technological advancement, this paper considers humanistic model in adult education as liberal education appropriate for adult age.

  1. Adult Education Faculty and Programs in North America

    Science.gov (United States)

    Tisdell, Elizabeth J.; Wright, Robin Redmon; Taylor, Edward W.

    2016-01-01

    This article reports on the findings of a quantitative survey of North American adult education faculty and a textual analysis of websites of adult education graduate programs in North America conducted in the fall of 2013. This study examined background information about adult education faculty and programs; the nature of faculty work interests,…

  2. An Analysis of Europe within Adult Education Literature

    Science.gov (United States)

    Yelich Biniecki, Susan M.

    2016-01-01

    This literature review analyzes how Europe is situated within adult education literature from 2005 to present. Europe as a place and an idea influences and is influenced by adult education as well as historical and current events. The conceptualization of Europe within the dynamic field of international adult education is a necessary realm of…

  3. Adult Education in Museums and Public Libraries.

    Science.gov (United States)

    Miller, Harry G.

    Both museums and public libraries are available sources of education for adults. Besides their traditional functions of collecting and preserving items from human artistic or scientific history, museums have taken on a more active role in educating the public, particularly adults. Some educational services provided by museums are dioramas, period…

  4. Qualification paths of adult educators in Sweden and Denmark

    DEFF Research Database (Denmark)

    Andersson, Per; Köpsén, Susanne; Larson, Anne

    2013-01-01

    fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators...... are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context...... and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator’s qualification path....

  5. Barriers to Education for the Marginalized Adult Learner

    Science.gov (United States)

    Flynn, Sarah; Brown, Jason; Johnson, Andrew; Rodger, Susan

    2011-01-01

    This qualitative study examines barriers to adult education by the marginalized adult learner. We adopted an inclusive approach by interviewing potential adult learners who had not participated in adult education programs due to illiteracy. Five overlapping themes related to barriers emerged and were categorized as: family values and…

  6. Supporting Wellness in Adult Online Education

    Science.gov (United States)

    Thompson, Jacklyn J.; Porto, Stella C. S.

    2014-01-01

    Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies…

  7. Examining Adult Basic Education in Indiana

    Science.gov (United States)

    Hawkins, Alishea

    2017-01-01

    While it is known that over 500,000 individuals in the State of Indiana have not obtained a High School Diploma or Equivalency (StatsIndiana, 2015), limited empirical information exists on Indiana students pursuing adult basic education along with implications for a state that has changed its adult basic education high stakes high school…

  8. reClaiming Space & Dialogue in Adult Education

    Science.gov (United States)

    Kawalilak, Colleen A.

    2006-01-01

    This paper critiques current trends in adult education against a backdrop of practice that was once testimony to an educational model that extended beyond formal learning and a business and industry agenda. Adult educators are called upon to reclaim an identity as leaders, in support of a shift in perspective and practice, more aligned to…

  9. Development of the profession and qualifications of adult educators in Lithuania in the context of reforms of adult education

    Science.gov (United States)

    Gedvilienė, Genutė; Tūtlys, Vidmantas; Lukošūnienė, Vilija; Zuzevičiūtė, Vaiva

    2018-01-01

    The Baltic countries regained their independence from the Soviet Union in the early 1990s and joined the European Union in 2004. This article seeks to explore institutional development and reforms of adult education and lifelong learning in Lithuania with respect to the processes, the actors and the context of socioeconomic change over the past 20 years. It also looks at the implications of these processes for the professionalisation of adult educators, referred to here as "adult learning teachers" (ALTs). The authors begin with an analysis of the historical-institutional and political-economical aspects of the development of adult education and lifelong learning by providing a retrospective of institutional change in Lithuania. They then move on to analyse the existing institutional and legal arrangements of adult education which shape and institutionalise the profession and qualifications of ALTs. Their empirical research reveals the opinions of Lithuanian ALTs on their current professional occupational profile and its future development.

  10. Adult education and the challenges of regional development:

    DEFF Research Database (Denmark)

    Rasmussen, Palle Damkjær; Staugaard, Hans Jørgen

    2016-01-01

    of the Danish nation-state. In many ways, the current educational challenges in this remote region of Europe are similar to what can be observed worldwide and especially in countries which are generally considered welfare states. The authors see the growing social and educational divide between the region......Adult education is governed at many levels – internationally, nationally and locally. The authors of this paper look at the challenges, structures and practices of adult education policy at the local level, more specifically in North Denmark Northern Jutland), one of the five administrative regions......’s peripheral areas and its largest city centre as a major challenge – for society as a whole and for adult education in particular. It is from this perspective that the authors describe the present structures of adult education in the region and the strategies employed by local authorities and educational...

  11. Adult Education and Indigenous Peoples in Latin America

    Science.gov (United States)

    Schmelkes, Sylvia

    2011-01-01

    This article describes the educational situation of indigenous peoples in Latin America, and in particular their scant participation in adult education activities. It analyses the historical, structural and institutional barriers to their greater involvement in adult education. The article proposes to look at indigenous demands on education as a…

  12. The Change of South Korean Adult Education in Globalization.

    Science.gov (United States)

    Park, Sung-Jung

    2002-01-01

    Describes the development of adult education in South Korea from postwar modernization to the current globalized environment. Notes that adult higher education is increasingly formalized and institutionalized, with expanded credentialism, inequality, and government intervention and a weakening connection between adult education and social…

  13. The Changing Nature of Adult Education in the Age of Transnational Migration: Toward a Model of Recognitive Adult Education

    Science.gov (United States)

    Guo, Shibao

    2015-01-01

    This chapter examines the changing nature of adult education in the age of transnational migration and proposes recognitive adult education as an inclusive model that acknowledges and affirms cultural difference and diversity as positive and desirable assets.

  14. Older Adults' Motivation to Learn in Higher Education

    Science.gov (United States)

    Lin, Yi-Yin

    2011-01-01

    A limited amount of literature has discussed older adults in formal education, especially their motivations to learn in higher education. This study aims to understand older adults' learning in the context of higher education. Specifically, this study argues that higher education can function as a stimulating learning environment that helps older…

  15. Lifelong Learning and Adult Education: Russia Meets the West

    Science.gov (United States)

    Zajda, Joseph

    2003-03-01

    This article examines the impact of social change and economic transformation on adult education and lifelong learning in post-Soviet Russia. The article begins with a brief economic and historical background to lifelong learning and adult education in terms of its significance as a feature of the Russian cultural heritage. An analysis of Ministerial education policy and curriculum changes reveals that these policies reflect neo-liberal and neo-conservative paradigms in the post-Soviet economy and education. Current issues and trends in adult education are also discussed, with particular attention to the Adult Education Centres, which operate as a vast umbrella framework for a variety of adult education and lifelong learning initiatives. The Centres are designed to promote social justice by means of compensatory education and social rehabilitation for individuals dislocated by economic restructuring. The article comments on their role in helping to develop popular consciousness of democratic rights and active citizenship in a participatory and pluralistic democracy.

  16. Global perpectives on adult education and learning policy

    DEFF Research Database (Denmark)

    on citizenship and democracy. It highlights several significant shifts: increased awareness of the role of adult education/lifelong learning in enhancing economic growth and social cohesion and mobility, challenging economic and social exclusion and inequality, and developing human and social capital; increased......Most observers regard both adult and higher education as key for citizenship and democracy yet the worldwide contexts, appearance and expression of adult education and lifelong learning have changed significantly during the past 20 years. Focusing on ten countries (Scotland, Czech Republic, USA......, Brazil, Mexico, Botswana, Ghana, Palestine, South Korea and India) and five international organisations, this book explores recent changes in their overall contexts and policies about adult education, how such policies intersect with developments in higher education and how they may contribute to debates...

  17. Applying adult learning practices in medical education.

    Science.gov (United States)

    Reed, Suzanne; Shell, Richard; Kassis, Karyn; Tartaglia, Kimberly; Wallihan, Rebecca; Smith, Keely; Hurtubise, Larry; Martin, Bryan; Ledford, Cynthia; Bradbury, Scott; Bernstein, Henry Hank; Mahan, John D

    2014-07-01

    The application of the best practices of teaching adults to the education of adults in medical education settings is important in the process of transforming learners to become and remain effective physicians. Medical education at all levels should be designed to equip physicians with the knowledge, clinical skills, and professionalism that are required to deliver quality patient care. The ultimate outcome is the health of the patient and the health status of the society. In the translational science of medical education, improved patient outcomes linked directly to educational events are the ultimate goal and are best defined by rigorous medical education research efforts. To best develop faculty, the same principles of adult education and teaching adults apply. In a systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education, the use of experiential learning, feedback, effective relationships with peers, and diverse educational methods were found to be most important in the success of these programs. In this article, we present 5 examples of applying the best practices in teaching adults and utilizing the emerging understanding of the neurobiology of learning in teaching students, trainees, and practitioners. These include (1) use of standardized patients to develop communication skills, (2) use of online quizzes to assess knowledge and aid self-directed learning, (3) use of practice sessions and video clips to enhance significant learning of teaching skills, (4) use of case-based discussions to develop professionalism concepts and skills, and (5) use of the American Academy of Pediatrics PediaLink as a model for individualized learner-directed online learning. These examples highlight how experiential leaning, providing valuable feedback, opportunities for practice, and stimulation of self-directed learning can be utilized as medical education continues its dynamic transformation in the years ahead

  18. Rich and Vibrant Colours: 25 Years of Adult Education.

    Science.gov (United States)

    Hall, Budd L.

    1992-01-01

    Reviews the author's experiences in adult education over a quarter century; cites obstacles to adult education's role in social change and the lag in theoretical development. Depicts the future of adult education in response to three challenges: internationalization of the market, ecological awareness, and the theoretical and intellectual…

  19. Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education

    Science.gov (United States)

    Carlsen, A.; Holmberg, C.; Neghina, C.; Owusu-Boampong, A.

    2016-01-01

    Distance education in higher education is a fast-growing and widespread phenomenon. As many adults are unable to participate in on-campus education, distance education offers flexible learning paths that greatly enhance accessibility to higher education. Exploring distance education's potential to increase the participation of adult learners in…

  20. Policy Review on Adult Learning: The Adult Non-Formal Education Policy of Mali, West Africa

    Science.gov (United States)

    Gadio, Moussa

    2011-01-01

    This article focuses on the issue of policy development for adult learning in Mali, West Africa. On January 2007, the Malian government adopted the "Adult Non-formal Education Policy Document," which was intended to regulate the adult learning sector and federate the actions of policy makers, adult education providers, and adult…

  1. An Autoethnographic Exchange: Exploring the Dynamics of Selves as Adult Learners and Adult Educators

    Science.gov (United States)

    Plakhotnik, Maria S.; Delgado, Antonio; Seepersad, Rehana

    2015-01-01

    This article explores four former doctoral students' perceptions about their selves as adult learners and adult educators through the use of autoethnography and reflective dialogue. The dynamics between the two selves were explored to identify emerging themes and implications for practice in adult education. The duality of their roles as learners…

  2. Information Systems: An Introduction for Adult Educators.

    Science.gov (United States)

    Caldwell, Phyllis A.

    In this paper, the author's primary focus is on a marketing information system and its potential importance for adult educators. The content is in seven sections. The first two sections briefly introduce information systems in general and their relevance for adult educators. The third section briefly describes general management information…

  3. Cable Technology: A Challenge for Adult Educators.

    Science.gov (United States)

    Palchinsky, Jo

    The penetration of cable television throughout American communities makes it a potentially significant tool for improving the quality and accessibility of adult education. As cities begin to include in the cable franchise allotment monies for access by community members, adult educators need to become actively involved during the development of a…

  4. The History of the Democratic Adult Education Movement in Spain

    Science.gov (United States)

    Oliver, Esther; Tellado, Itxaso; Yuste, Montserrat; Larena-Fernández, Rosa

    2016-01-01

    Background/Context: Traditional adult education in Spain treated the learner as a mere object that could be shaped by the educator. Although current practices of the democratic adult education movement in Spain reveals a completely opposite standpoint on adult education, there has been little analysis of the several influences converging and…

  5. Adult Learners: Considerations for Education and Training

    Science.gov (United States)

    Kistler, Mark J.

    2011-01-01

    As more and more adults seek out education and training programs to help them become more competitive in the job market, it provides an opportunity for career and technical education. Those who teach adult learners should take into consideration their particular learning traits. This article highlights a framework of core principles to be…

  6. The Educational Kanban: promoting effective self-directed adult learning in medical education.

    Science.gov (United States)

    Goldman, Stuart

    2009-07-01

    The author reviews the many forces that have driven contemporary medical education approaches to evaluation and places them in an adult learning theory context. After noting their strengths and limitations, the author looks to lessons learned from manufacturing on both efficacy and efficiency and explores how these can be applied to the process of trainee assessment in medical education.Building on this, the author describes the rationale for and development of the Educational Kanban (EK) at Children's Hospital Boston--specifically, how it was designed to integrate adult learning theory, Japanese manufacturing models, and educator observations into a unique form of teacher-student collaboration that allows for continuous improvement. It is a formative tool, built on the Accreditation Council for Graduate Medical Education's six core competencies, that guides educational efforts to optimize teaching and learning, promotes adult learner responsibility and efficacy, and takes advantage of the labor-intensive clinical educational setting. The author discusses how this model, which will be implemented in July 2009, will lead to training that is highly individualized, optimizes faculty and student educational efforts, and ultimately conserves faculty resources. A model EK is provided for general reference.The EK represents a novel approach to adult learning that will enhance educational effectiveness and efficiency and complement existing evaluative models. Described here in a specific graduate medical setting, it can readily be adapted and integrated into a wide range of undergraduate and graduate clinical educational environments.

  7. The History of Adult Education in Greece.

    Science.gov (United States)

    Boucouvalas, Marcie

    Adult education in Greece dates back to the time of Homer. Poetry and Panhellenic festivals were the earliest forms of adult education in Greece. By classical times, however, an entire learning society of human and material resources had been developed. Greek society experienced periods of high levels of culture and learning only to be conquered…

  8. Integration through adult and continuing education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Geiger, Tinne

    2011-01-01

    In the Nordic countries a large proportion of immigrants and descendants are excluded from the labour market and the group is overrepresented among the unemployed. International experience shows that adult education and training can be useful tools in providing immigrant groups a foothold in the ...... countries, analysing the use of adult education and training targeted at the integration of immigrants into the labour market (employability) . This article outlines the findings and relates them to international experience....

  9. Stress, Coping, and Adult Education.

    Science.gov (United States)

    McClary, Sybil A.

    1990-01-01

    Adult educators can help students cope with stress by (1) designing programs that are responsive to stress factors; (2) including information on stress effects in orientation sessions; (3) developing individualized programs of study; (4) integrating education into students' work and other life roles; (5) providing personal attention, advising, and…

  10. ADVANCED ADULT EDUCATION IN ISRAEL.

    Science.gov (United States)

    Ministry of Education and Culture, Jerusalem (Israel).

    ADULT EDUCATION IN ISRAEL IS UNDER THE SUPERVISION OF THE CULTURAL DEPARTMENT, WHICH RECOMMENDS TEACHERS AND LECTURERS AND IS RESPONSIBLE FOR INSPECTION AND FINANCIAL SUPPORT. STUDENT FEES ARE COLLECTED LOCALLY. PREVIOUSLY DEVOTED TO JEWISH TOPICS AND HEBREW LANGUAGE, THE PROGRAM HAS BEEN EXPANDED TO INCLUDE FORMAL SECONDARY EDUCATION, HUMANITIES,…

  11. A Case for Self-Transcendence as a Purpose of Adult Education.

    Science.gov (United States)

    Wacks, V. Quinton, Jr.

    1987-01-01

    Reviews the purposes of adult education and the history of transcendentalism. Argues that the transcendent nature and needs of humankind are not addressed by adult education theory or practice. Provides implications for adult educators. (CH)

  12. The Role of the Educator in Adult Education

    Directory of Open Access Journals (Sweden)

    Georgios Giannoukos

    2015-08-01

    Full Text Available The educator in adult education according to the theory of Andragogy, social change and transformative learning is to work towards achieving positive change by coordinating the learning procedure in a way that enables the learner to overcome certain false believes he has due to social conditioning, his working environment and the way in which he has learned.

  13. Adult education and the quality of life

    Science.gov (United States)

    Tuijnman, Albert

    1990-09-01

    The purpose of this study is to investigate the complementary role of adult education in influencing people's objective and subjective quality of life. The analytical strategy used to achieve this end is to estimate parameters in a path model which includes both objective indicators such as occupational status and earned income, and subjective indicators such as job satisfaction and perceived personal wellbeing. The investigation builds on Swedish data and employs the LISREL method in the fitting of the model to the data. The results indicate that adult education positively influences objective indicators of the quality of life. Even though adult education is found to relate to measures of perceived personal wellbeing, the hypothesis that it also influences the way men assess their life situation and evaluate their subjective quality of life cannot be confirmed.

  14. Philosophy of adult education and the implication for agricultural ...

    African Journals Online (AJOL)

    Philosophy of adult education and the implication for agricultural extension service. ... The paper highlights the relationhip between adult education and extension using the philosophy as a fulcrum between both. The paper further reiterated ...

  15. Contemporary Development of Quality in Adult Education in Finland

    Directory of Open Access Journals (Sweden)

    Tiimo Toivianinen

    2000-12-01

    Full Text Available The author describes the development of the system of providing and finding quality of the Finnish education system. He argues the need for quality as an essential part of education. Ensuring quality and other forms of evaluation provide the information necessary for decision making. From this point of view, decision making is a complex process which involves not only people deciding about public political orientations but also education organisers, teachers and participants. Evaluation provides argument for the best di stribution of the reduced sources for education (a result of recession. The author also introduces some strategic objectives of evaluation which were among others recommended by OECD, and describes a model of evaluating the quality of education effects defined by three categories: efficiency, effectiveness (in a narrow sense of the word and economy. In former evaluations of educational effects the attention was limited to efficiency only. The new procedure is more complex but it gives more useful information. Besides evaluating quality the model also anticipates other factors: for evaluation it is necessary to define goals, indicators and measures as well. The second part of the article describes the key evaluators in Finland and their results so far: the educational committee as the central body for evaluating quality, the council for adult education and adult educators, e.g. organisations for adult education, residence universities centres of study circles, institutions dealing with professional education. In the supplement there is a detailed explanation of the Finnish council for adult education with the tit le Strategy of Evaluating Quality in Adult Education.

  16. Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

    Science.gov (United States)

    McCray, Kimberly H.

    2016-01-01

    In order to better understand the importance of adult learning theory to museum educators' work, and that of their profession at large, museum professionals must address the need for more adult learning research and practice in museums--particularly work informed by existing theory and work seeking to generate new theory. Adult learning theory…

  17. Debating Global Polity, Policy Crossing, and Adult Education

    Science.gov (United States)

    Milana, Marcella

    2015-01-01

    This article revisits the concept of "global polity" as a useful conceptual tool for studying public policy development in adult education. First, it describes the relations between polity, policy, and praxis and how these are addressed in adult education research. Then, it reviews how policy is conceptualized in terms of material and…

  18. Quality Assurance Model for Digital Adult Education Materials

    Science.gov (United States)

    Dimou, Helen; Kameas, Achilles

    2016-01-01

    Purpose: This paper aims to present a model for the quality assurance of digital educational material that is appropriate for adult education. The proposed model adopts the software quality standard ISO/IEC 9126 and takes into account adult learning theories, Bloom's taxonomy of learning objectives and two instructional design models: Kolb's model…

  19. Adult Children of Divorce and Relationship Education: Implications for Counselors and Counselor Educators

    Science.gov (United States)

    Johnson, Veronica I.

    2011-01-01

    This article explores the impact of relationship education on young adults' optimism about relationships and attitudes toward marriage whose parents were divorced and offers implications and suggestions for counselors and counselor educators. Previous research in the area of intimate and family relationships has demonstrated that adults who have…

  20. Differential Outcomes of Adult Education on Adult Learners' Increase in Social Inclusion

    Science.gov (United States)

    de Greef, Maurice; Verté, Dominique; Segers, Mien

    2015-01-01

    To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in…

  1. A Survey on the Education and Training of Adult and Community Educators for the Workplace.

    Science.gov (United States)

    Cooper, Tom; And Others

    1995-01-01

    Interviews with 26 adult/community educators, business/industry training officers, and employees in occupations requiring high education levels revealed the following preferences for an adult/community education specialization: course content based on learner needs, flexibility in courses delivery, recognition of prior learner, and formal…

  2. The Making of Entrepreneurial Subjectivity in Adult Education

    Science.gov (United States)

    Siivonen, Päivi; Brunila, Kristiina

    2014-01-01

    This article focuses on the idea of entrepreneurial subjectivity and the ways in which it is shaped by the entrepreneurial discourse in adult education. As a result, we argue that educational practices related to adults form a particular kind of ideal subjectivity that we refer to as entrepreneurial. In order to understand how this entrepreneurial…

  3. Left Brain/Right Brain Learning for Adult Education.

    Science.gov (United States)

    Garvin, Barbara

    1986-01-01

    Contrasts and compares the theory and practice of adult education as it relates to the issue of right brain/left brain learning. The author stresses the need for a whole-brain approach to teaching and suggests that adult educators, given their philosophical directions, are the perfect potential users of this integrated system. (Editor/CT)

  4. Autopoiesis and the Cosmology of Postmodern Adult Education

    Science.gov (United States)

    Ostrom, Christopher Sean; Martin, William Jay; Zacharakis, Jeff

    2008-01-01

    From the time adult education emerged as a field of study, it has suffered a crisis of identity by which the field is increasingly defined by a lack of consensus regarding its larger aspirations and operational boundaries. The purpose of this article is to begin deconstructing and reconstructing the field of adult education phenomenologically by…

  5. The continuing benefits of education: adult education and midlife cognitive ability in the British 1946 birth cohort.

    Science.gov (United States)

    Hatch, Stephani L; Feinstein, Leon; Link, Bruce G; Wadsworth, Michael E J; Richards, Marcus

    2007-11-01

    Evidence shows education positively impacts cognitive ability. However, researchers have given little attention to the potential impact of adult education on cognitive ability, still malleable in midlife. The primary study aim was to examine whether there were continuing effects of education over the life course on midlife cognitive ability. This study used data from the Medical Research Council National Survey of Health and Development, also known as the British 1946 birth cohort, and multivariate regression to estimate the continuing effects of adult education on multiple measures of midlife cognitive ability. Educational attainment completed by early adulthood was associated with all measures of cognitive ability in late midlife. The continued effect of education was apparent in the associations between adult education and higher verbal ability, verbal memory, and verbal fluency in late midlife. We found no association between adult education and mental speed and concentration. Associations between adult education and midlife cognitive ability indicate wider benefits of education to health that may be important for social integration, well-being, and the delay of cognitive decline in later life.

  6. 76 FR 52687 - Renewal of Agency Information Collection for the Bureau of Indian Education Adult Education...

    Science.gov (United States)

    2011-08-23

    ... the Bureau of Indian Education Adult Education Program; Comment Request AGENCY: Bureau of Indian... Act, the Bureau of Education (BIE) is requesting comments on renewal of OMB approval to collect information for the BIE Adult Education Program. The information collection is currently authorized by OMB...

  7. Environmental Ethics: Questions for Adult Education.

    Science.gov (United States)

    Parker, Jenneth

    1993-01-01

    Presents a series of questions through which adult educators can explore controversial questions of environmental values and moral behavior in their programs. The subjects include geography, local history, natural history, economics, politics, business, labor education, world affairs, literature, women's studies, psychology, and courses for the…

  8. Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches

    Science.gov (United States)

    Wang, Victor C. X.

    2010-01-01

    As adult learners and educators pioneer the use of technology in the new century, attention has been focused on developing strategic approaches to effectively integrate adult learning and technology in different learning environments. "Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches" provides innovative…

  9. Financing Adult and Non-Formal Education in Nigeria

    Science.gov (United States)

    Hassan, Moshood Ayinde

    2009-01-01

    The purpose of this study is to determine how adult and non formal education is financed in Nigeria; and to examine areas or forms of and the problems of financing adult and non-formal education in Nigeria. Survey research was used in order to carry out the study. Three hundred and twenty five (325) respondents from government agencies,…

  10. A History of the Adult Distance Education Movement.

    Science.gov (United States)

    Pattison, Sherry

    From ancient Greece to the rise of modern science in the 18th and 19th centuries, liberal adult education was a predominant philosophy. Progressivism, which developed in opposition, had the greatest impact on adult education. It viewed the teacher as a guide, consultant, and resource; the learner as responsible for learning in partnership with the…

  11. A Classification Scheme for Adult Education. Education Libraries Bulletin, Supplement Twelve.

    Science.gov (United States)

    Greaves, Monica A., Comp.

    This classification scheme, based on the 'facet formula' theory of Ranganathan, is designed primarily for the library of the National Institute of Adult Education in London, England. Kinds of persons being educated (educands), methods and problems of education, specific countries, specific organizations, and forms in which the information is…

  12. Andragogical Methods to Sustain Quality Adult Education in Ethiopia

    Directory of Open Access Journals (Sweden)

    Yilfashewa Seyoum

    2017-07-01

    Full Text Available This study aims to analyse the extent andragogy serves as a means to secure quality in adult education programs. It attempts to scrutinize how active learning methods are implemented effectively in adult education program in the Eastern part of Ethiopia. A survey research design was adapted as a method of the study. Stratified and purposive sampling techniques were employed to select respondents (515 male and 285 female adult learners and 30 facilitators.Questionnaire and interview was used to gather pertinent information about the adult education program. Descriptive statistics and one way ANOVA were used as a means for data analysis. The findings show that active learning methods employed by facilitators were not satisfactorily implemented. The least rated active learning methods employed by facilitators were role play and project methods. And, the most highly used and rated active learning method was collaborative learning. There was a significance mean difference between first and second year adult education followers (in favour of second year learners in experiencing active learning.

  13. Adult-Rated Oceanography Part 1: A Project Integrating Ocean Sciences into Adult Basic Education Programs.

    Science.gov (United States)

    Cowles, S.; Collier, R.; Torres, M. K.

    2004-12-01

    Busy scientists seek opportunities to implement education and outreach efforts, but often don't know where to start. One easy and tested method is to form collaborations with federally-funded adult education and adult literacy programs. These programs exist in every U.S. state and territory and serve underrepresented populations through such major initiatives as adult basic education, adult secondary education (and GED preparation), and English language acquisition. These students are workers, consumers, voters, parents, grandparents, and members of every community. They have specific needs that are often overlooked in outreach activities. This presentation will describe the steps by which the Oregon Ocean Science and Math Collaborative program was developed. It is based on a partnership between the Oregon Department of Community Colleges and Workforce Development, Oregon State University College of Oceanic and Atmospheric Sciences, Oregon Sea Grant, and the OSU Hatfield Marine Science Center. It includes professional development through instructor institutes; teachers at sea and informal education opportunities; curriculum and web site development. Through the partnership described here, instructors in adult basic education programs participate in a yearlong experience in which they develop, test, and adapt innovative instructional strategies to meet the specific needs of adult learners. This, in turn, leads to new prospects for study in the areas of ocean science and math and introduces non-academic careers in marine science to a new community. Working directly with instructors, we have identified expertise level, instructional environment, instructor background and current teaching strategies used to address science literacy and numeracy goals of the adult learners in the State of Oregon. Preliminary evaluation of our ongoing project in meeting these goals will be discussed. These efforts contribute to national goals of science literacy for all, by providing

  14. Financial Literacy: A Critical Adult Education Appraisal

    Science.gov (United States)

    English, Leona M.

    2014-01-01

    This chapter critically examines financial literacy education, asking what its assumptions are and what adult educators need to ask of its curriculum, its bases, and the people being taught to be financially literate.

  15. Adult and continuing education policy in the USA

    DEFF Research Database (Denmark)

    Milana, Marcella; McBain, Lesley

    2015-01-01

    ), adult vocational training, and non-credit postsecondary programs supported by federally supported programs (ED & DOS, 2008). After clarifying the USA’s political powers and responsibilities in adult and continuing education, this chapter concentrates on the grand-scale policy frameworks shaping U.......S. priorities. While not accounting for all the policies and practices across the US’s 50 states and the District of Columbia, it does shed light on the prevailing philosophical, ideological and political interests in adult and continuing education at the national level. These interests influence both state...

  16. Investigation of Participation in Adult Education in Turkey: AES Data Analysis

    Science.gov (United States)

    Dincer, N. Nergiz; Tekin-Koru, Ayca; Askar, Petek

    2016-01-01

    The aim of this study is to identify the determinants of participation in adult education in Turkey. The analysis is conducted using the Adult Education Survey (AES), conducted by TurkStat. The results indicate that economic growth in the sector of employment significantly and positively affects the odds for adult education participation. The data…

  17. Investigating the Determinants of Adults' Participation in Higher Education

    Science.gov (United States)

    Owusu-Agyeman, Yaw

    2016-01-01

    This study investigates the determinants of adult learners' participation in higher education in a lifelong learning environment. The author argues that the determinants of adult learners' participation in higher education include individual demands, state and institutional policy objectives and industry-driven demands rather than demographic…

  18. Adult Education and National Development: Concepts and Practices in India.

    Science.gov (United States)

    Ministry of Education and Social Welfare, New Delhi (India).

    The importance of eradicating adult illiteracy in developing countries as a part of promoting community participation in democracy and in accelerating the rate of national development is treated in the study of adult education in India. Attempts have been made to: link adult education to major developmental and productive activities through…

  19. Education of adult children and mortality of their elderly parents in Taiwan.

    Science.gov (United States)

    Zimmer, Zachary; Martin, Linda G; Ofstedal, Mary Beth; Chuang, Yi-Li

    2007-05-01

    In societies in which families are highly integrated, the education of family members may be linked to survival. Such may be the case in Taiwan, where there are large gaps in levels of education across generations and high levels of resource transfers between family members. This study employs 14 years of longitudinal data from Taiwan to examine the combined effects of the education of older adults and their adult children on the mortality outcomes of older adults. We use nested Gompertz hazard models to evaluate the importance of the education of an older adult and his or her highest-educated child after controlling for socioeconomic, demographic, and health characteristics at baseline. To gain further insight, we fit additional models based on the sample stratified by whether older adults report serious diseases at baseline. The results indicate that the educational levels of both older adults and children are associated with older adult mortality, but children's education appears more important when we examine the mortality of only those older adults who already report a serious disease. This finding suggests that there may be different roles for education in the onset versus the progression of a health problem that may lead to death.

  20. Illinois Adult Education Bridges: Promising Practices. Transition Highlights. Issue 4

    Science.gov (United States)

    Bragg, Debra; Oertle, Kathleen Marie; Kim, Sujung; Kirby, Catherine; Taylor, Jason; Harmon, Tim; Liss, Loralea

    2011-01-01

    To enhance state-level adult education and employment policy, in 2007 the Joyce Foundation began the Shifting Gears (SG) initiative to assist six states (Illinois, Indiana, Michigan, Minnesota, Ohio and Wisconsin) to integrate adult education, workforce development and postsecondary education policies and improve job opportunities for low-skilled…

  1. 34 CFR 104.38 - Preschool and adult education.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Preschool and adult education. 104.38 Section 104.38 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL...

  2. ldentification of Needs for Higher Education of Adults

    Directory of Open Access Journals (Sweden)

    Darka Podmenik

    1997-12-01

    Full Text Available The paper, which is a summary of a longer study, presents the most important conceptual and methodological approaches to the identification of the needs for adult education. The conceptual approaches are related to the theoretical treatment of the needs, such as the behaviourist and development-humanist theory of the needs applied in psychology, the class-strata needs theory developed by sociologists, and an understanding of the needs characteristic of marketing. A special chapter considers the applicability of individual conceptual approaches to identification of the needs for adult education within higher education. A consequence of multiplicity of conceptual approaches to the identification of the needs is a methodological pluralism which becomes evident in empirical work. In the subsequent chapter the author outlines the already established methods for identification of the needs and "a case study" carried out by the researchers of the former Centre for the Development of the University. In the conclusion the author makes a few proposals for improvement of the identification of the needs for adult education in the sphere of Slovenian higher education.

  3. The Association between Education and Mortality for Adults with Intellectual Disability.

    Science.gov (United States)

    Landes, Scott D

    2017-03-01

    Although the relationship between education and mortality is well documented in the general population, it has not been examined for adults with intellectual disability. Informed by fundamental cause theory, I explore the association between education and mortality in a sample of 4,241 adults with intellectual disability from the 1986-2009 National Health Interview Survey with Linked Mortality Files through 2011. Cox regression models were utilized to analyze the predictive effect of education on mortality risk while taking into account birth cohort differences. Increased education was associated with lower mortality risk for adults with intellectual disability, and this relationship strengthened in later birth cohorts who had greater access to the public education system. Comparison with a sample of 21,205 adults without intellectual disability demonstrates that the association between education and mortality risk was not as robust for adults with intellectual disability and highlights the ongoing socioeconomic challenges faced by this population.

  4. Reassessing Subjectivity, Criticality, and Inclusivity: Marcuse's Challenge to Adult Education.

    Science.gov (United States)

    Brookfield, Stephen

    2002-01-01

    Although Herbert Marcuse did not write as an adult educator, his analysis of subjectivity, criticality, and inclusivity has implications for adult education. He demonstrated how apparently humanistic tolerance for diversity can be manipulated to reinforce dominant ideology, and he made a case for aesthetic education as a site for critical…

  5. Motivations of Adults for Non-Formal Conservation Education and Volunteerism: Implications for Programming

    Science.gov (United States)

    Van Den Berg, Heather A.; Dann, Shari L.; Dirkx, John M.

    2009-01-01

    Adult conservation education is growing nationally. We investigated adults' motivations to take part in Michigan's Conservation Stewards education and volunteerism program. We used three theoretical frames (adult education orientations, volunteerism motivations, and leisure benefits sought) to understand learners' involvement. Adults' education…

  6. Management of Adult Education Programme in Abia State, Nigeria ...

    African Journals Online (AJOL)

    Adult Education is the instruction or controlled experiences for the mature person so that he/she may attain social, economic, cultural, political or technical competence or individual development. The importance of management in adult education programme cannot be over emphasized because of the vital role it plays in ...

  7. Parents' Education and their Adult Offspring's Other-Regarding Behavior

    DEFF Research Database (Denmark)

    Nielsen, Ulrik Haagen

    Does socioeconomic background when measured by parental educational attainment explain the heterogeneity in adults' other-regarding preferences? I test this by using data from two online experiments -- a Dictator Game and a Trust Game that were conducted with a broad sample of the Danish adult...... population. I match the experimental data with high-quality data from the Danish population registers about my subjects and their parents. Whereas previous studies have found socioeconomic status, including parental educational attainment, to be predictive for children's generosity, I find no such evidence...... among adults. This result is robust across age groups and genders. I provide two explanations for this. First, sociodemographic characteristics in general appear to be poor predictors of adults' other-regarding behavior. Second, by using Danish survey data, I find that Danish parents' educational...

  8. Communication in Adult Education

    Directory of Open Access Journals (Sweden)

    Mihaela Časar

    1997-12-01

    Full Text Available In their paper the authors point to the importance of communication in adult education, seeing man as a relational creature. They stress the importance verbal as well as non-verbal communication, which discloses the speaker's attitude to both what is being said and the students. The authors detail the components of non-verbal communication, which the group leaders can use as guide­ lines in their educational work. They define constructive and destructive, content-related and relationship-related types of communication, concluding that communication is at its best when it is relaxed and involves all members of the group as well as the tutor-organiser. Only then can feedback be generated, resulting in a closer connectedness and enhanced quality of the process of education.

  9. Determinant of Adult Education Program: A Critical Analysis of Adult Education in Some Selected Training Centers of Eastern Regions

    Directory of Open Access Journals (Sweden)

    Yilfashewa Seyoum

    2016-10-01

    Full Text Available The purpose of this study was to analyze the factors affecting adult education in the eastern part of Ethiopia. The study employed a survey design that involved qualitative and quantitative approaches. A stratified random sampling technique was used to select 515 male and 285 female respondents. A questionnaire and an interview for collecting information from the primary sources were designed and implemented. Data were analyzed with linear correlation and Ordinary Least Square (OLS regression. The findings indicated that the relationship of overall adult learning achievement to assessment of learning (r = 0,29, P < 0,01, and the methods used by facilitators (r = 0,23, P < 0,01 is positive and significant. The regression model demonstrated that overall adult learning condition is significantly affected by variables such as relevance of the content, methods of teaching, assessment of learning outcome, and locality of the adult education learners. 

  10. The Plantation Adult Basic Education Program.

    Science.gov (United States)

    Southern Mutual Help Association, Abbeville, LA.

    The Plantation Adult Basic Education Program started in 1970 as an alternative to poverty for sugar cane workers in Louisiana. The document discusses the various aspects of the poverty conditions that exist in the area, such as: housing, diet, health, education, and lack of consumer information, and how these existing conditions are to be changed…

  11. Standards for Adult Education ESL Programs

    Science.gov (United States)

    TESOL Press, 2013

    2013-01-01

    What are the components of a quality education ESL program? TESOL's "Standards for Adult Education ESL Programs" answers this question by defining quality components from a national perspective. Using program indicators in eight distinct areas, the standards can be used to review an existing program or as a guide in setting up a new…

  12. ADULT EDUCATION (IN EDUCATION AND NATIONAL DEVELOPMENT, REPORT OF THE EDUCATION COMMISSION, 1966/422-439).

    Science.gov (United States)

    Ministry of Education, New Delhi (India).

    AN EFFECTIVE PROGRAM OF ADULT EDUCATION IN INDIA SHOULD PROVIDE FOR THE RAPID ELIMINATION OF ILLITERACY BY MEANS OF MASS EDUCATION AND ATTENTION TO WOMEN, INDUSTRIAL WORKERS, AND OTHER SPECIAL GROUPS, PROFESSIONAL, VOCATIONAL, AND OTHER FORMS OF CONTINUING EDUCATION, NATIONALLY COORDINATED PROGRAMS OF CORRESPONDENCE STUDY, A NATIONWIDE LIBRARY…

  13. Factoring Adult Learners’ Generational Mix in Translator Education

    Directory of Open Access Journals (Sweden)

    Sakwe George Mbotake

    2016-07-01

    Full Text Available This study assesses the incidence of androgogical principles and practices in the postgraduate Translator Training programme of the Advanced School of Translators and Interpreters (ASTI in Cameroon.  It posits that teaching that engages androgogical principles and practices are more germane to professional postgraduate Translator Training programmes that educate and service adult students.  As a relatively uncharted area in Translation Studies, the paper seeks to assess students and faculty’s attitudes towards the principles and practices of adult education and the difficulties encountered in their effective implementation. The aim of the study is to recommend androgogically-oriented translation teaching methods as a more effective alternative to effete pedagogical approaches.   The subjects for this study comprised a convenience sample of 41 trainee translators and 08 translator trainers of ASTI. Three data collection methods were used: an affective survey questionnaire, classroom observation, and a literature review component, which provided empirical data on the principles and practices of andragogy and pedagogy. The study demonstrates that knowledge of adult learners goes beyond the most commonly studied demographic variables of age and gender, and uncovers new variables that influence learning and student satisfaction in Translator Training. Keywords: Higher Education, Translator Training, Adult Education, Androgogy, Generational Mix

  14. The Impact of Globalization on Adult Education in a Have-Not Province

    Directory of Open Access Journals (Sweden)

    Amanda J Benjamin

    2013-07-01

    Full Text Available This study examines the state of contemporary adult education in New Brunswick. New Brunswick is currently experiencing an increase in unemployment as well as the loss of traditional employment bases. Concurrently, there are greater numbers of adults who are finding themselves with no clear employment direction. One of the places they are ending up is in formal and non-formal adult education programs. Our belief is that the purpose of adult education in the province of New Brunswick has undergone a shift, moving away from an ethic of adult education for personal, social, and political change towards a neo-liberal skills agenda.

  15. Adult Education & Human Resource Development: Overlapping and Disparate Fields

    Science.gov (United States)

    Watkins, Karen E.; Marsick, Victoria J.

    2014-01-01

    Adult education and human resource development as fields of practice and study share some roots in common but have grown in different directions in their histories. Adult education's roots focused initially on citizenship for a democratic society, whereas human resource development's roots are in performance at work. While they have…

  16. Andragogical Methods to Sustain Quality Adult Education in Ethiopia

    Science.gov (United States)

    Seyoum, Yilfashewa; Basha, Garkebo

    2017-01-01

    This study aims to analyse the extent andragogy serves as a means to secure quality in adult education programs. It attempts to scrutinize how active learning methods are implemented effectively in adult education program in the Eastern part of Ethiopia. A survey research design was adapted as a method of the study. Stratified and purposive…

  17. Older adult education in Lithuanian ageing society

    Directory of Open Access Journals (Sweden)

    Zemaitaityte I.

    2016-01-01

    Full Text Available The article analyzes the phenomenon of the demographic ageing of the population and educational opportunities for older adults in Lithuania. Ageing population is a natural outcome of demographic evolution of society. However, a growing number of older people in Lithuania as well as in other European countries requires continuous revision of societal resources in social security, economics, education, health care areas and their adjustment to the new demands. Though current discussion in Lithuania highlights the inclusion of older adults into active social life through educational activities, the studies in diverse areas show that a small number of older people take part in lifelong learning. For this reason and in the attempt to make older people feel satisfaction with life it is necessary to encourage their activity, to promote their social roles, to give them opportunities to take up voluntary tasks, educational and cultural functions and study new subjects.

  18. The status of adult education in Nigeria | Mambula | Nigerian ...

    African Journals Online (AJOL)

    This paper is an attempt at highlighting the Status of Adult Education in Nigeria. Although the main thrust of the paper is to explain why and how generally Adult Education has low esteem and status in Nigeria, attempts were made to offer some interpretations of the situation. The paper has also explained the meaning of ...

  19. Adult education for democratic citizenship

    DEFF Research Database (Denmark)

    The report presents, in brief, the findings from the study of research literature on Adult Education for Democratic Citizenship, which was carried out in the nine EU member states represented by the project: Austria, Denmark, Germany, Hungary, Poland, Romania, Slovenia, Spain and United Kingdom...

  20. “Brown eyes are not the same as blue eyes” Educational narratives, identities and positioning in adult education in Denmark

    DEFF Research Database (Denmark)

    Piekut, Anke

    2017-01-01

    In Denmark, the Adult Education Centres have a “sweeper” function for young adults who need to recommence education. This study explores two L2 (Danish as Second Language) students and how their educational narratives confirm or counter the master narratives of adult education. Students at the ce...

  1. Developing the Adult Learning Sector: Lot 3: Opening Higher Education to Adults. Contract EAC 2012-0074. English Summary

    Science.gov (United States)

    Dollhausen, Karin; Lattke, Susanne; Scheliga, Felicia; Wolters, Andrä; Spexard, Anna; Geffers, Johannes; Banscherus, Ulf

    2013-01-01

    Widening adult participation in higher education as part of the development of lifelong learning strategies has been promoted by the European Union since the 1990s. Only recently, the 2011 Council resolution on a renewed European agenda for adult learning underlined the need to encourage higher education institutions to embrace adult learners. The…

  2. Part-Time Higher Education in English Colleges: Adult Identities in Diminishing Spaces

    Science.gov (United States)

    Esmond, Bill

    2015-01-01

    Adult participation in higher education has frequently entailed mature students studying part time in lower-ranked institutions. In England, higher education policies have increasingly emphasised higher education provision in vocational further education colleges, settings which have extensive adult traditions but which mainly teach…

  3. Adult Education Research in the U.K.: An Overview of What Researchers Are Talking About.

    Science.gov (United States)

    Fordham, Paul

    1978-01-01

    Describes the growth of adult education and adult education research in Britain and outlines four government-financed educational research programs: survey of non-vocational provision, adult literacy program, new communities project, and paid educational leave. Notes the importance of international contacts in pursuing adult education research.…

  4. Making space for adult learners in higher education | Osman | South ...

    African Journals Online (AJOL)

    education and the workplace. We use adult education and social learning theories to analyse an honours programme in Journalism and Media Studies where adult learners have flourished because access has been linked to learners' motivation, mindful adaptations to the curriculum, and support from the workplace.

  5. School inclusion in youth and adult education

    Directory of Open Access Journals (Sweden)

    Eglaucimara Oliveira Rodriguez

    2017-05-01

    Full Text Available This study investigates teachers’ perceptions about the assistance provided to students with special educational needs, developmental disorders and high skills or giftedness at a state educational institution in Londrina (Brazil which offers exclusively Youth and Adult Education modality. For this, we applied an instrument to collect data with 24 participants whose questions were about school inclusion in Youth and Adult Education. The results showed that most teachers did not receive specific training to support pupils with special educational needs. These professionals reported that they are dissatisfied with the developed work, highlighting the lack of training and capacitating programs as the main cause. Data also showed that, in seeking help and support for professional practice, teachers usually rely on colleagues with specific training and the school teaching staff. Several points highlighted as barriers for effective school inclusion are related to questions present in any heterogeneous class and not specifically with students with special educational needs. Thus, it is believed that the inclusion in the school environment can be a reality and the teacher is a key element in the consolidation of this process.

  6. Adult Education under a Comparative Lens: Areas of Influence

    DEFF Research Database (Denmark)

    Holford, John; Milana, Marcella; Rasmussen, Palle Damkjær

    2018-01-01

    This chapter outlines key areas of literature and policy that have influenced or affected our research on the comparative study of adult education. Policy influences include the growth of lifelong learning within a neoliberal framing since the 1990s and the rise of ‘evidence-based’ approaches...... with a narrow reliance on quantitative data. Much of our work has been inspired by the need to critique these trends, adopt broader approaches to lifelong learning and defend the more democratic traditions of adult education. Important areas of theoretical inspiration, many of which interrogate these policy...... developments, are also outlined. The critical reinterpretation of historical adult education practices is another important area of work and inspiration. In relation to sustainability, we have been influenced particularly by the capabilities approach....

  7. Purposes, pedagogies and practices in lifewide adult education in New Zealand: A preview

    Science.gov (United States)

    Zepke, Nick

    2015-02-01

    This paper is interested in projecting the likely purposes, pedagogies and practices influencing lifewide adult education in New Zealand ten years from now. It first identifies learning spaces in which lifewide adult education takes place. It explores formal, non-formal and informal spaces which conform to or oppose dominant ideological policies, trends and discourses. Second, it discusses current purposes, pedagogies and practices in lifewide adult education. The official purposes are seen as adult education contributing to New Zealand's success in a global marketplace. While lifewide adult education provides spaces to achieve such official purposes, it also creates spaces of neutrality and opposition. In the third section, the paper uses causal layered analysis (CLA) to project the likely future of lifewide adult education. The paper concludes that that while neoliberal purposes, pedagogies and practices will remain dominant, what will be flourishing in diverse spaces is counter-learning.

  8. Infusing Adult Education Principles Into a Health Insurance Literacy Program.

    Science.gov (United States)

    Brown, Virginia

    2018-03-01

    Health insurance literacy is an emerging concept in the health education and health promotion field. The passage of the Affordable Care Act highlighted the link between health insurance and health outcomes. However, the law does not specifically address how the public should be educated on choosing an appropriate health insurance plan. Research shows adults, regardless of previous health insurance status, are likely confused and uncertain about their selection. The University of Maryland Extension developed and created health insurance Smart Choice Health Insurance™ to reduce confusion and increase confidence and capability to make this decision. Andragogy, an adult learning theory, was used to guide the development of the program and help ensure best practices are used to achieve desired outcomes. Using the six principles of andragogy, the team incorporated reality-based case studies, allowed adults time to practice, and emphasized choice making and many other elements to create an atmosphere conducive to adult learning. Results from Smart Choice indicate the program is successful in reducing confusion and increasing confidence. Furthermore, feedback from participants and trained educators indicates that adults were engaged in the program and found the materials useful. Based on program success, creation of new health insurance literacy programs grounded in adult education principles is under way.

  9. Barriers to nutrition education for older adults, and nutrition and aging training opportunities for educators, healthcare providers,volunteers and caregivers.

    Science.gov (United States)

    Meck Higgins, Mary; Barkley, Mary Clarke

    2004-01-01

    Literature citations of barriers to nutrition education found in those who teach and care for older adults, as well as within older adults themselves, are discussed. No attempt was made to compare educational barriers for learners of varying ages. These obstacles need to be addressed in order for nutrition to be taught or learned effectively so that nutrition practices and health improve. Barriers for healthcare professionals to providing nutrition education include misconceptions and stereotypes about older adults and about their nutritional concerns; lack of attention to and lack of funding for older adult educational programs; and difficulties recruiting older learners. Hindrances for older adults in responding to nutrition education can be categorized as attitudinal, motivational, environmental, and related to low literacy and poverty. Published examples of opportunities for education and training about nutrition and aging that are in place for health educators, healthcare providers, volunteers and caregivers regarding nutrition and aging are discussed. Suggestions are presented regarding future efforts to minimize educational barriers and to provide training for healthcare professionals, volunteers and caregivers. New research is needed in this field of study in order to realize the potential quality of life benefits and reduced healthcare costs associated with providing effective nutrition education to older adults. This is one of a series of reviews of recent literature on nutrition education for older adults.

  10. Suggestions for Realization Rather than Professionalization in Adult Basic Education.

    Science.gov (United States)

    Allen, Fred

    1987-01-01

    A literature review shows lack of consensus in defining adult education and rejection of the application of the traditional model of professionalism to adult basic education (ABE). Carl Rogers' concept of substituting realization for professionalization, as well as the literature of staff preservice and inservice training, can help practitioners…

  11. Nonparticipation in Adult Education: From Self-Perceptions to Alternative Explanations

    Science.gov (United States)

    Porras-Hernandez, Laura Helena; Salinas-Amescua, Bertha

    2012-01-01

    In this article, the authors propose that dispositional factors do not sufficiently explain nonparticipation in adult education programs. Many nations report low participation rates, but empirical studies have usually been conducted with enrolled adults. This study, however, included 279 poorly educated mestizas and Native women in two regions of…

  12. SCHOOL-TEACHERS AND THE EDUCATION OF ADULTS. MANUALS ON ADULT AND YOUTH EDUCATION, NUMBER 5.

    Science.gov (United States)

    HELY, ARNOLD S. M.

    EXPERIENCES OF JORDAN, THAILAND, VIET-NAM, ECUADOR, UNITED ARAB REPUBLIC, PHILIPPINES, MADAGASCAR, ITALY, VENEZUELA, PERU, INDIA, GHANA, AND COLOMBIA IN THEIR RECENT EXPERIMENTS IN TRAINING AND EMPLOYMENT OF SCHOOL TEACHERS FOR ADULT LITERACY WORK AND COMMUNITY EDUCATION ARE ANALYZED TO ILLUSTRATE THE EFFECTIVENESS OF THEIR PROCEDURES. GENERALLY…

  13. Adult learning: What nurse educators need to know about mature students

    Directory of Open Access Journals (Sweden)

    Cynthia Spies

    2015-11-01

    Full Text Available Background: Most nurse educators regard students who enter postgraduate studies as adult learners capable of self-direction and independent learner behaviour. Therefore, a mismatch between the nurse educator’s expectation of adult learners and actual adult learner conduct may result in disappointment and even frustration for both educator and learner. Purpose: This article is a report of a secondary analysis of data that were collected to explore the high-fidelity simulation learning experiences of a group of postgraduate nursing students.The secondary analysis was done to determine whether adult learners who bring professional knowledge and experience to a postgraduate learning environment displayed adult learner conduct as proposed by educational theorist Malcolm Knowles. Method: Using a qualitative descriptive research design, data were gathered from 18 postgraduate nursing students who participated in high-fidelity simulation in a nursing school at a higher education institution in South Africa. The nominal group technique was used to collect the students’ ideas about improving their simulation learning experiences. A secondary qualitative analysis of the primary nominal group data was done. Findings: Data either confirmed or belied adult learner behaviour. Although the findings suggested self-directed and independent learner behaviour, they also revealed behaviour evident of dependence on the educator. Conclusion: Mature students have well established ways of thinking and doing that may hinder learning. Educators have to support adult learners in developing effective learning techniques in order to maximise the benefits of their experience and knowledge by fostering independence and self-direction.

  14. From Hamburg to Belem: The Limits of Technocratic Thinking in Adult Learning Education

    Science.gov (United States)

    Torres, Carlos Alberto

    2015-01-01

    This article discusses some of the generalized analyses of adult learning education, mostly informed by technocratic thinking, highlighting perceived trends in adult learning education between CONFINTEA V and CONFITEA VI. Those trends could be understood as challenges. Employing a political sociology of adult learning education as a critique of…

  15. Adult learning in veterinary education: theory to practice.

    Science.gov (United States)

    Dale, Vicki H M; Sullivan, Martin; May, Stephen A

    2008-01-01

    This paper argues the case for the increased application of adult learning principles to veterinary education. It encapsulates evidence from the United Kingdom, Europe, North America, and Australia to explain why it has taken veterinary schools so long to transform their curricula to best facilitate the development of lifelong learning skills, such as independent and self-directed learning, problem solving, and critical thinking. Despite the variation in training programs in these different regions, the paper identifies common issues-conflicting educational paradigms and the need for faculty development-and ultimately concludes that professional and continuing education should be viewed as a continuous process, supporting the adult learner's cognitive development and facilitated through experiential learning.

  16. Internationalism in Early Adult Education.

    Science.gov (United States)

    Keane, Patrick

    1985-01-01

    Explores the nature and scope of internationalism in early 19th century adult education, using as a context the lyceums and mechanics' institutes of Britain and North America. The contacts involved newspaper and journal accounts, the personal advocacy of former members, written advice from promoters and administrators, and the contributions of…

  17. Adult Civic Education in Former Socialist Countries in the Transition Period

    Directory of Open Access Journals (Sweden)

    Zoran Jelenc

    1995-12-01

    Full Text Available In the period of transition former European socialist countries demonstrate a great number of contradictions resulting from specific social circumstances. The latter exert a crucial impact on educational opportunities for adults. Thus, in most of the examined countries adult education is undergoing an important crisis. Civic education and non-formal education, however, can contribute considerably towards overcoming the typical traits of this transitional period, especially its societal and psychological phenomena. In these countries has been recorded a huge need for civic education on one band, while on the other hand, the demand for it is relatively small. Moreover, civic education gets little or no societal support. Also, due to relatively negative experiences from the past period when it was compulsory for people to participate in civic education (termed sociopolitical education, and due to the fact that it was ideologically and politically directed, people are averse and resistant to any kind of education reminding them of the former socio-political one. Therefore, as a rule, they do not participate in it. The important role of adult education and andragogy is therefore to find a way out from this situation and to motivate people in view to get them actively involved in civic education. In our contribution we are dealing with some possibilities for that, using here our own research findings ('State of the Art' Study of Research on the Education of Adults.

  18. How does technology impact on the self-beliefs of adult basic education learners?

    OpenAIRE

    Nwosu, Uchenna June

    2010-01-01

    Non-peer-reviewed Adult Basic Education learners return to education to solve a problem of inadequacy in life hence many adult basic education learners engage in the learning of basic skills to meet their needs in life than for the education itself. Due to feelings of inadequacy, in many instances the adult basic education learner displays low beliefs in abilities and capabilities which if not properly managed and enhanced can negatively impact on learning and consequently the mee...

  19. Adult Education, Social Change and Development in Post-Colonial Jamaica

    Science.gov (United States)

    Barrett, Shermaine Ann Marie

    2014-01-01

    The purpose of this qualitative case study was to demonstrate how adult education enabled the process of economic and social change, and national development in Jamaica through a critical review of two cases of adult education provisions in Jamaica since the country gained independence in 1962. Content analysis of various documents from primary…

  20. Barriers towards participation in adult education and training

    DEFF Research Database (Denmark)

    Larson, Anne; Milana, Marcella

    topics were asked what would be the most likely obstacles if they wanted to take part in education and training. The distribution of the different categories of barriers among different socio-economic groups is afterwards tested by use of logistic regression using Odds Ratios. As a result...... of the exploratory factor analysis, five categories of barriers towards participation in adult education and training is developed: Lack of time and energy; negative towards re-entering education; accessibility of learning activities; lack of support; and lack of confidence in own abilities. The factors have been......Based on exploratory factor analysis of data from a special Eurobarometer-survey dedicated to lifelong learning, different categories of reasons for not taking part in adult education and training is developed. 18.000 people living in the 15 old EU member countries in the survey were among other...

  1. Exploring Education Major Focused Adult Learners' Perspectives and Practices of Web-Based Distance Education in Sixteen Universities

    Science.gov (United States)

    Zhang, Jing

    2009-01-01

    Distance education is not a new concept for all kinds of learners in the modern societies. Many researchers have studied traditional distance education programs for adult learners in the past, but little research has been done on Web-based distance education (WBDE) for adult learners. There are also many popular online universities in the U.S. or…

  2. 34 CFR 461.1 - What is the Adult Education State-administered Basic Grant Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Adult Education State-administered Basic...-ADMINISTERED BASIC GRANT PROGRAM General § 461.1 What is the Adult Education State-administered Basic Grant Program? The Adult Education State-administered basic Grant Program (the program) is a cooperative effort...

  3. Learning Democratic Reason: The Adult Education Project of Jurgen Habermas

    Science.gov (United States)

    Brookfield, Stephen

    2005-01-01

    The work of Jurgen Habermas is often cited in adult educational literature as underpinning dialogic traditions and practices central to the field. But to many adult educators the density of Habermas's analysis and complexity of his language limit his influence on their practice. This article's intent is to render a comprehensive analysis of the…

  4. Surveying Adult Education Practitioners about Ethical Issues.

    Science.gov (United States)

    McDonald, Kimberly S.; Wood, George S., Jr.

    1993-01-01

    An Indiana survey of 113 of 248 adult basic educators, 113 of 117 trainers, and 23 of 29 continuing educators identified ethical dilemmas they face. Fifty-two percent believed a code of ethics should be created and enforced by professional associations, covering broad issues. Those who had experience with codes were positive about them. (SK)

  5. Popular Theatre: A Useful Process for Adult Educators.

    Science.gov (United States)

    Bates, Reid A.

    1996-01-01

    Four types of theatre uses in adult education are theatre for education, for development, for conscientization, and popular theatre. The latter involves a group's interpretive study of its own social, economic, cultural, and political conditions, leading to collective action. (SK)

  6. Effect of an AIDS education program for older adults.

    Science.gov (United States)

    Rose, M A

    1996-01-01

    The purpose of this study was to examine the effect of an age-specific AIDS education program on HIV/AIDS knowledge, perceived susceptibility to AIDS, and perceived severity of AIDS in older adults. The health belief model served as a framework. The age-specific AIDS education program was developed based on a knowledge, beliefs, and behaviors survey of 458 older adults at senior citizen centers. The program included case study presentations of actual older people with AIDS along with an emphasis on myths identified in the initial survey. There was a significant increase in total knowledge about AIDS (p < .001), perceived susceptibility (p < .01), and perceived severity (p < .001) after the educational program. Based on the results of this study, nurses are in an excellent position to provide primary and secondary AIDS prevention strategies for all age groups, including the older adult population.

  7. The Education of Adults in the Spectrum of Public Educational Policy: Principles and Practice of the Department of Adult Education in the University of Manchester, United Kingdom.

    Science.gov (United States)

    Wedell, E. G.

    The development of lifelong education in England has been slow due to the dualist educational philosophy characteristic of the English middle and upper classes. The two governing characteristics of British adult education have been its predominant concentration of provision for the working classes and its preoccupation with the liberalizing role…

  8. Surgical education and adult learning: Integrating theory into practice [version 1; referees: 3 approved

    Directory of Open Access Journals (Sweden)

    Prem Rashid

    2017-02-01

    Full Text Available Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

  9. The Formation of the Willing Citizen -- Tracing Reactive Nihilism in Late Capitalist Adult Education

    Science.gov (United States)

    Olson, Maria; Dahlstedt, Magnus; Fejes, Andreas; Sandberg, Fredrik

    2018-01-01

    The role of education in citizen training has been well mapped out in youth education. What has been less studied is how this role comes into being in adult education. By providing illustrative empirical examples from a recently completed study of adult students enrolled in adult education, this article aims to offer a theoretical response to the…

  10. Using Critical Pedagogies from Adult Education to Inspire and Challenge Higher Education Students

    Science.gov (United States)

    Kadi-Hanifi, Karima

    2009-01-01

    This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of…

  11. Making the Invisible Visible: A Model for Delivery Systems in Adult Education

    Science.gov (United States)

    Alex, Jennifer L.; Miller, Elizabeth A.; Platt, R. Eric; Rachal, John R.; Gammill, Deidra M.

    2007-01-01

    Delivery systems are not well defined in adult education. Therefore, this article reviews the multiple components that overlap to affect the adult learner and uses them to create a model for a comprehensive delivery system in adult education with these individual components as sub-systems that are interrelated and inter-locked. These components…

  12. Adult Education in Saudi Arabia.

    Science.gov (United States)

    Griffin, Tim D.; Algren, Mark S.

    Religion pervades all aspects of Saudi Arabia, the conservative home of Islam, where the constitution is the Quran and law is interpreted by religious scholars. A formal adult basic education program was initiated in 1960. As part of the country's modernization since the early 1970s, the Saudi government has begun an enormous nation-building plan…

  13. Making It Visible: An Exploration of How Adult Education Participation Informs Parent Involvement in Education for School-Age Children

    Science.gov (United States)

    Shiffman, Catherine Dunn

    2011-01-01

    This article explores the connections between adult education participation and parent involvement in children's education--connections identified during an exploratory case study of parents transitioning into the workforce in compliance with welfare requirements. Data sources included interviews with parents, adult educators, and elementary…

  14. National Adult Education Programme: Policy Statement and Programme Outline. Government of India's Policy Statement on Adult Education

    Science.gov (United States)

    New Frontiers in Education, 1978

    1978-01-01

    An eight-point policy statement on adult education in India is presented, followed by an outline of operational details for putting it into effect. Focus is on combatting illiteracy by providing those citizens with skills for self-directed learning. (LBH)

  15. Discursive turns from 'Bildung' to managerialism: Memory-work of the Finnish adult education generations

    Directory of Open Access Journals (Sweden)

    Karin Filander

    2012-10-01

    Full Text Available The article focuses on the struggles over ethos in academic adult education tradition that grows from the frameworks of student generations in Finnish adult education. It brings together elements of present-day analysis and historically sensitizing memory data on generations of the 1960s, 1970s and 1980s. My interest here lies in how the rhetoric of lifelong learning and education has revised the basic assumptions of adult education. The data suggest that the dominant narrative of adult education is increasingly the discourse of marketization. Finnish present-day student generations seem to have lost their intrinsic connections with the Scandinavian traditions of popular enlightenment and the values of equality and basic logics enabling 'second chances' for all adult citizens within the Nordic welfare state. One of the results of the analysis was the following question: Should we reinvent adult education again from the standpoint of sustainable development of 'ordinary people'?

  16. Adult College Students in American Films: An Untapped Resource for Research in Adult and Continuing Education.

    Science.gov (United States)

    Osborn, Rick

    1990-01-01

    Considers the value of extending adult education research into films about adult college students as a source of cultural information. Analyzes the 1949 film, "Mother Is a Freshman," as an example. (SK)

  17. A Call for Methodological Plurality: Reconsidering Research Approaches in Adult Education

    Science.gov (United States)

    Daley, Barbara J.; Martin, Larry G.; Roessger, Kevin M.

    2018-01-01

    Within this "Adult Education Quarterly" ("AEQ") forum, the authors call for a dialogue and examination of research methods in the field of adult and continuing education. Using the article by Boeren as a starting point, the authors analyze both qualitative and quantitative research trends and advocate for more methodological…

  18. Adult Learning, Transformative Education, and Indigenous Epistemology

    Science.gov (United States)

    McEachern, Diane

    2016-01-01

    This chapter describes an innovative program that weaves together adult learning, transformative education, and indigenous epistemology in order to prepare Alaskan rural indigenous social service providers to better serve their communities.

  19. Psychosocial and environmental correlates of active and passive transport behaviors in college educated and non-college educated working young adults.

    Science.gov (United States)

    Simons, Dorien; De Bourdeaudhuij, Ilse; Clarys, Peter; De Cocker, Katrien; de Geus, Bas; Vandelanotte, Corneel; Van Cauwenberg, Jelle; Deforche, Benedicte

    2017-01-01

    This study aimed to examine potential differences in walking, cycling, public transport and passive transport (car/moped/motorcycle) to work and to other destinations between college and non-college educated working young adults. Secondly, we aimed to investigate which psychosocial and environmental factors are associated with the four transport modes and whether these associations differ between college and non-college educated working young adults. In this cross-sectional study, 224 working young adults completed an online questionnaire assessing socio-demographic variables (8 items), psychosocial variables (6 items), environmental variables (10 items) and transport mode (4 types) and duration to work/other destinations. Zero-inflated negative binomial regression models were performed in R. A trend (pyoung adults participated in cycling and public transport. However, another trend indicated that cycle time and public transport trips were longer and passive transport trips were shorter in non-college compared to college educated working young adults. In all working young adults, high self-efficacy towards active transport, and high perceived benefits and low perceived barriers towards active and public transport were related to more active and public transport. High social support/norm/modeling towards active, public and passive transport was related to more active, public and passive transport. High neighborhood walkability was related to more walking and less passive transport. Only in non-college educated working young adults, feeling safe from traffic and crime in their neighborhood was related to more active and public transport and less passive transport. Educational levels should be taken into account when promoting healthy transport behaviors in working young adults. Among non-college educated working young adults, focus should be on increasing active and public transport participation and on increasing neighborhood safety to increase active and public

  20. Emotional Intelligence and Collaborative Learning in Adult Education

    Science.gov (United States)

    Martinez, Luz M.

    2011-01-01

    The changing social and economic reality of our world continues to shape how learning is conducted and acquired in the adult classroom and beyond. Given the pivotal importance for an adult to develop a variety of cognitive and emotional skills and given the need to work in collaboration with others, within educational environments and the…

  1. An Ecojustice Approach to Educational Reform in Adult Education

    Science.gov (United States)

    Bowers, Chet A.

    2017-01-01

    This paper describes the key principles of an ecojustice approach to adult education. The author describes the cultural roots of the ecological crisis, the difference between ecological and individual intelligence and the linguistic colonization of the present by the past. The dangers of an overreliance on print are described and the need for a…

  2. Beyond Traditional Art Education: Transformative Lifelong Learning in Community-Based Settings with Older Adults

    Science.gov (United States)

    Lawton, Pamela Harris; La Porte, Angela M.

    2013-01-01

    Quality community-based art education programs for older adults over the age of 50 should exploit the broad range of interests and cognitive abilities of participants by utilizing adult education theory, brain research, and the best practices of adult art education programs. We consider a developing paradigm on the cognitive abilities of the…

  3. Marketing in Adult Education. A Critical Review of Literature.

    Science.gov (United States)

    Wells, Rita L.

    In the literature on marketing in adult education there is much debate on the ethics of marketing educational programs; although many individuals have written about the potential negative impacts of big business and high-pressure advertising in education, others have viewed marketing as an acceptable process that attempts to establish mutually…

  4. Breaking New Ground: The Development of Adult and Workers' Education in North America. Proceedings from the Syracuse University Kellogg Project's Visiting Scholar Conference in the History of Adult Education (1st, Syracuse, New York, March 1989).

    Science.gov (United States)

    Rohfield, Rae Wahl, Ed.

    The 19 papers in this conference report examine the formative period of the field of adult education, the development of workers' education, and the interrelationships of the two fields. The four papers in Section I, on defining adult education are: "Challenging the System: The Adult Education Movement and the Educational Bureaucracy of the…

  5. Accounting for Change: Adult and Community Education Organisations and the GST.

    Science.gov (United States)

    Gelade, Sue; Harris, Roger; Mason, Deb

    A study examined impact of the adult and community education (ACE) Amendment to the Goods and Services Tax (GST) on Australian adult and continuing education (ACE) providers. Telephone interviews were held with representatives of 232 ACE organizations. Most were small businesses; almost half had less than $100,000 annual revenue; two-thirds had…

  6. East Meets West: Cross-Cultural Perspectives on Wisdom and Adult Education

    Science.gov (United States)

    Yang, Shih-ying

    2011-01-01

    Wisdom enables people to lead a good life. The pursuit of wisdom is an important goal for adult education, and adult education is important for developing wisdom in individuals and communities. The good life for humankind is threatened by global warming, shortages of natural resources, cultural and religious conflicts, and financial crises, and…

  7. Adult Continuing Education and Human Resource Development: Present Competitors, Potential Partners

    Science.gov (United States)

    Smith, Douglas H.

    2013-01-01

    "Author's Note": In May 1989, this article was published in "Livelong Learning," the monthly practitioner journal of the American Association for Adult and Continuing Education (Vol. 12, No. 7, pp. 13-17). Now viewed as a period reference article, it presents the relationship of adult and continuing education (ACE) and…

  8. Shame and Transformation in the Theory and Practice of Adult Learning and Education

    Science.gov (United States)

    Walker, Jude

    2017-01-01

    Shame both stymies and motivates learning; it prevents adults from participating in educational programs yet, with accompanied self-examination, it can be the catalyst for transformation. While fundamental for understanding adult learning, shame is (shamefully) inadequately theorized in the field of adult education: We don't talk enough about…

  9. Readers in Adult Basic Education: Component Skills, Eye Movements, and Fluency

    Science.gov (United States)

    Barnes, Adrienne E.; Kim, Young-Suk; Tighe, Elizabeth L.; Vorstius, Christian

    2017-01-01

    The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this…

  10. Research notes about the ways of appropriation of films by educators in young and adults education

    Directory of Open Access Journals (Sweden)

    Evelyn Fernandes Azevedo Faheina

    2014-01-01

    Full Text Available This paper analyzes the presence of film useage in young and adults education. It shows results of a survey that aimed to know the ways of appropriation of film at school by the educators of adult education. To understand that question, it was analyzed the content of the speech of teachers and observed some teaching practice in which film was used. From the analysis of collected data, it was concluded that educators have appropriated and used film like illus - tration of the curriculum contents and of the subjects studied, cha - racterizing the use of film as an additional and secondary resource in activities of school.

  11. Sustaining Advocacy and Action on Women's Participation and Gender Equality in Adult Education

    Science.gov (United States)

    Medel-Anonuevo, Carolyn; Bernhardt, Anna

    2011-01-01

    This article gives an overview of the development of gender equality and women's participation in adult learning and education in the history of the International Conferences on Adult Education (CONFINTEA). Though the equality of rights was highlighted throughout the various conferences, the first Global Report on Adult Learning and Education…

  12. Planning and Organizing an Adult Environmental Education Program.

    Science.gov (United States)

    Soil Conservation Society of America, Ankeny, IA.

    This publication is based on a symposium organized by the Environmental Conservation Education Division of the Soil Conservation Society of America. The major purpose of the symposium was to bring together practical and theoretical information that would be helpful to a local group that wants to initiate an adult environmental education course in…

  13. What's Going On? An Overview of Adult Education Policies in Spain

    Science.gov (United States)

    Lucio-Villegas, Emilio

    2012-01-01

    In this paper, I attempt to present the state of adult education in Spain. Adult education in Spain is not unlike that of other countries in Europe in that it focuses on the policies and practices of lifelong learning rather than on the perspectives of people and communities. However, Spain has two specific characteristics that are distinctive…

  14. Maslow's Theories and Educating the Disadvantaged Adult.

    Science.gov (United States)

    Long, Jerry

    1982-01-01

    Summarizes Abraham Maslow's concepts of the organization of the personality with implications for educating the disadvantaged adult learner. Special attention is given to personality syndromes and the effect they have on the expression of behavior. (JOW)

  15. Adult education about atomic energy, 1945-1948, as a case study in science for society

    International Nuclear Information System (INIS)

    Wakeley, L.D.

    1984-01-01

    The sudden existence of atomic energy presented five challenges to science education for the adult public: (1) inform adults that atomic energy existed; (2) teach them its scientific basis, and potential peacetime uses; (3) correct mistaken impressions from erroneous media coverage; (4) promote civic literacy and participation in decision making; and (5) inform voters about pending atomic energy legislation. Newspapers, magazines, radio, and newsreels were the major sources of informal adult education, together reaching 93% of adults. But these informational media lacked educational structure, and failed to meet the citizenship needs of adults. During that pre-television era, discussion groups were a common form of social gathering and nonformal education. Books and pamphlets for these groups were essential to a system of adult science education. They provided data for the open exchange of opinions that is essential to the process of adult education. The League of Women Voters of the United States established a network of discussion groups nationwide, providing printed materials for all five purposes. These programs enjoyed mixed success, providing at least local pockets of public enlightenment. By 1948, the Atomic Energy Commission was facilitating public education, especially in private industry and the business sector

  16. Deliberative Democracy and Adult Civic Education

    Science.gov (United States)

    Carcasson, Martin; Sprain, Leah

    2012-01-01

    Adult education programs should turn to the deliberative democracy movement in order to help their communities better address the "wicked problems" they face. The authors contend that due to the "wicked" nature of problems in the diverse democracies, communities must develop and sustain their capacity for deliberative democracy and collaborative…

  17. Queering Sex Education: Young Adult Literature with LGBT Content as Complementary Sources of Sex and Sexuality Education

    Science.gov (United States)

    Bittner, Robert

    2012-01-01

    This article explores the nature of young adult texts as complementary sources of informal queer sex and sexuality education, along with a close reading of a sample of this young adult (YA) literature. LGBT teens are often left out of discussions in sex education classrooms in the United States because of discriminatory curricula, ignorance on the…

  18. The impact of Nordic adult education ideas on the development of a democratic society in Lithuania

    Science.gov (United States)

    Teresevičienė, Margarita; Trepulė, Elena; Trečiokienė, Edita

    2017-02-01

    This article analyses the role of the cooperation with and the influence of the Nordic countries on the development of a democratic society in Lithuania through adult education since the reinstatement of its independence from Soviet regime in March 1990 to the present. The authors focus on three main areas: (1) the training of Lithuanian adult educators; (2) the establishment and development of NGOs; and (3) the implications for a Lithuanian policy of adult education. Within the framework of Nordic-Baltic cooperation established among five Nordic and three Baltic countries (NB8) in 1992, Lithuanian adult educators seized the opportunity to visit Scandinavian institutions and projects. Experiencing Nordic adult education ideas has resulted in a marked shift in Lithuanian adult educators' values, methodology and careers; and in the establishment of a series of very influential umbrella associations as well as hundreds of NGOs in Lithuania which work with adults and support functioning democratic values in society. This shift is related to the civic responsibility and active participation growing out of the bottom-up approaches of group work, cooperation, discussions and learning circles which are so inherent in the Nordic tradition of adult education. The internalisation of new democratic values was more complicated than expected for many Lithuanian politicians, adult educators and NGO leaders in terms of how political decisions were perceived and implemented. Furthermore, the influence of the Nordic-Baltic cooperation in adult education may also be traced in adult education policy implications in Lithuania. Some changes in the policies of contemporary Lithuania have not been successful and even failed to promote a democratic society.

  19. The influence of education on performance of adults on the Clock Drawing Test.

    Science.gov (United States)

    de Noronha, Ísis Franci Cavalcanti; Barreto, Simone Dos Santos; Ortiz, Karin Zazo

    2018-01-01

    The Clock Drawing Test (CDT) is an important instrument for screening individuals suspected of having cognitive impairment. To determine the influence of education on the performance of healthy adults on the CDT. A total of 121 drawings by healthy adults without neurological complaints or impairments were analysed. Participants were stratified by educational level into 4 subgroups: 27 illiterate adults, 34 individuals with 1-4 years of formal education, 30 with 5-11 years, and 30 adults with >11 years' formal education. Scores on the CDT were analyzed based on a scale of 1-10 points according to the criteria of Sunderland et al. (1989).¹ The Kruskal-Wallis test was applied to compare the different education groups. Tukey's multiple comparisons test was used when a significant factor was found. Although scores were higher with greater education, statistically significant differences on the CDT were found only between the illiterate and other educated groups. The CDT proved especially difficult for illiterate individuals, who had lower scores. These results suggest that this screening test is suitable for assessing mainly visuoconstructional praxis and providing an overall impression of cognitive function among individuals, independently of years of education.

  20. The Persuasive Program in Adult Education: Theory and Planning.

    Science.gov (United States)

    Atkinson, Thomas Grant

    The purpose of this study was to investigate, develop, and explicate a procedure, theoretical in nature, which adult educators can use for comprehending, analyzing and planning single-event persuasive programs for adults. The study conceptualized persuasion as a behavioral phenomenon consisting of verifiable human action which constitutes, or is…

  1. The Role of Language in Adult Education and Poverty Reduction in Botswana

    Science.gov (United States)

    Bagwasi, Mompoloki

    2006-05-01

    This study examines the role of language in reducing poverty in Botswana through adult-education programs. Because language is the medium through which human beings communicate and grow intellectually and socially, it should form the basis of any discussion involving the relation between development and education. In order best to respond to societal changes and bridge the gap between the less privileged and the more privileged, adult-education programs should be guided by language policies that are sensitive to this pivotal role that language plays. Language is important in any discussion of poverty reduction because it determines who has access to educational, political and economic resources. The author recommends that adult-education programs in Botswana take account of the multilingual nature of society and so allow learners to participate freely, make use of their indigenous knowledge, and enhance their self-esteem and identity.

  2. In the Net of Economic Rationalism: Adult Education in Aotearoa/New Zealand.

    Science.gov (United States)

    Zepke, Nick

    2001-01-01

    In the last decade, consensus around equality and efficiency in New Zealand adult education shifted to a focus on autonomy and accountability, economic rationalism, and vocational skills. Adult educators seeking change should emphasize participative democracy, connectedness, and valuing and advancing groups with diverse identities and interests.…

  3. Institutional Barriers for Adults' Participation in Higher Education in Thirteen European Countries

    Science.gov (United States)

    Saar, Ellu; Täht, Kadri; Roosalu, Triin

    2014-01-01

    This study focuses on institutional barriers that adult learners experience while participating in higher education programmes. We developed a holistic measure of diversification, accessibility, flexibility and affordability of higher education for adults. Based on pre-economic-crisis data across Europe we then explored the impact of macro-level…

  4. Adult Education in a Changing Europe: A Survey of Theory and Practice. [L'Education des Adultes dans une Societe en Constante Evolution; Etude sur la Theorie et la Pratique.

    Science.gov (United States)

    Hutchinson, E. M.; And Others

    This course was held to review research and investigations undertaken in Europe, their significance for the practice of adult education, and the possibility of cooperative action in the future. Delegates reached conclusions calling for the general review of European adult education, bibliographic services, general and joint research, cooperation,…

  5. Academic and Vocational Education for Incarcerated Adult and Juvenile Sex Offenders: A National Study.

    Science.gov (United States)

    Vaughn, Michael S.

    1992-01-01

    Examined adult and juvenile sex offender academic and vocational education programs. Data were collected from 103 sex offender treatment providers. Findings revealed that both adult and juvenile sex offender education programs provided wide variety of service choices in academic and vocational programs. Adult programs averaged slightly more…

  6. In Defense of Norm Circles: A New Normative Foundation for Adult Education

    Science.gov (United States)

    Plumb, Donovan

    2014-01-01

    According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable…

  7. Adult and Non-Formal Education: An Imperative for Human Capacity ...

    African Journals Online (AJOL)

    DR Nneka

    capacity development could be defined as the development of a workforce .... and the community and between theory and practice in Adult Education, ... ANFE provides education for women in order to empower them, enable them gain.

  8. Improving Completion Rates in Adult Education through Social Responsibility

    Science.gov (United States)

    Wahlgren, Bjarne; Mariager-Anderson, Kristina

    2017-01-01

    Dropout is a serious problem within education. This article reports on an intervention project, titled "New Roles for the Teacher--Increased Completion Rates Through Social Responsibility," which sought to reduce nonattendance and drop-out rates in the Danish adult educational system by improving teachers' competences. This goal was…

  9. Education and Employment Outcomes of Young Adults with a History of Developmental Language Disorder

    Science.gov (United States)

    Conti-Ramsden, Gina; Durkin, Kevin; Toseeb, Umar; Botting, Nicola; Pickles, Andrew

    2018-01-01

    Background: Developmental language disorder (DLD) presents a considerable barrier for young adults to engage in further education and training. Early studies with young adults with DLD revealed poor educational achievement and lack of opportunities to progress in education. More recent studies have provided more positive findings. Relatively…

  10. UNDERSTANDING OLDER ADULT LEARNERS IN DISTANCE EDUCATION: The Case of Universiti Sains Malaysia

    Directory of Open Access Journals (Sweden)

    Nailul Morad MOHD NOR

    2011-07-01

    Full Text Available World population ageing is unprecedented and pervasive which will affect all countries in the world. According to a United Nation report (2010: “By 2045, the number of older persons in the world will exceed the number of young for the first time in history.” The number of the older adult learners in distance education programs is also expected to increase in tandem with the growth of ageing population throughout the world. As such distance education institutions and instructors should be vigilant to this new emerging group of learners. The objectives of this study were to identify factors related to older adult learners’ participation in the distance education degree programs and their characteristics. Data were collected by using interviews and questionnaires. Respondents for the study were older adult learners age 50 and over who enrolled in degree programs at the School of Distance Education (SDE, Universiti Sains Malaysia in Malaysia. Five older adult learners were interviewed and 72 out of 123 respondents completed the questionnaires. The findings indicated that older adult learners’ participation in the distance education degree programs is mainly due to career advancement and to seek knowledge. The older adult learners’ distinct characteristics are high motivation, eager to learn, health conscious, effective time management, good social skills, no financial difficulties and have strong family support.

  11. Individualisation in Swedish Adult Education and the Shaping of Neo-Liberal Subjectivities

    Science.gov (United States)

    Fejes, Andreas; Olson, Maria; Rahm, Lina; Dahlstedt, Magnus; Sandberg, Fredrik

    2018-01-01

    In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education and folk high schools…

  12. Role of Colleges in Adult Education--Adjustments

    Science.gov (United States)

    Mathias, Irene

    1978-01-01

    If colleges are to be relevant to the needs of India, they must plan and implement programs of direct benefit to the community and thus contribute to the nation's resolve to extend adult education programs within the next five years to combat illiteracy. (LBH)

  13. Management of Adult Education Organisations in Africa

    Science.gov (United States)

    Nafukho, Fredrick Muyia; Wawire, Nelson H. W.; Lam, Penina Mungania

    2011-01-01

    Adult education is now considered a mainstream academic discipline in several African countries, and its importance in today's knowledge and "ideas" economies is growing steadily. It is provided by organisations such as public universities, training colleges, corporate universities and employers. The successful operation of educational…

  14. The misuses of sustainability: Adult education, citizenship and the dead hand of neoliberalism

    Science.gov (United States)

    Holford, John

    2016-10-01

    "Sustainability" has a captivating but disingenuous simplicity: its meanings are complex, and have political and policy significance. Exploring the application of the term to adult education, this paper argues that a particular discourse of "sustainability" has become a common-sense, short-circuiting critical analysis and understanding of policy options. This "business discourse" of sustainability, strongly influenced by neoliberal ideas, encourages the presumption that educational programmes and movements which have died out were unsustainable, bound to fail, and even responsible - having failed to adapt - for their own demise. Potentially valuable experience is thus excluded from the educational policy canon. The author uses three cases from 20th-century adult education, namely (1) English liberal adult education; (2) "mass education", also known as community development, in the British colonies; and (3) UNESCO's Fundamental Education, to challenge this presumption. He demonstrates for each case how a business discourse has implied their "unsustainability", but that the reality was more complex and involved external political intervention.

  15. Childhood Placement in Special Education and Adult Well-Being

    Science.gov (United States)

    Chesmore, Ashley A.; Ou, Suh-Ruu; Reynolds, Arthur J.

    2016-01-01

    The present study investigates the relationship between childhood placement in special education and adult well-being among 1,377 low-income, minority children participating in the Chicago Longitudinal Study. Roughly 16% of the sample received special education services in Grades 1 to 8. After accounting for sociodemographic factors and early…

  16. Child-adult Creating Community as an Institution of Education

    Directory of Open Access Journals (Sweden)

    Khaikin V.L.,

    2014-08-01

    Full Text Available The article analyzes the possibilities of education to overcome infantilism and consumer orientation of the younger generation. Even humanistic “pedagogy of relations” is being eroded in the consumer society. Nowadays, to talk about school and to build the school in which children feel only cozy, comfortable and convenient means to prepare new victims of consumerism. The authors state the need of moving from the usual methods and forms of education (formally ritualized, verbal, leisure and entertainment ones to the creative, activity methods and forms, which cultivate the relationships of responsible care. The new institute of education, which is child-adult creating community, is justified both theoretically and practically. The authors provide the examples of mutually beneficial and developing cooperation of adults and children based on the principles of technology, self-management, social entrepreneurship and social service

  17. Education of Mentally Retarded Adults

    Directory of Open Access Journals (Sweden)

    Dora Jelenc

    2000-12-01

    Full Text Available Adult education of people with severe, modest and profound mental retardation got only recently an important place in the special education theory and practice. It could be established that in this area both in the intentional as well as in the contentual field the meaningfull shift has been achieved. Today we are talking about authonomy and rights of these people to taking part in a decission-making about the way of their living, but on the other  side the fast development and changes in society are again and again compelling this people to the decisions which they are not able to put into effect and which are burdening them and making them dependent of others. This could partly be prevented by continuing education as it is also true for them that in the stage of initial education they cannot subdue everything what they would need later in their life. Next to the findings of the foreign experts this has been confirmed as well in the first our investigations in this area. Some of the findings will be presented in our paper.

  18. Adult Continuing Education in Small States and Islands: Concept Paper.

    Science.gov (United States)

    Rogers, Alan

    1996-01-01

    Small states and islands have strengths and weaknesses that affect adult continuing education: marginalization and threats to their legitimacy from economic globalization; educational globalization, with increasing credentialism and sectoralization; and limited resources for technology and teacher development. (SK)

  19. Empirical and genealogical analysis of non-vocational adult education in Europe

    Science.gov (United States)

    Manninen, Jyri

    2017-06-01

    Non-formal, non-vocational adult education (NFNVAE) is a low-cost, low-threshold learning activity that generates many benefits for individuals and society, and it should play a more central role in educational policy. NFNVAE's challenge is that it lacks clear concepts and definitions and is, therefore, less systematically covered in statistics, research and surveys. This article seeks to tackle these problems by providing (1) a mapping of NFNVAE courses in 10 European countries and (2) a conceptual framework for NFNVAE. The mapping is based on survey data ( n = 8,646) that contain information on 14,063 courses, which were coded into 24 categories and three general types: civic, liberal and basic skills education. Popular adult education courses (in the radical meaning of the term) were not found among these data; therefore, further mapping is needed. The genealogical analysis shows that ideological discourses and cultural practices should be taken into account when different concepts are used to describe NFNVAE. Especially the concept "popular" needs more clarification, since it is frequently used to refer to several different traditions, for example the Nordic " folkbildning", which is a civic education system, and therefore differs from Latin American popular adult education, which is a radical, non-governmental movement.[Figure not available: see fulltext.

  20. 75 FR 43502 - Office of Vocational and Adult Education; Overview Information; Financial Education for College...

    Science.gov (United States)

    2010-07-26

    ... DEPARTMENT OF EDUCATION Office of Vocational and Adult Education; Overview Information; Financial... continuous improvement. For this reason, the Secretary is establishing a competitive preference priority for...). Competitive Preference Priority: This priority is a competitive preference priority. Under 34 CFR 75.105(c)(2...

  1. Learning To Listen, Learning To Teach: The Power of Dialogue in Educating Adults. Revised Edition. The Jossey-Bass Higher and Adult Education Series.

    Science.gov (United States)

    Vella, Jane

    This book, based on the work of a teacher and community development expert with many years of teaching adult education in numerous developing countries all over the world, provides a process for teaching and learning with adults. The book is illustrated with stories from the author's experience and examples that show how to begin, set up, carry…

  2. Dispositional Factors Affecting Motivation during Learning in Adult Basic and Secondary Education Programs

    Science.gov (United States)

    Mellard, Daryl F.; Krieshok, Thomas; Fall, Emily; Woods, Kari

    2013-01-01

    Research indicates that about a quarter of adult students separate from formal adult basic and secondary education (ABE/ASE) programs before completing one educational level. This retrospective study explores individual dispositional factors that affect motivation during learning, particularly students' goals, goal-directed thinking and action…

  3. The Assessment of Competence in University Adult Education: A Dynamic Approach

    Directory of Open Access Journals (Sweden)

    Núria Mancebo

    2013-01-01

    Full Text Available The present paper aims to explore the field of adult education and competencedevelopment in university settings. An ICT-based tool was used to assessthree successive target groups of professionals considered adult students.Our results have a research and practical series of implications. Individualsgain self-knowledge and perception in terms of present and futurecompetences; furthermore, the process of self-analysis could be initiated.Group level results are important for teachers and educators helping themtowards a student-centred teaching/learning initiative, putting emphasis onthe issue and managing diversity. Educational management can improve thequality of teaching and design a competitive path through differentiation.

  4. Gender and the Curriculum of Adult Education.

    Science.gov (United States)

    Blundell, Sue

    1992-01-01

    The perspectives of four feminist discourses (liberal, radical, Marxist, and socialist) analyze the role of adult education curriculum in reinforcing gender relations. The transformation of gender relations requires a combination of radical strategies such as women-centered, women-only methodology and the theoretical framework of the…

  5. Adult Education and Literacy: Program Year 2017. Annual Report, (July 1, 2016 to June 30, 2017)

    Science.gov (United States)

    Division of Community Colleges and Workforce Preparation, Iowa Department of Education, 2018

    2018-01-01

    Adult education has a rich history in Iowa of providing services that assist adults in improving their skills, achieving their educational goals, and transitioning to further education or employment. Instruction is designed for adults functioning at the lowest levels of basic skills and/or needing English language instruction to advance their…

  6. Professionalisation in General Adult Education in Germany--An Attempt to Cut a Path through a Jungle

    Science.gov (United States)

    Dausien, Bettina; Schwendowius, Dorothee

    2009-01-01

    The article summarizes the findings of a study on adult learning professions in Europe (ALPINE) commissioned by DG Education and Culture. It explores the current professional and social situation of staff in non-vocational adult education in Germany. It describes the structures and organisations of general adult education in Germany and…

  7. The Intersection of Black Lives Matter and Adult Education: One Community College Initiative

    Science.gov (United States)

    Miller, Brian; Schwartz, Joni

    2016-01-01

    This chapter is a call to action for adult educators to critically engage the Black Lives Matter Movement through pedagogy, community engagement and scholarly activism. It explores the intersection of the Black Lives Matter movement and adult education by highlighting the response of one community college initiative.

  8. Increasing educational disparities in premature adult mortality, Wisconsin, 1990-2000.

    Science.gov (United States)

    Reither, Eric N; Peppard, Paul E; Remington, Patrick L; Kindig, David A

    2006-10-01

    Public health agencies have identified the elimination of health disparities as a major policy objective. The primary objective of this study is to assess changes in the association between education and premature adult mortality in Wisconsin, 1990-2000. Wisconsin death records (numerators) and US Census data (denominators) were compiled to estimate mortality rates among adults (25-64 years) in 1990 and 2000. Information on the educational status, sex, racial identification, and age of subjects was gathered from these sources. The effect of education on mortality rate ratios in 1990 and 2000 was assessed while adjusting for age, sex, and racial identification. Education exhibited a graded effect on mortality rates, which declined most among college graduates from 1990 to 2000. The relative rate of mortality among persons with less than a high school education compared to persons with a college degree increased from 2.4 to 3.1 from 1990-2000-an increase of 29%. Mortality disparities also increased, although to a lesser extent, among other educational groups. Despite renewed calls for the elimination of health disparities, evidence suggests that educational disparities in mortality increased from 1990 to 2000.

  9. establishing a link between adult education and community ...

    African Journals Online (AJOL)

    COMMUNITY DEVELOPMENT FOR IMPROVED TEACHING,. LEARNING AND ... ABSTRACT. Adult education and community development are two areas of practices which development ... life of the people and national development. .... balanced and independent social, ... communal work. .... and maintain cooperative.

  10. Improving the Status of Women in the Third World: A Challenge to Adult Educators.

    Science.gov (United States)

    Clark, Elmer J.

    Adult educators face a challenge if they are to aid in the improvement of the status of women in the Third World. Women in developing countries, especially those in rural and poverty areas, are often restricted to second class educational and work opportunities. Adult educators could contribute to the reduction of such discrimination in the…

  11. The Implications of A. H. Maslow's "Hierarchy of Needs" Theory for Adult Education.

    Science.gov (United States)

    Warren, Earle Theodore

    The Maslow Hierarchy of Needs was reviewed and implications were sought for adult education theory, program planning and operation, promotional activities, and program evaluation. Maslow's work suggested self-actualization as an ultimate goal, meaning that adult education programs should be structured to foster both the acquisition of facts,…

  12. A culture of future planning: perceptions of sexual risk among educated young adults.

    Science.gov (United States)

    Cheney, Ann M; Ostrach, Bayla; Marcus, Ruthanne; Frank, Cynthia; Ball, Cassandra; Erickson, Pamela I

    2014-10-01

    In this study we examined how social processes, specifically the acquisition of postsecondary education and capital, shaped perceptions of sexual risk and impacted sexual practices and sexual health among young adults. Using qualitative research methods we collected and analyzed data among students attending a 4-year university in the northeastern region of the United States over a 1-year period. By analyzing participants' narratives, we found that the reproduction of shared norms and values encouraged educated young adults to focus on educational and professional success, pressing many of them to be concerned about preventing pregnancy rather than preventing disease transmission, and increasing their risk for sexually transmitted infections, including HIV/AIDS. Sexual-health educators need to address how social processes shape sexual practices, encourage educated young adults to challenge unequal gender expectations, and consider how sexually transmitted infections might also interfere with life plans. © The Author(s) 2014.

  13. Understanding unskilled work as a condition for participation in adult education and training

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    2015-01-01

    This article discusses how to comprehend why people working unskilled jobs are less likely than other groups to position themselves as educable subjects and engage in adult education and training. This article outlines how different research traditions examining recruitment to and participation...... in adult education and training reveal and explain distinctive participation patterns. These traditions are critically reviewed in order to identify how they provide certain understandings and entail certain blind spots. The review reveals a striking absence of research into unskilled work and thus...... a tendency to overlook how engagement in specific kinds of work condition people’s perception of adult education and training. It is finally argued that future research must pay closer attention to people’s specific work-life and examine how engagement in specific historical, social and material (changing...

  14. Age at asthma onset and asthma self-management education among adults in the United States.

    Science.gov (United States)

    Mirabelli, Maria C; Beavers, Suzanne F; Shepler, Samantha H; Chatterjee, Arjun B

    2015-01-01

    Asthma self-management education improves asthma-related outcomes. We conducted this analysis to evaluate variation in the percentages of adults with active asthma reporting components of asthma self-management education by age at asthma onset. Data from 2011 to 2012 Asthma Call-back Surveys were used to estimate percentages of adults with active asthma reporting six components of asthma self-management education. Components of asthma self-management education include having been taught to what to do during an asthma attack and receiving an asthma action plan. Differences in the percentages of adults reporting each component and the average number of components reported across categories of age at asthma onset were estimated using linear regression, adjusted for age, education, race/ethnicity, sex, smoking status, and years since asthma onset. Overall, an estimated 76.4% of adults with active asthma were taught what to do during an asthma attack and 28.7% reported receiving an asthma action plan. Percentages reporting each asthma self-management education component declined with increasing age at asthma onset. Compared with the referent group of adults whose asthma onset occurred at 5-14 years of age, the percentage of adults reporting being taught what to do during an asthma attack was 10% lower among those whose asthma onset occurred at 65-93 years of age (95% CI: -18.0, -2.5) and the average number of components reported decreased monotonically across categories of age at asthma onset of 35 years and older. Among adults with active asthma, reports of asthma self-management education decline with increasing age at asthma onset.

  15. Beyond literacy : non-formal education programmes for adults in Mozambique

    NARCIS (Netherlands)

    van der Linden, Josje; Manuel, Alzira Munguambe

    2011-01-01

    Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of education, the challenge of today still is to design appropriate adult basic education

  16. Funneling toward Authenticity: A Response to "Intimacy and Ethical Behavior in Adult Education"

    Science.gov (United States)

    Callahan, Jamie L.

    2009-01-01

    In his article, "Intimacy and Ethical Action in Adult Education," Donovan Plumb (2009) suggests a pathway for adult educators to achieve the type of world that Gunter (1996) envisions. Plumb argues that the personal qualities that enable people to have fulfilling (sexually) intimate relationships are also those that enable ethical action on the…

  17. Evolution and Revolutions of Adult Learning: Capacity Building in Adult and Non-Formal Education in Nigeria

    Science.gov (United States)

    Ugwu, Chinwe U.

    2015-01-01

    The National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC) is the Federal Statutory Agency set up to co-ordinate all aspects of Non-Formal Education in Nigeria whether offered by government agencies or non-governmental organisations. This study looked at the existing Capacity Building Programme, the delivery methods, impact…

  18. Examining the effects of an experiential interprofessional education activity with older adults.

    Science.gov (United States)

    Conti, Gerry; Bowers, Cassandra; O'Connell, Mary Beth; Bruer, Stephen; Bugdalski-Stutrud, Carol; Smith, Geralynn; Bickes, Joan; Mendez, Jennifer

    2016-01-01

    The need for experienced healthcare professionals to work with older adults is great, yet educational training is limited. In this interprofessional education (IPE) study, 861 students from five professions made 293 visits in the homes or preferred community settings of 208 older adults. Surveys with quantitative and open-text feedback assessed attitudes towards older adults, IPE team functioning, and the value of home visits. Survey results showed strongly positive attitudes towards ageing and older adults. Students from all professions expressed surprise and admiration for the active lives led by these healthier older adults, lives clearly in contrast to stereotypes of ageing. They further acknowledged the value of collaborative team functioning in meeting older adult needs, learned more about the roles and responsibilities of other professions, and identified strengths of the home as a site for care. Students positively valued the experience as part of their professional training, with 82% of all students stating they would welcome additional IPE opportunities. Results suggest that an experiential IPE activity can positively shape student attitudes towards older adults, IPE, and interprofessional collaboration.

  19. Promoting Democratic Citizenship Through Non-Formal Adult Education

    DEFF Research Database (Denmark)

    Milana, Marcella; Bernt Sørensen, Tore

    2009-01-01

    The article presents selected findings from in-depth case studies of two non-formal learning activities organized by the Danish Folk High Schools and Day High Schools, respectively. The purpose of the empirical study was to investigate how longstanding non-formal adult education institutions have...... worked to foster the acquisition of civic competencies among young adults, thus contributed to learning for democratic citizenship.The analysis highlights that negotiation of meaning is never value-free; nonetheless teachers play a key role in securing a learning environment that allows...

  20. The impact of elder abuse education on young adults.

    Science.gov (United States)

    Hayslip, Bert; Reinberg, Julie; Williams, Jennifer

    2015-01-01

    The present study examined the effectiveness of educational interventions in altering tolerance for and behavioral intentions of elder abuse among college student young adults. Participants were 225 undergraduates who were assigned to one of four educational groups: Elder Abuse Education, Aging Education, Family Education, and a Pre- and Posttest only condition. While the Elder Abuse Education group reported less tolerance and intentions for elder abuse compared to the other groups at the immediate posttest, a decrement in such positive changes at 1-month follow-up was observed in such persons. These mixed findings suggest that while specific interventions may reduce elder abuse tolerance, supplemental educational efforts over time may be necessary to maintain intervention-specific gains in intentions and behaviors particular to elder abuse.

  1. New Trends in Adult Education: Concepts and Recent Empirical Achievements. Series C: Innovations No. 7.

    Science.gov (United States)

    Janne, Henri; Roggemans, Marie Laure

    The impact of the principles of lifelong education on the adult education system is the subject of this study. Efforts to co-ordinate post-school activities in several departments are discussed. The study traces the predominant patterns in the empirical development of adult education, both professional and nonprofessional, and shows the…

  2. Training Mentors as Educational Advisors for Adult Learners. Process Manual.

    Science.gov (United States)

    Singer, Elizabeth W.

    Materials used by the director of a project designed to assist key personnel in businesses, industries, and agencies with the educational counseling of their employees are presented. The objectives of the project, "Training Mentors as Educational Advisors of Adult Learners," were to: (1) provide two training sessions in educational…

  3. Education-Related Parameters in High Myopia: Adults versus School Children.

    Directory of Open Access Journals (Sweden)

    Jost B Jonas

    Full Text Available Since high myopia in the younger generation may differ etiologically from high myopia in older generations, we examined whether education-related parameters differ between high myopia in today´s school children and high pathological myopia in today´s elderly generation.The investigation included the adult populations of the population-based Beijing Eye Study (BES (3468 adults;mean age:64.6±9.8years;range:50-93years and Central India Eye and Medical Study (CIEMS (4711 adults;age:49.±13.2years;range:30-100years, and the children and teenager populations of the Shandong Children Eye Study (SCES (6026 children;age:9.7±3.3years;range:4-18years;cycloplegic refractometry, Gobi Desert Children Eye Study (1565;age:11.9±3.5years;range:6-21 years;cycloplegic refractometry, Beijing Pediatric Eye Study (681 children;age:7.7±1.6years;range:5-13 years;non-cycloplegic refractometry,calculation of axial length to corneal curvature radius ratio, Beijing Children Eye Study (15066 children;age:13.2±3.4years;range:7-18years;non-cycloplegic refractometry, Beijing High School Teenager Eye Study (4677 children;age:16.9±0.7years;range:16-18years;non-cycloplegic refractometry.In the BES and CIEMS, educational level did not differ significantly between, or was significantly lower in the highly myopic group (myopic refractive error ≥6 diopters than in the non-highly myopic group. In all non-adult study populations, higher prevalence of high myopia was significantly associated with higher degree of education related parameters such as attendance of high-level schools, and more time spent for indoors near work versus time spent outdoors.Comparing associations of old or genetic high myopia in adults with new or acquired high myopia in school children revealed that education-related parameters did not show a clear association with old or genetic high myopia, while in contrast, new high myopia showed strong associations with education. It confirms previous studies

  4. In Defense of Offering Educational Programs for Older Adults.

    Science.gov (United States)

    Mehrotra, Chandra M.

    2003-01-01

    Older adults participate in education to fulfil coping, expressive, contributive, influence, and transcendence needs. Learning can promote sustained mental functioning and increase self-efficacy and social support. (Contains 15 references.) (SK)

  5. Social and Historical Factors in the Development of Swedish Adult Education.

    Science.gov (United States)

    Christie, Michael F.

    2002-01-01

    Depicts the history of adult education in Sweden over the last 4 centuries, outlining factors that influenced development of its well-resourced infrastructure. Discusses politics, religious influences, industrialization, folk high schools, temperance societies, and workers' education. (SK)

  6. FEATURES OF USING WEBINARS FOR DEVELOPMENT OF SPIRITUAL AND MORAL VALUES IN INFORMAL ADULTS EDUCATION

    Directory of Open Access Journals (Sweden)

    Iryna S. Pichuhina

    2014-10-01

    Full Text Available The purpose of this article is to examine the features of using webinars for the development of spiritual and moral values in the non-formal adult education. Actualization of the problem of spirituality formation is associated with the modern requirements to moral features of adults arising from their special social function of influence on the formation of spiritual values of younger generation. Conducting psychological and educational on-line workshops, lectures, consultations for adults arising from problems of misunderstanding or loss of key moral features is relevant and demanded. As a form of such interaction the webinar is suggested as an ICT-tool used in non-formal adults education.

  7. Beyond Literacy: Non-Formal Education Programmes for Adults in Mozambique

    Science.gov (United States)

    van der Linden, Josje; Manuel, Alzira Munguambe

    2011-01-01

    Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of education, the challenge of today still is to design appropriate adult basic education programmes including literacy, numeracy and life…

  8. Motivation for Adult Education – An example of an evaluation study of a personal education plan

    Directory of Open Access Journals (Sweden)

    Sonja Kump

    2013-03-01

    Full Text Available In this paper we examine the role of the personal education plan (PEP in increasing the performance of adults in vocational and technical education in Slovenia. A survey questionnaire and the analysis of qualitative interviews were used in selected institutions, providing vocational and technical programmes for adult learners. We are interested in the preparation and realization of the PEP, who participates in the process, the role of the PEP in the educational process and what obstacles educational institutions are facing. We also examine the attitudes of the experts in educational institutions to preparation and implementation of the PEP. In addition, we are interested in their experience of this instrument as a participants’ motivational factor and its influence on reducing the barriers they encounter in the process of education. We have found that in the preparation of PEP many problems appear for both the organisers and educators on the one hand and the learners on the other. The reasons are lack of human resources, particularly inthe preparation and execution of PEPs, lack of time for preparation of PEPs, and other, structural, circumstances preventing proper planning of the educational process in accordance with the PEP. The participants generally observe that, in the form used today,the PEPin most cases fails to be the motivational tool and incentive for better education and learning,which it was planned to become.

  9. Being a (Good) Student: Conceptions of Identity of Adult Basic Education Participants Transitioning to College

    Science.gov (United States)

    Reddy, Mina

    2012-01-01

    This study examines the perceptions of identity of a category of students that has rarely been studied in the context of higher education. These are adults who have participated in GED preparation or English for Speakers of Other Languages (ESOL) courses in Adult Basic Education (ABE) programs. A college education is increasingly necessary for…

  10. Elevator and Escalator Safety Education for Older Adults.

    Science.gov (United States)

    Hanks, Roma Stovall

    1996-01-01

    In eight focus groups in five cities, older adults identified their concerns about safety on elevators and escalators, often related to misunderstanding of the equipment. Their preferences for delivery of safety information included video/television, pamphlets, discussions, and posters. Educational interventions and modifications for disabilities…

  11. Enabling Labour Market Entry for Adults through Non-Formal Education and Training for Employment in South Africa

    Science.gov (United States)

    Mayombe, Celestin

    2016-01-01

    Adult non-formal education and training (NFET) in South Africa was adopted in 1990 to address the problem of unemployment of non-educated and unskilled adults. Public and private NFET centres aim to meet the training needs of adults who were deprived of formal education that would foster access to opportunities for employment. The paper reports on…

  12. CONTINUOUS EDUCATION AND TRAINING OF ADULTS – PURPOSE OF AN ACTIVE LIFE ON THE LABOUR MARKET

    Directory of Open Access Journals (Sweden)

    Mergeani Nicea

    2017-11-01

    Full Text Available An active life on the labour market implies, besides the existence of jobs, continuous education and training of adults. Regardless of age, every person needs new knowledge, which one can obtain either by self-teaching or by attending training courses. The development of technology and information influences lifelong learning, which is why, in recent years, greater emphasis has been put on the education and training of adults. In this respect numerous Centers of Professional Training of Adults have been established, some of them attracting their learners through the implementation of projects financed from European funds, which meant free participation of adults to various courses of specialization, training or (requalification. The article highlights the importance of continuous education and training of adults related to the economic and social benefits deriving from it. The article analyzes some of the aspects of continuous education and training of adults that fosters active participation of adults in the labour market, concluding that, for an active professional life, the establishment of relationships between employers, employees, trainers and learners is required.

  13. Revista interamericana de educacion de adultos, volumen 12, numero 1, 2 = International Review of Adult Education, Volume 12, Numbers 1 and 2.

    Science.gov (United States)

    Benavides, Luis G., Ed.

    1989-01-01

    Two issues of this journal on adult education contain articles on the following: administration, adult education, and democracy; native cultural diversity, cultural differences, and education; a profile of a popular educator; institutionalization of adult education; rural education in Mexico; projects in adult education; the necessity of and…

  14. Women and the Struggle for Daytime Adult Education in Ireland.

    Science.gov (United States)

    Inglis, Tom

    1994-01-01

    Daytime adult education has emerged in Ireland in the form of voluntary, locally based groups of working class women providing education for themselves and others. A survey of 96 groups illuminated their struggles with finding suitable space, day care, and advertising. They thrive because of disenchantment with the content, scheduling, and form of…

  15. Exploring Motivational System Theory within the Context of Adult Education

    Science.gov (United States)

    Hutto, Debra Jean

    2013-01-01

    Adult Basic Education (ABE) and the General Equivalency Diploma (GED) programs serve those students who, for whatever reason, have left the educational system without attaining a regular high school diploma. Because of the manner in which they may have left the school system, many have negative emotions and personal agency beliefs hindering their…

  16. "La unión hace la fuerza": Community Organizing in Adult Education for Immigrants

    Science.gov (United States)

    Carlock, Russell H., Jr.

    2016-01-01

    Adult English as a second language (ESL) educators have struggled to move beyond skills-based instruction to implement more student-centered, contextualized pedagogy that prepares students to become active citizens and to solve real-world problems, even as the growing number of immigrants make adult education increasingly important for determining…

  17. From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education

    Science.gov (United States)

    McLean, Scott

    2016-01-01

    Adult education programs are often grounded in problematic assumptions about learners' inadequacies. The purpose of this article is to critique such assumptions through presenting a history of the manner in which representatives of Canadian governments conceptualized the education of Inuit adults from the 1940s through the 1980s. Using…

  18. 77 FR 48973 - Notice of Proposed Information Collection Requests; Office of Vocational and Adult Education...

    Science.gov (United States)

    2012-08-15

    ... deadline dates for submission of performance and financial reports for the Office of Vocational Adult... DEPARTMENT OF EDUCATION Notice of Proposed Information Collection Requests; Office of Vocational and Adult Education; Perkins Discretionary Grant Performance Report SUMMARY: The Perkins Discretionary...

  19. When theories become practice - a metaphorical analysis of adult-education school-leaders' talk

    Directory of Open Access Journals (Sweden)

    Cecilia Bjursell

    2016-10-01

    Full Text Available Marketization has changed the education system. If we say that education is a market, this transforms the understanding of education and influences how people act. In this paper, adult-education school-leaders' talk is analysed and seven metaphors for education are found: education as administration, market, matching, democracy, policy work, integration and learning. Exploring empirical metaphors provides a rich illustration of coinciding meanings. In line with studies on policy texts, economic metaphors are found to dominate. This should be understood not only as representing liberal ideology, as is often discussed in analyses of policy papers, but also as representing economic theory. In other words, contemporary adult education can be understood as driven by economic theories. The difference and relation between ideology and theory should be further examined since they have an impact on our society and on our everyday lives.

  20. Opportunity structures for adult educators to acquire (pedagogical) qualifications in Denmark

    DEFF Research Database (Denmark)

    Milana, Marcella

    2009-01-01

    The contribution aims at mapping initial education and training opportunities for Danish adult educators and to examine key structural features that characterise professionalization processes in the field. The analysis highlights that little attention is being paid on initial qualifications of ad...

  1. The function of game and role playing in adult education

    OpenAIRE

    Žáková, Zuzana

    2009-01-01

    The subjects of this work are game, role and role playing in upbringing, education and training, and in personnel practice. The work uses knowledge of pedagogy, psychology and sociology, and focuses on social interaction and personality development. It introduces basic educational, training and therapeutic methods and procedures, including methods in the field of adult education, where the core of these methods lies in playing roles. It presents brief characteristics of individual methods, in...

  2. Social Media in Adult Education: Insights Gained from Grundtvig Learning Partnership Project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS”

    Directory of Open Access Journals (Sweden)

    Vilhelmina Vaičiūnienė

    2013-02-01

    Full Text Available Purpose—the focus of this article is the role of social media in adult education and their impact on adult students in regards to their educational needs and specific personal situations within the frame of the learning partnership project. The Grundtvig learning partnership project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS is an international partnership that includes partners from 7 EU countries. The aim of the research presented in this paper is to define cases of the uptake of technologies and applications by MRU students; thus, the objectives of the research are 1 to review literature pertaining to the field of social media in adult education context and 2 to analyse the respondents’ insights as regards learning/teaching practices, resources, and facilities that affect their learning in relation to social networking and media use (taking into consideration both personal and educational perspectives. Design/methodology/approach—the research paper adopts qualitative research approach. Findings—students perceive SM mainly as online communication means (usually informal communication is implied. SM is firstly associated by learners with pastime venue, not educational resource. Thus, methods of teaching/learning in SM and with the help of SM have to be developed and improved. They have to be considered in line with the necessity to develop critical and reflexive thinking skills and media and information literacy skills. The respondents have pointed out both positive and negative aspects of social media use for learning/teaching. Creation of an inner institutional SM type involving qualified people with expertise in SM use for education has been suggested. Research limitations/implications—this article is focused only on the attitudes of MRU students though 105 interviews in total have been conducted within the framework of the project and not only students, but also teachers and

  3. Social Media in Adult Education: Insights Gained from Grundtvig Learning Partnership Project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS”

    Directory of Open Access Journals (Sweden)

    Vilhelmina Vaičiūnienė

    2012-12-01

    Full Text Available Purpose—the focus of this article is the role of social media in adult education and their impact on adult students in regards to their educational needs and specific personal situations within the frame of the learning partnership project. The Grundtvig learning partnership project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS is an international partnership that includes partners from 7 EU countries. The aim of the research presented in this paper is to define cases of the uptake of technologies and applications by MRU students; thus, the objectives of the research are 1 to review literature pertaining to the field of social media in adult education context and 2 to analyse the respondents’ insights as regards learning/teaching practices, resources, and facilities that affect their learning in relation to social networking and media use (taking into consideration both personal and educational perspectives.Design/methodology/approach—the research paper adopts qualitative research approach.Findings—students perceive SM mainly as online communication means (usually informal communication is implied. SM is firstly associated by learners with pastime venue, not educational resource. Thus, methods of teaching/learning in SM and with the help of SM have to be developed and improved. They have to be considered in line with the necessity to develop critical and reflexive thinking skills and media and information literacy skills. The respondents have pointed out both positive and negative aspects of social media use for learning/teaching. Creation of an inner institutional SM type involving qualified people with expertise in SM use for education has been suggested.Research limitations/implications—this article is focused only on the attitudes of MRU students though 105 interviews in total have been conducted within the framework of the project and not only students, but also teachers and

  4. Sabemos y Podemos: Learning for Social Action. Adult Education Curriculum. English Edition.

    Science.gov (United States)

    Martin, Rachel

    This adult education curriculum, part of the Aprender Es Poder (To Learn Is Power) program, explores the themes of school success for Latino children, expands the work options and improves the working conditions of Latino adults, and identifies community issues. It is meant to be a resource for English as a Second Language Literacy and adult basic…

  5. Promoting Food Safety Awareness for Older Adults by Using Online Education Modules

    Science.gov (United States)

    Roy, Amber; Francis, Sarah L.; Shaw, Angela; Rajagopal, Lakshman

    2016-01-01

    Older adults are susceptible to and at greater risk for food-borne illness in comparison to those in other adult age groups. Online education is an underused method for the delivery of food safety information to this population. Three online mini-modules, based on social marketing theory (SMT), were created for and pilot-tested with older adults.…

  6. Educational level and employment status in adults with congenital heart disease.

    Science.gov (United States)

    Pfitzer, Constanze; Helm, Paul C; Rosenthal, Lisa-Maria; Walker, Christoph; Ferentzi, Hannah; Bauer, Ulrike M M; Berger, Felix; Schmitt, Katharina R L

    2018-01-01

    Purpose Through this study we aimed to assess the educational level and employment status of adults with CHD in Germany. Data were acquired from an online survey carried out in 2015 by the German National Register for Congenital Heart Defects. A total of 1458 adults with CHD participated in the survey (response rate: 37.6%). For 1198 participants, detailed medical information, such as main cardiac diagnosis and information from medical reports, was available. Of the participants surveyed (n=1198), 54.5% (n=653) were female, and the mean age was 30 years. The majority of respondents (59.4%) stated that they had high education levels and that they were currently employed (51.1%). Patients with simple CHD had significantly higher levels of education (peducation levels and the majority were employed. The association between CHD and its severity and individuals' educational attainment should be investigated more closely in future studies.

  7. Popular Culture and Critical Media Literacy in Adult Education: Theory and Practice

    Science.gov (United States)

    Tisdell, Elizabeth J.

    2007-01-01

    This chapter introduces the volume, provides an overview of the theory and literature on popular culture and critical media literacy in education, and discusses ways to use popular culture in adult education.

  8. Moderation in the Certificates of General Education for Adults. Guidelines for Providers.

    Science.gov (United States)

    Council of Adult Education, Melbourne (Australia).

    This document provides guidelines for the process of moderation and verification of assessments for educators involved in adult education. As used in the education establishment in Australia, "moderation" is the process of ensuring the standardization of assessment. Through the moderation process, assessment procedures conducted in a…

  9. De Facto Language Policy in Legislation Defining Adult Basic Education in the United States

    Science.gov (United States)

    Vanek, Jenifer

    2016-01-01

    This paper investigates the impact of differing interpretation of federal education policy in three different states. The policy, the Workforce Investment Act Title II, has defined the services provided for adult English language learners (ELLs) enrolled in Adult Basic Education programs in the United States since it was passed in 1998. At the…

  10. Adult Education and the Challenges of Regional Development: Policy and Sustainability in North Denmark

    Science.gov (United States)

    Rasmussen, Palle; Staugaard, Hans Jørgen

    2016-01-01

    Adult education is governed at many levels--internationally, nationally and locally. The authors of this paper look at the challenges, structures and practices of adult education policy at the local level, more specifically in North Denmark (Northern Jutland), one of the five administrative regions of the Danish nation-state. In many ways, the…

  11. Teacher Involvement in Adult Marketing Education: Impeding Factors and Enhancing Strategies.

    Science.gov (United States)

    Price, William T., Jr.

    1988-01-01

    Using the nominal group technique, 60 of the 323 high school marketing teachers in Virginia identified major factors impeding their involvement in adult marketing education as lack of time and demands of the job. Insufficient compensation for working with adults and lack of administrator support also inhibited teacher involvement in adult…

  12. An Investigation of the Guidance Counselling Needs of Adults with Dyslexia in the Adult Educational Guidance Initiative (AEGI)

    Science.gov (United States)

    Elftorp, Petra; Hearne, Lucy

    2014-01-01

    The experiences of adult learners with dyslexia is an under-researched area in Ireland at present. This article will discuss the findings from phase one of a mixed methods research study, which is investigating the guidance counselling needs of clients with dyslexia within the Adult Education Guidance Initiative (AEGI). The research is underpinned…

  13. The "Second Chance" Myth: Equality of Opportunity in Irish Adult Education Policies

    Science.gov (United States)

    Grummell, Bernie

    2007-01-01

    This article explores the "second chance" myth that surrounds the role of adult education in society. This myth apparently offers all citizens an equal chance to access educational opportunities to improve their life chances. I argue that recent developments in educational policy-making are increasingly shaped by neoliberal discourses…

  14. Obrazovanie Vzroslykh pri Probleme Dosuga (Adult Education and the Problem of Leisure)

    Science.gov (United States)

    Darinskii, Anatolii V.

    1969-01-01

    Adult education in the Soviet Union must find flexible new methods, preferably including tourism or other elements of recreation, to raise adults' cultural standards and intellectualize their free time while helping them improve their work qualifications and professional skills. (Author/LY)

  15. Empowering Adult Education in Namibia and South Africa during and after Apartheid

    Science.gov (United States)

    Hopfer, Christiane

    1997-01-01

    After more than 40 years of education for Apartheid, the development of empowering adult education with the formerly disadvantaged population groups is one of the major challenges for the democratically elected governments in South Africa and Namibia. One of the strongest forces that sustained Apartheid in Namibia until 1990, and in South Africa until 1994, was an education system with different schools and resources for the different population groups. Despite the strict implementation of the Bantu Education System by the white government, some groups of people could still organise alternative education projects aiming at participants' gaining more control over their own lifes. Groups of women in the Western Cape initiated autonomous pre-school projects and took part in in-service training for pre-school teachers in the 1980s. A similar process took place with adult literacy learners in the National Literacy Programme in Namibia.

  16. Migration and adult education: social movement learning and resistance in the UK

    Directory of Open Access Journals (Sweden)

    John Grayson

    2014-10-01

    Full Text Available The article is based on data and evidence from a project of ‘activist research’ in migrant and refugee social movements in South Yorkshire U.K. The article argues that migrants’ social movements have been neglected as important in the development of popular adult education in the U.K. The history of migrants’ social movements from 1945 is sketched to demonstrate social movement influences on the content and ideological assumptions of state provision of adult education. The history also suggests a similar trajectory to ‘old’ contentious social movements like trades unions. The current research in migrants and asylum rights movements reported in the article suggests that migrants social movements are active and proficient in developing popular adult education initiatives including critical analysis of racist political and power discourses. The importance of these movements is demonstrated in a case study of a high profile campaign against the privatisation of asylum housing in Yorkshire by the world’s largest security company G4S.

  17. Readability of online patient education materials on adult reconstruction Web sites.

    Science.gov (United States)

    Polishchuk, Daniil L; Hashem, Jenifer; Sabharwal, Sanjeev

    2012-05-01

    Recommended readability of patient education materials is sixth-grade level or lower. Readability of 212 patient education materials pertaining to adult reconstruction topics available from the American Academy of Orthopaedic Surgeons, American Association of Hip and Knee Surgeons, and 3 other specialty and private practitioner Web sites was assessed using the Flesch-Kincaid grade formula. The mean Flesch-Kincaid score was 11.1 (range, 3-26.5). Only 5 (2%) articles had a readability level of sixth grade or lower. Readability of most of the articles for patient education on adult reconstruction Web sites evaluated may be too advanced for a substantial portion of patients. Further studies are needed to assess the optimal readability level of health information on the Internet. Copyright © 2012 Elsevier Inc. All rights reserved.

  18. Improving completion rates in adult education through social responsibility

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Mariager-Anderson, Kristina

    2017-01-01

    Dropout is a serious problem within education. This article reports on an intervention project, titled “New Roles for the Teacher—Increased Completion Rates Through Social Responsibility,” which sought to reduce nonattendance and dropout rates in the Danish adult educational system by improving...... of reducing drop-out rates. As a consequence, the teachers acted more consistently and purposefully to prevent dropout, and a positive effect of the intervention on drop-out rates was documented....

  19. Investment in Second-Chance Education for Adults and Income Development in Sweden

    Science.gov (United States)

    Nordlund, Madelene; Stehlik, Tom; Strandh, Mattias

    2013-01-01

    This article investigates the relation between the second chance of increase in formal education amongst low-educated adults in Sweden and long-term wage development. Despite the awareness of the role of education for employability and individuals' overall life chances, surprisingly few studies have investigated the wage effects of Second-Chance…

  20. 34 CFR 460.1 - What is the purpose of the Adult Education Act?

    Science.gov (United States)

    2010-07-01

    ... sufficient basic education to enable them to benefit from job training and retraining programs and obtain and... 34 Education 3 2010-07-01 2010-07-01 false What is the purpose of the Adult Education Act? 460.1 Section 460.1 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF...

  1. Elements of effective nutrition education for adults with Diabetes ...

    African Journals Online (AJOL)

    Elements of effective nutrition education for adults with Diabetes mellitus in resource poor settings: A review. ... Journal Home > Vol 14, No 1 (2009) >. Log in or Register to get access ... Type 2 diabetes is increasing to epidemic levels globally.

  2. From the Teachings of Confucius to Western Influences: How Adult Education Is Shaped in Taiwan

    Science.gov (United States)

    Wang, Victor C. X.; Farmer, Lesley S. J

    2010-01-01

    This article reports the results of a study designed to determine whether the teachings of Confucius (liberal and behavioral teaching approaches) or Western teaching approaches (humanistic, progressive, radical and analytic teaching approaches) shaped adult education in Taiwan. Thirty-nine randomly selected adult educators from three premium…

  3. Tripping with Stephen Gaskin: An Exploration of a Hippy Adult Educator

    Science.gov (United States)

    Morley, Gabriel Patrick

    2012-01-01

    For the last 40 years, Stephen Gaskin has been an adult educator on the fringe, working with tens of thousands of adults in the counterculture movement in pursuit of social change regarding marijuana legalization, women's rights, environmental justice issues and beyond. Gaskin has written 11 books about his experiences teaching and learning…

  4. Introduction: Global Outlook on Adult Education and Learning Policies

    DEFF Research Database (Denmark)

    Milana, Marcella

    2015-01-01

    opportunities to flourish or perish. Further, it acknowledges the importance for adult education and learning policies of governance beyond and across the purview of governmental structures that operate within single countries, where state-led institutions and non-governmental international organizations play...

  5. An Application of the Marketing Mix to Adult Education.

    Science.gov (United States)

    Buchanan, Wray; Hoy, Frank

    1983-01-01

    Discusses the experience of a major university in applying the concept of the marketing mix to an adult education program. The concept requires the understanding of the interdependence of the four Ps of marketing: product, place, price, and promotion. (JOW)

  6. The Wisconsin Test of Adult Basic Education (WITABE).

    Science.gov (United States)

    Pandey, Tej N.; Cleary, T. Anne

    A description is given of "The Wisconsin Test of Adult Basic Education (WITABE)" which was developed specifically to measure the achievement of the individuals enrolled in the Rural Family Development (RGD) program at the University Extension, University of Wisconsin. The test is divided into three main parts or subtests: subtests 1 and…

  7. Editorial: Technology for higher education, adult learning and human performance

    OpenAIRE

    Minhong Wang; Chi-Cheng Chang; Feng Wu

    2013-01-01

    This special issue is dedicated to technology-enabled approaches for improving higher education, adult learning, and human performance. Improvement of learning and human development for sustainable development has been recognized as a key strategy for individuals, institutions, and organizations to strengthen their competitive advantages. It becomes crucial to help adult learners and knowledge workers to improve their self-directed and life-long learning capabilities. Meanwhile, advances in t...

  8. Locating Common Ground: An Exploration of Adult Educator Practices that Support Parent Involvement for School-Age Children

    Science.gov (United States)

    Shiffman, Catherine Dunn

    2013-01-01

    This article explores linkages between adult educator practices and the parent involvement needs of adult students with school-age children. A comparative case study examined the knowledge, experiential, self-efficacy, and social capital dimensions of adult educator practices that inform parent involvement efforts. One English as a Second Language…

  9. Students' Needs as the Impetus for Program Change in Adult Basic Education.

    Science.gov (United States)

    Fahy, Patrick J.

    1986-01-01

    Interviews with adult basic education students revealed that (1) some program demands and conditions threaten them with fear of failure; (2) some adults want more autonomy than instructors want to give; and (3) the special needs of some students demand special learning conditions. (SK)

  10. "Put Me In, Coach, I'm Ready to Play": Sexuality Education for Adults at "Good Vibrations"

    Science.gov (United States)

    Nodulman, Jessica A.

    2016-01-01

    Although sex education is often provided to young people, there is a lack of spaces where adults can go to learn more about sex from experts in a free and welcoming environment. One place that provides an opportunity for adult sex education is adult sexual retail stores. While these stores aim to be commercially successful, they also fulfil a role…

  11. Evaluating the Impacts of Professional Development: A Mixed Method Study of Adult Education Learning Communities

    Science.gov (United States)

    Dilworth, Jessica S.

    2010-01-01

    Adult education programs providing classes to students preparing for high school equivalency and learning English that demonstrate characteristics of learning organizations may be better able to thrive when confronted with less-than-ideal circumstances. Many of these programs organize adult educators into learning communities as the context for…

  12. Social Media Adoption in Adult Education ‒ Administrators' Experience

    OpenAIRE

    Šliogerienė, Jolita.; Valūnaitė Oleškevičienė, Giedrė.; Fotheringham, Julia.; Palfreyman, Kirsty J..

    2015-01-01

    The rapid development of social media poses a multitude of considerations on this technology adoption. The emphasis in literature is put mainly on student or teacher perspective and less emphasis is dedicated upon administrators who also represent an important group of stakeholders. The aim of the study is to examine the phenomenon of potential educational use of social media at the public institutions of adult education based on administrators’ lived experience, taking into account how admin...

  13. Pedagogical guidelines for educational accompaniment for grieving to adults with intellectual disabilities

    Directory of Open Access Journals (Sweden)

    Pablo RODRÍGUEZ HERRERO

    2013-11-01

    Full Text Available It is needed a foundation and some orientations to act in loss and grief situations with adults with intellectual disabilities. In this article, through a relevant literature review, we based the educational accompaniment as a pedagogic methodology of support with three principal elements: a The conception of grief from its formative potential, b The prevention of disorders associated to grief complications, c The pedagogic intervention preferably from the tutorship or from the actuation of educators or professionals near to intellectual disabilities people. The educational accompaniment model is a proposal that can be placed on humanist models of grief since it considers both the characteristics of the grieving process and the formative possibilities of its elaboration. The article’s conclusions present some of the benefits of the educational accompaniment for adults with intellectual disabilities.

  14. Education and employment outcomes of young adults with a history of developmental language disorder

    Science.gov (United States)

    Durkin, Kevin; Toseeb, Umar; Botting, Nicola; Pickles, Andrew

    2017-01-01

    Abstract Background Developmental language disorder (DLD) presents a considerable barrier for young adults to engage in further education and training. Early studies with young adults with DLD revealed poor educational achievement and lack of opportunities to progress in education. More recent studies have provided more positive findings. Relatively sparse data exist, however, on current cohorts and the factors that predict outcomes. Aims To examine educational and employment outcomes in young adulthood in a sample of people with histories of DLD compared with an age‐matched peer group without DLD. We ask: How do educational pathways and early jobs compare between those with and without DLD? Are young adults with DLD receiving similar levels of income as their peers? To what extent are language and literacy abilities associated with outcomes? Methods & Procedures Participants included 84 individuals with DLD (67% males) and 88 age‐matched peers without DLD (56% males). Participants were on average 24 years of age. They completed a battery of psycholinguistic, literacy and nonverbal skills assessments. Data were also collected on educational qualifications, current educational status, extent of educational support received, employment status, history and support, as well as current income. Outcomes & Results Those with DLD obtained lower academic and vocational qualifications. Higher educational/vocational qualifications were associated with better language, better reading and higher performance IQ (PIQ). There were few differences between the two groups in terms of engagement with education, but the mean age at leaving education was significantly earlier in the participants with DLD. Substantially more participants with DLD reported receiving support or dispensation from their educational institution. There was no significant difference between groups in the proportion of young people currently employed, though a higher proportion of the age‐matched peers was

  15. Education and employment outcomes of young adults with a history of developmental language disorder.

    Science.gov (United States)

    Conti-Ramsden, Gina; Durkin, Kevin; Toseeb, Umar; Botting, Nicola; Pickles, Andrew

    2018-03-01

    Developmental language disorder (DLD) presents a considerable barrier for young adults to engage in further education and training. Early studies with young adults with DLD revealed poor educational achievement and lack of opportunities to progress in education. More recent studies have provided more positive findings. Relatively sparse data exist, however, on current cohorts and the factors that predict outcomes. To examine educational and employment outcomes in young adulthood in a sample of people with histories of DLD compared with an age-matched peer group without DLD. We ask: How do educational pathways and early jobs compare between those with and without DLD? Are young adults with DLD receiving similar levels of income as their peers? To what extent are language and literacy abilities associated with outcomes? Participants included 84 individuals with DLD (67% males) and 88 age-matched peers without DLD (56% males). Participants were on average 24 years of age. They completed a battery of psycholinguistic, literacy and nonverbal skills assessments. Data were also collected on educational qualifications, current educational status, extent of educational support received, employment status, history and support, as well as current income. Those with DLD obtained lower academic and vocational qualifications. Higher educational/vocational qualifications were associated with better language, better reading and higher performance IQ (PIQ). There were few differences between the two groups in terms of engagement with education, but the mean age at leaving education was significantly earlier in the participants with DLD. Substantially more participants with DLD reported receiving support or dispensation from their educational institution. There was no significant difference between groups in the proportion of young people currently employed, though a higher proportion of the age-matched peers was in work full time. Participants with DLD were much more likely to be

  16. Education and Older Adults at the University of the Third Age

    Science.gov (United States)

    Formosa, Marvin

    2012-01-01

    This article reports a critical analysis of older adult education in Malta. In educational gerontology, a critical perspective demands the exposure of how relations of power and inequality, in their myriad forms, combinations, and complexities, are manifest in late-life learning initiatives. Fieldwork conducted at the University of the Third Age…

  17. Immigrants to the United States and Adult Education Services

    Science.gov (United States)

    Larrotta, Clarena

    2017-01-01

    This chapter describes documented and undocumented immigrant populations in the United States. It discusses salient factors influencing their status as immigrants as well as adult education services available to them through publicly funded programs, social units, and community centers, especially churches and libraries.

  18. PARTICIPATION OF ADULTS IN EDUCATION, A FORCE-FIELD ANALYSIS.

    Science.gov (United States)

    MILLER, HARRY L.

    VARIOUS SOCIOLOGICAL AND PSYCHOLOGICAL THEORIES RELATING TO MOTIVATION ARE POTENTIALLY USEFUL TOOLS FOR PREDICTING AND INFLUENCING ADULT EDUCATION PARTICIPATION. MASLOW'S NEED HIERARCHY IS BASED ON FUNDAMENTAL NEEDS (SURVIVAL, SAFETY, AND BELONGING), WHICH ARE NORMALLY FOLLOWED BY EGO NEEDS (RECOGNITION OR STATUS, ACHIEVEMENT, AND…

  19. Degrees of competency: the relationship between educational qualifications and adult skills across countries

    Directory of Open Access Journals (Sweden)

    Natascha Massing

    2017-02-01

    Full Text Available Abstract Background Educational qualifications and literacy skills are highly related. This is not surprising as it is one aim of educational systems to equip individuals with competencies necessary to take part in society. Because of this relationship educational qualifications are often used as a proxy for “human capital”. However, from a theoretical perspective, there are many reasons why this relationship is not perfect, and to some degree this is due to third variables. Thus, we want to explore the net relationship between educational attainment (harmonized according to the International Standard Classification of Education, ISCED and literacy skills, and how much skills vary within education levels across countries. Methods We use data from 21 countries from the Programme for the International Assessment of Adult Competencies 2012. This paper compares the literacy skills of adults who achieved different levels of educational attainment across countries. Given the high degree of educational differentiation in most countries, we do this using a more differentiated educational attainment variable than what is commonly used.  In our analyses we firstly adjust for factors that are likely to affect access to education and the acquisition of educational qualifications and literacy skills, such as parental education and language and migration background. In a second step, we also take into account factors affecting skill development after initial formal education, such as occupation and skill use at home. Results We firstly find a high degree of heterogeneity of skills across countries for equivalent education categories. Secondly, we find skill similarities for equivalent education categories classified at different broad education levels, sometimes even breaking the hierarchical order of ‘higher education entails higher competencies’. Conclusion We conclude that ISCED levels cannot be taken as a cross-nationally comparable proxy for

  20. Radiation safety education reduces the incidence of adult fingers on neonatal chest radiographs

    International Nuclear Information System (INIS)

    Sahota, N; Burbridge, B E; Duncan, M D

    2014-01-01

    A previous audit revealed a high frequency of adult fingers visualised on neonatal intensive care unit (NICU) chest radiographs—representing an example of inappropriate occupational radiation exposure. Radiation safety education was provided to staff and we hypothesised that the education would reduce the frequency of adult fingers visualised on NICU chest radiographs. Two cross-sectional samples taken before and after the administration of the education were compared. We examined fingers visualised directly in the beam, fingers in the direct beam but eliminated by technologists editing the image, and fingers under the cones of the portable x-ray machine. There was a 46.2% reduction in fingers directly in the beam, 50.0% reduction in fingers directly in the beam but cropped out, and 68.4% reduction in fingers in the coned area. There was a 57.1% overall reduction in adult fingers visualised, which was statistically significant (Z value − 7.48, P < 0.0001). This study supports radiation safety education in minimising inappropriate occupational radiation exposure. (paper)

  1. Tree Changes or Wholesale Changes: The Role of Adult Education in Transitions in Regional Life

    Science.gov (United States)

    Townsend, Robert; Delves, Melinda

    2009-01-01

    Regional adult education and training providers have been required in recent decades to adapt to funding structures rather than engage with their local communities. This has meant providing education programs that are funded based on national or State and Territory based policy frameworks, often linked to human capital development. Adult education…

  2. Looking back and Looking Forward: 25 Years of Adult Education.

    Science.gov (United States)

    Stock, Arthur

    1992-01-01

    Adult education should move away from an increasingly pragmatic and vocational focus toward a global view of sustainable development and social change that addresses the imbalances in the wealth of nations. (SK)

  3. Nutrition Education and Support Program for Community-Dwelling Adults with Intellectual Disabilities

    Science.gov (United States)

    Humphries, Kathleen; Traci, Meg Ann; Seekins, Tom

    2008-01-01

    To test the efficacy, acceptability, and appropriateness of a nutrition education and support program, 4 community-based group homes for adults with intellectual or developmental disabilities participated in a pilot intervention with extended baseline period and pre--post-test design. Adults (N = 32) with intellectual or developmental…

  4. Education and employment status of children and adults with thalassemia in North America.

    Science.gov (United States)

    Pakbaz, Zahra; Treadwell, Marsha; Kim, Hae-Young; Trachtenberg, Felicia; Parmar, Nagina; Kwiatkowski, Janet L; Cunningham, Melody J; Martin, Marie; Sweeters, Nancy; Neufeld, Ellis J; Giardina, Patricia J; Olivieri, Nancy; Yamashita, Robert C; Vichinsky, Elliott

    2010-10-01

    Advances in the management of thalassemia have resulted in increased life expectancy and new challenges. We conducted the first survey of education and employment status of people with thalassemia in North America. A total of 633 patients (349 adults and 284 school age children) enrolled in the Thalassemia Clinical Research Network (TCRN) registry in Canada and the U.S. were included in the data analysis. Predictors considered for analysis were age, gender, race/ethnicity, site of treatment (Canada vs. United States), transfusion and chelation status, serum ferritin, and clinical complications. Seventy percent of adults were employed of which 67% reported working full-time. Sixty percent had a college degree and 14% had achieved some post-college education. Eighty-two percent of school age children were at expected grade level. In a multivariate analysis for adults, Whites (OR = 2.76, 95% CI: 1.50-5.06) were more likely to be employed compared to Asians. Higher education in adults was associated with older age (OR = 1.67, 95% CI: 1.29-2.15), female gender (OR = 2.08, 95% CI: 1.32-3.23) and absence of lung disease (OR = 14.3, 95% CI: 2.04-100). Younger children (OR = 5.7 for 10-year increments, 95% CI: 2.0-16.7) and Canadian patients (OR = 5.6, 95% CI: 1.5-20) were more likely to be at the expected education level. Neither transfusion nor chelation was associated with lower employment or educational achievement. Individuals with thalassemia in North America can achieve higher education; however, full-time employment remains a problem. Transfusion and chelation do not affect employment or education status of this patient population. Copyright 2010 Wiley-Liss, Inc.

  5. 75 FR 5303 - Tests Determined To Be Suitable for Use in the National Reporting System for Adult Education (NRS)

    Science.gov (United States)

    2010-02-02

    ... DEPARTMENT OF EDUCATION Tests Determined To Be Suitable for Use in the National Reporting System for Adult Education (NRS) AGENCY: Office of Vocational and Adult Education, Department of Education.... FOR FURTHER INFORMATION CONTACT: Mike Dean, U.S. Department of Education, 400 Maryland Avenue, SW...

  6. Educational inequalities in TV viewing among older adults: a mediation analysis of ecological factors.

    Science.gov (United States)

    De Cocker, Katrien; De Bourdeaudhuij, Ilse; Teychenne, Megan; McNaughton, Sarah; Salmon, Jo

    2013-12-19

    Television (TV) viewing, a prevalent leisure-time sedentary behaviour independently related to negative health outcomes, appears to be higher in less educated and older adults. In order to tackle the social inequalities, evidence is needed about the underlying mechanisms of the association between education and TV viewing. The present purpose was to examine the potential mediating role of personal, social and physical environmental factors in the relationship between education and TV viewing among Australian 55-65 year-old adults. In 2010, self-reported data was collected among 4082 adults (47.6% men) across urban and rural areas of Victoria, for the Wellbeing, Eating and Exercise for a Long Life (WELL) study. The mediating role of personal (body mass index [BMI], quality of life), social (social support from family and friends, social participation at proximal level, and interpersonal trust, social cohesion, personal safety at distal level) and physical environmental (neighbourhood aesthetics, neighbourhood physical activity environment, number of televisions) factors in the association between education and TV viewing time was examined using the product-of-coefficients test of MacKinnon based on multilevel linear regression analyses (conducted in 2012). Multiple mediating analyses showed that BMI (p ≤ 0.01), personal safety (p TV viewing. No proximal social factors mediated the education-TV viewing association. Interventions aimed to reduce TV viewing should focus on personal (BMI) and environmental (personal safety, neighbourhood aesthetics, number of televisions) factors, in order to overcome educational inequalities in sedentary behaviour among older adults.

  7. Adult and Community Education Policy in Aotearoa New Zealand 2000-2014: Neoliberal Influences?

    Science.gov (United States)

    Leach, Linda

    2014-01-01

    Changes in tertiary education policy in Aotearoa New Zealand in the last decade have impacted on adult and community education (ACE). Marginalized and understood as non-formal education at the turn of the century, ACE is now part of the "tertiary landscape". It is explicitly steered by education policy, its role severely narrowed, its…

  8. The Politics of Time and Space in Japanese Adult Basic Education

    Science.gov (United States)

    Jacobson, Erik

    2015-01-01

    This qualitative study examines critical pedagogy in Japanese adult basic education. The research focuses on what teachers and others think the current conditions are for education that deals with social justice. As part of this, the research looks at how critical pedagogy is conceptualized in this context. Participants in the study (literacy…

  9. Education for Internationalism at the Nordic School for Adult Education in Geneva 1931-1939

    Science.gov (United States)

    Leppanen, Katarina

    2011-01-01

    Internationalism in the interwar era carried different meaning for different groups. A Nordic school for adult education, with the aim of raising the "international citizenship proficiency" of the Nordic peoples, was established in Geneva in 1931, through cooperation between representatives of international organisations and adult…

  10. "Re-socialization as an Aspect of Adult Education."

    Science.gov (United States)

    Rivera, William M.

    Experiences of the author while serving as a volunteer teacher at Adelante, a community-action educational program on the West Side of Syracuse, New York, are related. Methods of teaching English as a second language to a class comprised mainly of adults are presented, and the cases of three students are given as examples of ways students may be…

  11. The murky waters of neoliberal marketization and commodification on the education of adults in the United States

    Directory of Open Access Journals (Sweden)

    Jeff Zacharakis

    2016-10-01

    Full Text Available We approach marketization and commodification of adult education from multiple lenses including our personal narratives and neoliberalism juxtaposed against the educational philosophy of the Progressive Period. We argue that adult education occurs in many arenas including the public spaces found in social movements, community-based organizations, and government sponsored programs designed to engage and give voice to all citizens toward building a stronger civil society. We conclude that only when adult education is viewed from the university lens, where it focuses on the individual and not the public good, does it succumb to neoliberal forces.

  12. Public policy and the ‘Sustainability’ of adult education

    DEFF Research Database (Denmark)

    Milana, Marcella; Rasmussen, Palle; Holford, John

    2014-01-01

    Sustainable growth and development are intrinsically linked with the ways societal problems are thought of and addressed in public and private policy. However, at times when social and economic crises have shown the fragility of existing institutions and policies, it is important to debate how su...... on its relationships with adult education policy and social justice....... sustainability is – and could be – integrated into educational policy studies. We therefore begin by summarising the conditions under which the concept entered political debate and how it has influenced educational research. We then argue for a rethinking of its ontology: this, we suggest, can shed new light...

  13. Public Policy and the ‘Sustainability’ of Adult Education

    DEFF Research Database (Denmark)

    Milana, Marcella; Rasmussen, Palle Damkjær; Holford, John

    2014-01-01

    Sustainable growth and development are intrinsically linked with the ways societal problems are thought of and addressed in public and private policy. However, at times when social and economic crises have shown the fragility of existing institutions and policies, it is important to debate how su...... on its relationships with adult education policy and social justice....... sustainability is – and could be – integrated into educational policy studies. We therefore begin by summarising the conditions under which the concept entered political debate and how it has influenced educational research. We then argue for a rethinking of its ontology: this, we suggest, can shed new light...

  14. "An Advanced Type of Democracy"? Governance and Politics in Adult Education c.1918-1930

    Science.gov (United States)

    Freeman, Mark

    2013-01-01

    Like other adult education providers such as the Workers' Educational Association, the educational settlement movement was beset with political controversy during the 1920s. This article considers the relationship between the Educational Settlements Association (ESA) and its affiliated institutions, relating these to the competing political…

  15. What do we know about adult education for democratic citizenship?

    DEFF Research Database (Denmark)

    Milana, Marcella

    2006-01-01

    This article presents the findings from the study of research literature on Adult Education for Democratic Citizenship, carried out in nine EU memner states. The literature review was designed as the building block for a European Stocktaking study on lifelong learning for democratic citizenship...... through adult education. This article begins by describing the context of the study, and introducing the study aims and core principles. This is done in section 1 and 2. In section 3, the article introduces and discusses substantive features which emerged from scholarly investigation at national level....... Implications for further research are discussed in the concluding section, which presents the main argument of this paper. Despite countries unique characterizations, there is a general concern on citizens´conduct in democratic societeies in Europe, but relative limited attention on the specific contribution...

  16. Historical and Contemporary Aspects of the Relationship between the State and Adult Education in Greece.

    Science.gov (United States)

    Boucouvalas, Marcie

    An outgrowth of earlier research on historical and contemporary adult education in Greece, this paper provides highlights of the relationship between the state and adult education in that country. The highlights are organized by the following historical periods: prehistory (c. 3000-1100 B.C.); early and archaic Greece (c. 1100-700 B.C.);…

  17. 34 CFR 461.50 - What are a State's responsibilities regarding a State advisory council on adult education and...

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What are a State's responsibilities regarding a State advisory council on adult education and literacy? 461.50 Section 461.50 Education Regulations of the...) Establish a State advisory council on adult education and literacy; or (2) Designate an existing body as the...

  18. Power in Practice: Adult Education and the Struggle for Knowledge and Power in Society. The Jossey-Bass Higher and Adult Education Series.

    Science.gov (United States)

    Cervero, Ronald M.; Wilson, Arthur L.

    This book contains 14 papers on adult education and the struggle for knowledge and power in society. The following papers are included: "At the Heart of Practice: The Struggle for Knowledge and Power" (Ronald M. Cervero, Arthur L. Wilson); "The Power of Economic Globalization: Deskilling Immigrant Women through Training"…

  19. Adult Students' Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform--QoE Analysis

    Science.gov (United States)

    Malinovski, Toni; Vasileva-Stojanovska, Tatjana; Jovevski, Dobri; Vasileva, Marina; Trajkovik, Vladimir

    2015-01-01

    Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources in terms of time, energy and finances. Following a student-centered approach this study investigates adult students' subjective perceptions while using…

  20. Re:Centering Adult Education Research: Whose World Is First?

    Science.gov (United States)

    Hall, Budd L.

    1993-01-01

    The discourse of adult education research needs to be reframed to place at the center the issues and concerns of the majority of the world's people who live in poverty, ill health, and insecurity and at the margins the concerns of the rich and powerful. (SK)

  1. Revista Interamericana de Educacion de Adultos, 2001 (Interamerican Journal of Adult Education, 2001).

    Science.gov (United States)

    Guerra, Alfonso Rangel, Ed.

    2001-01-01

    Articles in this volume, written in Spanish, focus on the following: high school education in rural areas; adult and popular education in the 90s; systemizing educational processes in rural communities based on a restoration of their cultural heritage (case Tzintzuntzan, Michoacan); fostering sustainable communities; human rights and human…

  2. Reducing Ageism: Education About Aging and Extended Contact With Older Adults.

    Science.gov (United States)

    Lytle, Ashley; Levy, Sheri R

    2017-11-19

    Ageism is of increasing concern due to the growing older population worldwide and youth-centered focus of many societies. The current investigation tested the PEACE (Positive Education about Aging and Contact Experiences) model for the first time. Two online experimental studies examined 2 key factors for reducing ageism: education about aging (providing accurate information about aging) and extended contact (knowledge of positive intergenerational contact) as well as their potential combined effect (education plus extended contact). In Study 1, 354 undergraduates in all 3 experimental conditions (vs. control participants) reported less negative attitudes toward older adults (delayed post-test) and greater aging knowledge (immediate and delayed post-tests), when controlling for pre-study attitudes. In Study 2, 505 national community participants (ages 18-59) in all experimental conditions (vs. control participants) reported less negative attitudes toward older adults (immediate post-test) and greater aging knowledge (immediate and delayed post-tests). In summary, across 2 online studies, education about aging and knowledge of intergenerational extended contact improved attitudes toward older adults and aging knowledge. Thus, brief, online ageism-reduction strategies can be an effective way to combat ageism. These strategies hold promise to be tested in other settings, with other samples, and to be elaborated into more in-depth interventions that aim to reduce ageism in everyday culture. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  3. Holocaust Knowledge and Holocaust Education Experiences Predict Citizenship Values among US Adults

    Science.gov (United States)

    Starratt, Gerene K.; Fredotovic, Ivana; Goodletty, Sashay; Starratt, Christopher

    2017-01-01

    This community-based research investigated the relationship among Holocaust knowledge, Holocaust education experiences, and citizenship values in adults residing in the US. This study contributes to the literature an inferential investigation that reports positive civic attitudes associated with Holocaust education. A moderate correlation was…

  4. The Role of Adult Education Philosophy in Facilitating the Online Classroom

    Science.gov (United States)

    Milheim, Karen L.

    2011-01-01

    Teaching philosophy is much more than just teaching style, or a framework for a course. It can be defined as one's beliefs about life that are carried out in his/her teaching practice, which serve as a foundation for his/her educational philosophies. The majority of literature addressing philosophies in adult education practice focus on how…

  5. ALOUD: Adult Learning Open University Determinants Study: Association between biological and psychological determinants and study success in adult formal distance education

    NARCIS (Netherlands)

    De Groot, Renate; Neroni, Joyce; Gijselaers, Jérôme; Kirschner, Paul A.

    2012-01-01

    De Groot, R. H. M., Neroni, J., Gijselaers, J., & Kirschner, P. A. (2012, 6 December). ALOUD: Adult Learning Open University Determinants Study: Associations between biological and psychological determinants and study success in adult formal distance education. Presented at the Open University for

  6. The Impact of Globalization on Adult Education in a Have-Not Province

    Science.gov (United States)

    Benjamin, Amanda J.; White, Melissa; MacKeracher, Mary; Stella, Katie

    2013-01-01

    This study examines the state of contemporary adult education in New Brunswick. New Brunswick is currently experiencing an increase in unemployment as well as the loss of traditional employment bases. Concurrently, there are greater numbers of adults who are finding themselves with no clear employment direction. One of the places they are ending…

  7. The Development of Adult and Community Education Policy in New Zealand: Insights from Popper

    Science.gov (United States)

    Slater, Gloria

    2009-01-01

    This paper examines the process by which all post-compulsory education in New Zealand has become integrated under one administrative structure, the Tertiary Education Commission (TEC), with the intention of developing a single coordinated system of tertiary education. In particular, adult and community education (ACE), the least formal and…

  8. EXPLORING THE CURRICULUM DIMENSIONS OF THEORIES-BASED ADULT EDUCATION - A SAMPLE COURSE OF SOUTHEAST ANATOLİAN REGION

    Directory of Open Access Journals (Sweden)

    Emel Ültanır

    2010-07-01

    Full Text Available As a result of social change over the past 20 years, there has been an economy-induced population movement in Turkey from eastern locales and rural areas to western regions and city centres. The effects of this domestic migration exemplify the problems of “integration faced by a migrating population”. In Turkey the role of Public Education Centres is primarily to provide pre-vocational training to adult learners. The aim of this research is focused upon the following five research questions: a What are the motivating factors for adults attending courses? b Are the syllabi consistent with contemporary adult education theories? c Which media are being used in the courses? d Are adult learners being taken on excursions outside of the classroom to workshops and factories? e What methods exist for measuring learning outcomes? The researchers developed a questionnaire to collect data. The questionnaire was composed within a framework of questions to provide insight to the following: i Characteristics of adult learners, ii The constructivism principles used in adult education, iii Teaching techniques suitable for adults, and iv Motivations behind course enrollment of adult learners. The content validity of the questionnaire was provided by expert opinions. Students attending Turkey-Mersin Public Education Centres between 2007-2008 were chosen as the subject population, with the questionnaires being distributed to 60 adult learners in this research. The findings can be summarized by the following: In the study it was found that students within the same course possessed educational backgrounds ranging from university graduates to those who had never attended a day of school in their lives. The motives behind course attendendance exhibits a diversity of viewpoints among the adult learners. Most of the learners stated that they were learning the subject material for the first time.

  9. Adult Education and the Rational-Irrational Dimension of Prejudice

    Science.gov (United States)

    Rhyne, Dwight C.

    1973-01-01

    Teachers and counselors in an eight-week institute on problems of school desegregation were used in this study to estimate the degree of change in ethnic attitudes on the rational-irrational and anti-pro minority dimensions of prejudice as related to participation in an intensive adult education experience. (DS)

  10. Proceedings of the Adult Higher Education Alliance Annual Conference (35th, Orlando, Florida, March 10-11, 2015)

    Science.gov (United States)

    Elufiede, Oluwakemi, Ed.; Flynn, Bonnie, Ed.

    2015-01-01

    This document contains the proceedings of The Adult Higher Education Alliance 35th Annual Conference. The theme of the conference was Adult and Higher Education in the Contemporary World: Its Role In Cultural Literacy. The conference was held on March 10-11, 2015. The event was hosted by and held at the College of Education and Human Performance,…

  11. Mapping the Framing of Culture in U.S. Adult Education over the Past Decade

    Science.gov (United States)

    Kang, Haijun; Yelich Biniecki, Susan M.

    2015-01-01

    We are working with more culturally diverse adult learner populations than we have ever had in adult and continuing higher education (Merriam & Bierema, 2014). Culture has become one of the most popular discussion topics in adult learning classrooms and both instructors and students are showing great interest in culture's interaction with…

  12. Learning Cities for All: Directions to a New Adult Education and Learning Movement

    Science.gov (United States)

    Scott, Leodis

    2015-01-01

    This chapter features a conceptual framework that considers the practical characteristics of learning cities, pointing to the field of adult and continuing education to lead a movement for the purposes of education, learning, and engagement for all.

  13. "In and against the Museum": The Contested Spaces of Museum Education for Adults

    Science.gov (United States)

    Grek, Sotiria

    2009-01-01

    This paper focuses on museum and gallery education for adults in Dundee, Scotland. Dundee has recently experienced a shift from being mainly working class to an educational, cultural and tourist centre. Hence, an interesting field for the examination of the educational policies and practices of the city museums/galleries and the different fashions…

  14. Virginia State Adult Basic Education Administrative Guide for Local Programs and Projects under the Adult Education Act, P.L. 91-230 and Amendments.

    Science.gov (United States)

    Virginia State Dept. of Education, Richmond. Adult Education Service.

    This administrative guide was developed to provide local school divisions and other agencies operating federally funded Adult Basic Education (ABE) programs in Virginia with the purpose, requirements, and procedures for conducting these programs. The guide is divided into eleven sections. The introduction covers the purpose and scope of ABE…

  15. Political globalization and the shift from adult education to lifelong learning

    Directory of Open Access Journals (Sweden)

    Marcella Milana

    2012-10-01

    Full Text Available This article reflects on the shift in vocabulary from (adult and continuing education to (lifelong learning and the ideological and purposive orientations it carries. It does so by critically addressing the changes occurred in policy discourses concerned with the education of adults after WWII at transnational level. The main argument is that the shift in vocabulary has been favoured by an increased voice acquired by transnational and inter-states entities (i.e. OECD, UNESCO, EU in educational matters, however in combination with a change in political emphasis, at least within the European Union, from creating jobs opportunities towards securing that citizens acquire marketable skills. While both trends seems to point at the demise of the nation state as a guarantor for social justice, more research is needed to deepen our understandings of the interplay between transnational and nation-state levels; thus the article concludes by suggesting a research agenda to move in this direction.

  16. The Use of Television in Adult Education; Research Evidence and Theoretical Considerations.

    Science.gov (United States)

    Zettl, Herbert Lorenz

    This study sought to detect major trends and areas in the use of television in adult education and to suggest useful generalizations. Research studies were grouped by program source, educational method, program format, production techniques, program reception, and viewer reaction. These communication categories were then correlated, with the…

  17. Is Adult Reading a Guide to Educational-Vocational Achievement?

    Science.gov (United States)

    Athanasou, James A.

    2011-01-01

    Reading is theorised as a key aspect of one's educational and vocational adjustment. The reading scores on the "Wide-Range Achievement Test 3" of 465 adult vocational assessment clients were examined. Reading varied across a range of social factors and the overall results were consistent with earlier studies, especially the "Adult…

  18. Tough Times: Adult Educators, Microaggressions, and the Work Context

    Science.gov (United States)

    Mizzi, Robert C.

    2017-01-01

    This paper examines the roots, types, and effects of microaggressions in the workplace and discusses implications for adult educators who work in a domestic and transnational context. In a domestic context, the literature describes microaggressions as being based on differences in race, gender, sexual orientation, culture, and professional role,…

  19. Adult education in the USA: A critical examination of public policy (1998-2013). Paper presented at the II ESREA Network Conference on Policy Studies in Adult Education, Aalborg, Denmark, 18-20 June

    DEFF Research Database (Denmark)

    Milana, Marcella; McBain, Lesley McBain

    In the mid-1990s, the United States of America redefined the functional role of federal, state, and local governments in the field of adult education. This led, under the Democratic administration of Bill Clinton (1993–2001), to the approval of the Workforce Investment Act (WIA) of 1998; still...... on migrants and citizenship education, standards and accountability measures’ development, and after the great recession also on national economic (sustainable) growth. However, as we contend, this apparent bipartisan trend hides underlying differences in meanings that reproduce and extend conservative vs....... liberal ideologies to the policy debate on adult education by Republican and Democratic congressmen, respectively....

  20. Young adults with attention deficit hyperactivity disorder: subtype differences in comorbidity, educational, and clinical history.

    Science.gov (United States)

    Murphy, Kevin R; Barkley, Russell A; Bush, Tracie

    2002-03-01

    The present study sought to examine subtype differences in comorbidity and in antisocial, educational, and treatment histories among young adults (ages 17-27) with attention deficit hyperactivity disorder (ADHD). Comparisons were made between ADHD Combined Type (ADHD-C; N = 60) and Predominantly Inattentive Type (ADHD-I; N = 36) relative to each other and to a community control group of 64 adults. Both ADHD groups had significantly less education, were less likely to have graduated from college, and were more likely to have received special educational placement in high school. Both groups also presented with a greater likelihood of dysthymia, alcohol dependence/abuse, cannabis dependence/abuse, and learning disorders, as well as greater psychological distress on all scales of the SCL-90-R than the control group. Both ADHD groups were more likely to have received psychiatric medication and other mental health services than control adults. In comparison with ADHD-I, adults with ADHD-C differed in only a few respects. The C-type adults were more likely to have oppositional defiant disorder, to experience interpersonal hostility and paranoia, to have attempted suicide, and to have been arrested than the ADHD-I adults. These results are generally consistent with previous studies of ADHD in children, extend these findings to adults with ADHD, and suggest that the greater impulsivity associated with the ADHD-C subtype may predispose toward greater antisocial behavior and its consequences than does ADHD-I type in adults.

  1. Short-Term Contract Work in Adult Education (I) and (II).

    Science.gov (United States)

    Hall, Dorothea; McMath, Patricia

    1986-01-01

    This two-part article discusses short-term project contracts for adult education staff. Part one covers implications of this trend for the service and for the staff involved. Part two looks at short-term contracts from the management viewpoint. (CH)

  2. Educational technologies designed to promote cardiovascular health in adults: integrative review

    Directory of Open Access Journals (Sweden)

    Ana Célia Caetano de Souza

    2014-10-01

    Full Text Available Objective Investigating the educational technologies developed for promoting cardiovascular health in adults. Method Integrative review carried out in the databases of PubMed, SciELO and LILACS, with 15 articles selected. Results Over half (60% of the studies were randomized clinical trials. The developed educational technologies were programs involving three strategies, with duration of one year, use of playful technologies with storytelling, computer programs or software for smartphones, and electronic brochure. These technologies resulted in reduction of blood pressure, weight, waist circumference, decreased hospitalizations and increased years of life. Conclusion The studies with better impact on the cardiovascular health of adults were those who brought the technology in the form of program and duration of one year.

  3. Conceptualizing Success And Performance for Adult Learners: Merging the Contexts of Adult Education and Professional Training

    Directory of Open Access Journals (Sweden)

    Rieger Gil

    2017-12-01

    Full Text Available This article examines the concepts of learning performance and learning success within the context of adult learners. The focus is on how these concepts have been defined in the literature, as they are anchored in different didactic theories and how they can effectively be applied to learning contexts with adults. Due to the divergent approaches and definitions in the literature, this article compares, categorizes and merges the literature, providing an overview and recommendations for practice. The overview refers to a critical examination of constructivism based approaches compared to other didactic learning theories such as cognitivism or behaviorism. Adult education presents itself as a dynamic area that can develop progressively, in both the professional and educational environments. Nowadays, it is important to be able to collect and use information quickly. This makes it possible to gain an advantage and deal with problems or questions in more focused ways. One must deal with increasing demands and a higher number of competitors not only in professional life. A synthesis of the literature can be presented by examining the terms of learning performance and learning success in different approaches, regarding implementations, definitions, historical developments as well as continuative and connected concepts, tendencies or point of views.

  4. Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs

    Science.gov (United States)

    Csepelyi, Tunde

    2012-01-01

    This phenomenological study examined the transition of a group of adult English language learners from an Adult Basic Education program to a community college. The purpose of the study was to gain a deeper understanding of the driving forces of Adult Basic Education English language learners who had successfully transitioned from a non-credit…

  5. Changing Configurations of Adult Education in Transitional Times. Conference Proceedings of the Triennial European Research Conference of the European Society for Research on the Education of Adults (ESREA) (7th, Berlin, Germany, September 4-7, 2013)

    Science.gov (United States)

    Käpplinger, Bernd, Ed.; Lichte, Nina, Ed.; Haberzeth, Erik, Ed.; Kulmus, Claudia, Ed.

    2014-01-01

    This book assembles over 50 papers from the 7th Triennial European Research Conference of the European Society for Research on the Education of Adults (ESREA), which was held from the 4th to the 7th of September 2013 at Humboldt-University in Berlin. The title of the conference was "Changing Configurations of Adult Education in Transitional…

  6. Social Reproduction in Non-Formal Adult Education: The Case of Rural Mozambique

    Science.gov (United States)

    Straubhaar, Rolf

    2014-01-01

    Using fieldnotes from the non-formal adult education classes run by a non-profit international education with ground operations in rural Mozambique, this article documents how the comments made by class facilitators and class participants in those classes reflect inherent power inequalities between non-profit staff and local participants. These…

  7. Simulation Methodology in Nursing Education and Adult Learning Theory

    Science.gov (United States)

    Rutherford-Hemming, Tonya

    2012-01-01

    Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation.…

  8. Human Capital Development: Reforms for Adult and Community Education

    Science.gov (United States)

    Choy, Sarojni; Haukka, Sandra

    2007-01-01

    The adult and community education (ACE) sector is consistently responsive to changing community needs and government priorities. It is this particular function that has drawn ACE into the lifelong learning debate as one model for sustaining communities. The responsiveness of ACE means that the sector and its programs continue to make valuable…

  9. Adult Education in Nigeria: The Consequences of Neglect and ...

    African Journals Online (AJOL)

    ... a partial answer by arguing that Nigeria's inadequate commitment over the years to pursue the development of adult education as a strategic objective, as well as an instrument for national development has been one of the major drawbacks to the country's efforts to pull itself out of poverty. NESG Economic Indicators Vol.

  10. Local Knowledge and Adult Learning in Environmental Adult Education: Community-Based Ecotourism in Southern Thailand

    Science.gov (United States)

    Walter, Pierre

    2009-01-01

    This paper examines how local knowledge is employed in environmental adult education in a community-based ecotourism project in an island community in southern Thailand. The study is based on field research and analysis of project websites, media reports and documents. Situated at the intersection of global tourism and a local Thai-Malay Muslim…

  11. The Effects of Literacy and Education on the Income of America's Young Adults.

    Science.gov (United States)

    Mok, Yan Fung

    1996-01-01

    Effects of prose, document, and quantitative literacy and education on the wages of 1,456 young adults who worked full time were analyzed. Literacy and education did not have the same effects on income for all groups; not all groups depended on literacy and education to increase income. Different types of literacy had different effects on gender…

  12. Administrative Arrangements and a Curriculum for a University Training Programme for Adult Educators in Hong Kong

    Science.gov (United States)

    Shak Wai Han, Therese

    2008-01-01

    Background: In the early 1980s, the author of this article researched, in her M.Ed thesis, the state of adult education in Hong Kong with regard to its general support and delivery through university channels. At that time, adult education had a separate identity and, since, has generally become vocationalized, creditized or subsumed into…

  13. Contemporary Adult Education Philosophies and Practices in Art Galleries and Museums in Canada and the UK

    Science.gov (United States)

    Clover, Darlene E.; Bell, Lorraine

    2013-01-01

    Public art galleries and museums have been mandated to become more relevant and useful to the lived experiences of the broad communities they claim to serve. Adult education has long been part of the work of these institutions, although historically the relationship has been uneasy, and they seldom feature in the adult education literature. To…

  14. Experimenting with Theory of Change for Interculturality and Mutual Learning in Adult Education

    Science.gov (United States)

    Raymer, Annalisa L.

    2016-01-01

    With a goal of creating conditions wherein college students of adult learning paired with international adult learners form mutual partnerships for educational mentoring, where to begin? How to take into account the contextual factors and priorities of multiple stakeholders in creating academic courses and learning-focused partnerships while…

  15. Determinants of Part-Time Adult Student Participation in Education.

    Science.gov (United States)

    Hawk, Thomas R.

    A study was conducted to identify the factors that influence adults to continue their education by taking formal course work on a part-time basis. Using May 1981 Current Population Survey data gathered by the Bureau of the Census, the study assessed the importance of price, socioeconomic characteristics, family income, and unemployment rates in…

  16. Fundamental resource dis/advantages, youth health and adult educational outcomes.

    Science.gov (United States)

    Elman, Cheryl; Wray, Linda A; Xi, Juan

    2014-01-01

    Recent studies find lasting effects of poor youth health on educational attainment but use young samples and narrow life course windows of observation to explore outcomes. We apply a life course framework to three sets of Health and Retirement Study birth cohorts to examine early health status effects on education and skills attainment measured late in life. The older cohorts that we study were the earliest recipients of U.S. policies promoting continuing education through the GI Bill, community college expansions and new credentials such as the GED. We examine a wide range of outcomes but focus on GEDs, postsecondary school entry and adult human capital as job-related training. We find that older U.S. cohorts had considerable exposure to these forms of attainment and that the effects of youth health on them vary by outcome: health selection and ascription group effects are weak or fade, respectively, in outcomes associated with delayed or adult attainment. However, poorer health and social disadvantage in youth and barriers associated with ascription carry forward to limit attainment of key credentials such as diplomas and college degrees. We find that the human capital - health gradient is dynamic and that narrow windows of observation in existing studies miss much of it. National context also matters for studying health-education linkages over the life course. Copyright © 2013 Elsevier Inc. All rights reserved.

  17. Nonmedical prescription drug use among US young adults by educational attainment.

    Science.gov (United States)

    Martins, Silvia S; Kim, June H; Chen, Lian-Yu; Levin, Deysia; Keyes, Katherine M; Cerdá, Magdalena; Storr, Carla L

    2015-05-01

    Little is known about nonmedical use of prescription drugs among non-college-attending young adults in the United States. Data were drawn from 36,781 young adults (ages 18-22 years) from the 2008-2010 National Survey on Drug Use and Health public use files. The adjusted main effects for current educational attainment, along with its interaction with gender and race/ethnicity, were considered. Compared to those attending college, non-college-attending young adults with at least and less than a HS degree had a higher prevalence of past-year nonmedical use of prescription opioids [NMUPO 13.1 and 13.2 %, respectively, vs. 11.3 %, adjusted odds ratios (aORs) 1.21 (1.11-1.33) and 1.25 (1.12-1.40)], yet lower prevalence of prescription stimulant use. Among users, regardless of drug type, non-college-attending youth were more likely to have past-year disorder secondary to use [e.g., NMUPO 17.4 and 19.1 %, respectively, vs. 11.7 %, aORs 1.55 (1.22-1.98) and 1.75 (1.35-2.28)]. Educational attainment interacted with gender and race: (1) among nonmedical users of prescription opioids, females who completed high school but were not enrolled in college had a significantly greater risk of opioid disorder (compared to female college students) than the same comparison for men; and (2) the risk for nonmedical use of prescription opioids was negligible across educational attainment groups for Hispanics, which was significantly different than the increased risk shown for non-Hispanic whites. There is a need for young adult prevention and intervention programs to target nonmedical prescription drug use beyond college campuses.

  18. Benefits of educational attainment on adult fluid cognition: international evidence from three birth cohorts

    Science.gov (United States)

    Clouston, Sean AP; Kuh, Diana; Herd, Pamela; Elliott, Jane; Richards, Marcus; Hofer, Scott M

    2012-01-01

    Background Educational attainment is highly correlated with social inequalities in adult cognitive health; however, the nature of this correlation is in dispute. Recently, researchers have argued that educational inequalities are an artefact of selection by individual differences in prior cognitive ability, which both drives educational attainment and tracks across the rest of the life course. Although few would deny that educational attainment is at least partly determined by prior cognitive ability, a complementary, yet controversial, view is that education has a direct causal and lasting benefit on cognitive development. Methods We use observational data from three birth cohorts, with cognition measured in adolescence and adulthood. Ordinary least squares regression was used to model the relationship between adolescent cognition and adult fluid cognition and to test the sensitivity of our analyses to sample selection, projection and backdoor biases using propensity score matching. Results We find that having a university education is correlated with higher fluid cognition in adulthood, after adjustment for adolescent cognition. We do not find that adolescent cognition, gender or parental social class consistently modify this effect; however, women benefited more in the 1946 sample from Great Britain. Conclusions In all three birth cohorts, substantial educational benefit remained after adjustment for adolescent cognition and parental social class, offsetting an effect equivalent of 0.5 to 1.5 standard deviations lower adolescent cognition. We also find that the likelihood of earning a university degree depends in part on adolescent cognition, gender and parental social class. We conclude that inequalities in adult cognition derive in part from educational experiences after adolescence. PMID:23108707

  19. Benefits of educational attainment on adult fluid cognition: international evidence from three birth cohorts.

    Science.gov (United States)

    Clouston, Sean A P; Kuh, Diana; Herd, Pamela; Elliott, Jane; Richards, Marcus; Hofer, Scott M

    2012-12-01

    Educational attainment is highly correlated with social inequalities in adult cognitive health; however, the nature of this correlation is in dispute. Recently, researchers have argued that educational inequalities are an artefact of selection by individual differences in prior cognitive ability, which both drives educational attainment and tracks across the rest of the life course. Although few would deny that educational attainment is at least partly determined by prior cognitive ability, a complementary, yet controversial, view is that education has a direct causal and lasting benefit on cognitive development. We use observational data from three birth cohorts, with cognition measured in adolescence and adulthood. Ordinary least squares regression was used to model the relationship between adolescent cognition and adult fluid cognition and to test the sensitivity of our analyses to sample selection, projection and backdoor biases using propensity score matching. We find that having a university education is correlated with higher fluid cognition in adulthood, after adjustment for adolescent cognition. We do not find that adolescent cognition, gender or parental social class consistently modify this effect; however, women benefited more in the 1946 sample from Great Britain. In all three birth cohorts, substantial educational benefit remained after adjustment for adolescent cognition and parental social class, offsetting an effect equivalent of 0.5 to 1.5 standard deviations lower adolescent cognition. We also find that the likelihood of earning a university degree depends in part on adolescent cognition, gender and parental social class. We conclude that inequalities in adult cognition derive in part from educational experiences after adolescence.

  20. Harnessing the Concept of Lifelong Education to Stimulate the Motivation for Adults to Learn

    Directory of Open Access Journals (Sweden)

    Nicolai Piscunov

    2013-08-01

    Full Text Available EU member states cannot exist without an effective system of adult education being integrated into a lifelong learning strategy by providing the participants with various framing labor market possibilities and facilitating social integration and preparation for an “active aging” in the future. Countries should ensure that their systems offer the opportunity to identify and monitor their priorities. Adult education remains the main topic on the agenda of European institutions since the beginning of the century when through the Lisbon Declaration was agreed that education is a key resource for development. Recent studies confirm the need for investment in training adults. Among public and individual benefits they provide are distinguished as follows: a higher degree of labor market framing, increasing labor productivity and better staff training, cost reduction for unemployment benefits and other social payments payable for an early retirement and incomes increase in terms of a more intense engagement in public life, sustainable health, low crime rate, the higher level of prosperity and fulfillment. The study of adult population groups demonstrates that when being engaged in learning, older people are healthier and respectively require less expenses for medical care.

  1. Education, Functional Limitations, and Life Satisfaction among Older Adults in South Korea

    Science.gov (United States)

    Lee, Eun-Kyoung Othelia; Lee, Jungui

    2013-01-01

    This study examined the associations of educational level with functioning and life satisfaction among community-dwelling older adults in South Korea ("n" = 4,152). The sample was drawn from Wave I of the Korean Longitudinal Study on Aging. To examine educational disparities, separate analyses were run to note predictors in less educated…

  2. Case Studies of Action Research in Various Adult Education Settings.

    Science.gov (United States)

    Kuhne, Gary W.; Weirauch, Drucie; Fetterman, David J.; Mearns, Raiana M.; Kalinosky, Kathy; Cegles, Kathleen A.; Ritchey, Linda

    1997-01-01

    Six case studies illustrate action research in adult education: faculty development in a museum, participation in a church congregation, retention of literacy volunteers in a corrections center, learner participation in a homeless shelter, technology innovation in a university, and infection control in a hospital. (SK)

  3. The Effect of Emotional Intelligence on Program Completion among Adult Basic Education Students

    Science.gov (United States)

    Batiste, Mildred M.

    2014-01-01

    Program completion among adult learners attending adult basic education programs has been found to be an area of struggle. Cognitive ability has always been the primary factor for determining an individual's ability. However, non-cognitive ability has been proposed as a significant factor in academic success. Many attrition models have been…

  4. Adult Education and Lifelong Learning in Europe and Beyond: Comparative Perspectives from the 2015 Würzburg Winter School. Studies in Pedagogy, Andragogy, and Gerontagogy. Volume 67

    Science.gov (United States)

    Egetenmeyer, Regina, Ed.

    2016-01-01

    This volume presents comparisons of adult education and lifelong learning with a focus on educational policies, professionalization in adult education, participation in adult learning and education, quality in adult education, and educational guidance and counselling. The essays are based on comparisons discussed at the international Winter School…

  5. The role of adult education and learning policy in fostering societal sustainability

    Science.gov (United States)

    Milana, Marcella; Rasmussen, Palle; Holford, John

    2016-10-01

    The idea of "sustainability" as a core value has slowly permeated policy and practice at governmental and institutional levels, in public and private policy. However, at times when social and economic crises have revealed the fragility of existing institutions and policies, it is important to consider how sustainability is - and could be - integrated into educational policies. In this theoretical contribution to a special issue on "Societal sustainability", the authors draw on available literature and knowledge. They begin their paper by summarising the conditions under which the concept of "sustainability" entered political discourse in the early 1970s and outline how it has influenced educational research. They then introduce the longstanding debate about the relative role of tradition (in terms of traditional cultural and social order) and change (in terms of efforts to provide learning opportunities for everyone) in adult education. Finally, they argue for a rethinking of the ontology of sustainability: this, they suggest, can shed new light on its relationships with adult education and learning and social justice.

  6. Toronto Alexithymia Scale: Adaptation of the Brazilian Version to Low-Educated Adults

    Directory of Open Access Journals (Sweden)

    Tatiana Roccato Fortes

    Full Text Available Abstract: For the purpose of studying Alexithymia in low-educated adults, we intend to adapt the Brazilian version of the Toronto Alexithymia Scale (TAS-26 and to verify its internal consistency. With that aim, we translated the original TAS-26 (English to Portuguese, adopting a colloquial language, without content distortion. An exploratory qualitative study interviewed 50 women (38-65 years, education <9 years and identified comprehension difficulties in 22 items, that needed adaptation. A professional translator performed the back-translation of the adapted TAS-26, that was applied to a new sample of women (90 with chronical pain and 90 without pain, 38-65 years, education <9 years to evaluate its internal consistency. Only four items (1/2/3/16 of the pre-existing Brazilian version (appropriate to university students did not require modification. The internal consistency (Cronbach’s alpha was satisfactory for total score (0.65 and elevated for factor 1 (0.87. The adapted Brazilian version of TAS-26 is appropriate to low-educated adults.

  7. The role of adult education and learning policy in fostering societal sustainability

    DEFF Research Database (Denmark)

    Milana, Marcella; Rasmussen, Palle Damkjær; Holford, John

    2016-01-01

    The idea of “sustainability” as a core value has slowly permeated policy and practice at governmental and institutional levels, in public and private policy. However, at times when social and economic crises have revealed the fragility of existing institutions and policies, it is important to con...... opportunities for everyone) in adult education. Finally, they argue for a rethinking of the ontology of sustainability: this, they suggest, can shed new light on its relationships with adult education and learning and social Justice....... to consider how sustainability is – and could be – integrated into educational policies. In this theoretical contribution to a special issue on “Societal sustainability”, the authors draw on available literature and knowledge. They begin their paper by summarising the conditions under which the concept...... of “sustainability” entered political discourse in the early 1970s and outline how it has influenced educational research. They then introduce the longstanding debate about the relative role of tradition (in terms of traditional cultural and social order) and change (in terms of efforts to provide learning...

  8. The Role of International Non-Governmental Organisations in Promoting Adult Education for Social Change: A Research Agenda

    Science.gov (United States)

    Hoff, Lutz; Hickling-Hudson, Anne

    2011-01-01

    This paper explores the role of International Non-Governmental Organisations (INGOs) in adult education as one instrument of global civil society to effect social change. Postcolonial theory is utilized to explore the complex relationships between the concepts of "globalisation", "global civil, society", and "adult education for social change". In…

  9. Relationships of Mathematics Anxiety, Mathematics Self-Efficacy and Mathematics Performance of Adult Basic Education Students

    Science.gov (United States)

    Watts, Beverly Kinsey

    2011-01-01

    Competent mathematical skills are needed in the workplace as well as in the college setting. Adults in Adult Basic Education classes and programs generally perform below high school level competency, but very few studies have been performed investigating the predictors of mathematical success for adults. The current study contributes to the…

  10. Student Motivations, Quality and Status in Adult Higher Education (AHE) in China

    Science.gov (United States)

    Wang, Naixia; Morgan, W. John

    2009-01-01

    This article examines an important and yet neglected aspect of the relationship between higher education and the labour market in contemporary China. It does this through a detailed case study of student motivations, quality and status in adult higher education (AHE) in the city of Taiyuan, Shanxi Province. This is a region which has seen major…

  11. The New Evangelisation and Adult Religious Education in Slovenia: Challenges and Possibilities

    Science.gov (United States)

    Stegu, Tadej

    2015-01-01

    The Catholic Church in Slovenia is facing the challenge of the new evangelisation in the area of religious education which, at present, is mainly confined to the parish catechesis. She recognises the urgent need to pass from the religious education of children to adult catechesis. The latter is already being implemented in various forms by a…

  12. Personality traits, education, physical exercise, and childhood neurological function as independent predictors of adult obesity.

    Science.gov (United States)

    Cheng, Helen; Furnham, Adrian

    2013-01-01

    To investigate whether personality traits, education, physical exercise, parental socio-economic conditions, and childhood neurological function are independently associated with obesity in 50 year old adults in a longitudinal birth cohort study. The sample consisted of 5,921 participants born in Great Britain in 1958 and followed up at 7, 11, 33, 42, and 50 years with data on body mass index measured at 42 and 50 years. There was an increase of adult obesity from 14.2% at age 42 to 23.6% at 50 years. Cohort members who were reported by teachers on overall clumsiness as "certainly applied" at age 7 were more likely to become obese at age 50. In addition, educational qualifications, traits Conscientiousness and Extraversion, psychological distress, and physical exercise were all significantly associated with adult obesity. The associations remained to be significant after controlling for birth weight and gestation, maternal and paternal BMI, childhood BMI, childhood intelligence and behavioural adjustment, as well as diet. Neurological function in childhood, education, trait Conscientiousness, and exercise were all significantly and independently associated with adult obesity, each explained unique individual variability.

  13. Reducing Barriers to Sex Education for Adults with Mental Retardation.

    Science.gov (United States)

    Huntley, Cristy F.; Benner, Susan M.

    1993-01-01

    Opinions of professionals from 16 agencies were obtained to identify techniques that agencies serving adults or adolescents with mental retardation could utilize to provide systematic sex education and counseling. Recommendations are offered in five areas: self-advocacy and self-determination, individual design, staff training and support,…

  14. Adult and Community Education in Complex Societies: Reconsidering Critical Perspectives

    Science.gov (United States)

    Wildemeersch, Danny

    2014-01-01

    In this contribution, I explore how critical pedagogical perspectives can inspire adult and community education practices. The central argument is that today, in contrast with the heydays of emancipatory practices and theories, the classical critical approaches need reconsideration. The paper explores how these approaches sometimes have a…

  15. An adult learner's learning style should inform but not limit educational choices

    Science.gov (United States)

    Barry, Margot; Egan, Arlene

    2018-02-01

    Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both course providers and learners to optimise learning outcomes. The evaluation of these questionnaires measures learning styles using indicators developed for this purpose, but the results are not conclusive and their utility is therefore questionable. This narrative review critically examines some of the research which explores the usefulness of considering students' learning styles in adult education. The authors present a discussion - which remains hypothetical - on why the use of learning styles measures continues to be popular despite the absence of rigorous research findings to support this practice. Factors discussed by the authors include confirmation bias (making choices which confirm our prejudices) and user qualification (limiting availability to trained users, e.g. psychologists) as well as limited resources and skills in evaluating research, paired with educators' quest to implement evidence-focused techniques. The authors conclude that while learning styles assessments can be useful for the purpose of reflection on strengths and weaknesses, they should play a limited role in educational choices.

  16. Adult Education and Community Development

    Directory of Open Access Journals (Sweden)

    Ana Krajnc

    1996-12-01

    Full Text Available Community education means a new way of connecting knowledge with what people create. It increases the applicability of knowledge and con­ nects education with the direct needs of people. There are quite few things one can do by him/her­ self. Mainly one is dependent on the things he/she can create together with others. In non-democratic societies people get used to being given solutions from above, which is why they can wait for some­ one else (especially institutions to solve their problems while they remain passive. Socio-economic and political changes require from the people in Slovenia to redefine their attitude to the environment and life in general and to assume an active role. Community education means learning in groups of interested people in order to reach a certain goal or find a solution to a certain problem, e. g. establishing a local museum, publishing a tourist guide, constructing a bypass to decrease the traffic in town, erecting a monument, protecting green areas, introducing new forms of child care, solving problems of the disabled, unemployment and income maintenance, etc. People leam in order to be able to work. There are two goals which are always present: product and knowledge. People leam parallelly with the phases of work in order to achieve certain goal. It is typical of community education that it was developed in order to meet the needs of local people explicitly. It is therefore of great importance for adult educators facilitating problem-solving based on knowledge to get to know the real needs of people first. Generallack of knowledge is manifested in functional illiteracy. As long as people are unable to communicate orally or by writing with the others, their activities are blocked and they cannot help themselves. They can only live a dependent life, based on help expected from others, which nowadays is not possible any more. Each individual has to be responsible for his/her own survival. In the present

  17. Child-orientated environmental education influences adult knowledge and household behaviour

    Science.gov (United States)

    Damerell, P.; Howe, C.; Milner-Gulland, E. J.

    2013-03-01

    Environmental education is frequently undertaken as a conservation intervention designed to change the attitudes and behaviour of recipients. Much conservation education is aimed at children, with the rationale that children influence the attitudes of their parents, who will consequently change their behaviour. Empirical evidence to substantiate this suggestion is very limited, however. For the first time, we use a controlled trial to assess the influence of wetland-related environmental education on the knowledge of children and their parents and household behaviour. We demonstrate adults exhibiting greater knowledge of wetlands and improved reported household water management behaviour when their child has received wetland-based education at Seychelles wildlife clubs. We distinguish between ‘folk’ knowledge of wetland environments and knowledge obtained from formal education, with intergenerational transmission of each depending on different factors. Our study provides the first strong support for the suggestion that environmental education can be transferred between generations and indirectly induce targeted behavioural changes.

  18. Child-orientated environmental education influences adult knowledge and household behaviour

    International Nuclear Information System (INIS)

    Damerell, P; Milner-Gulland, E J; Howe, C

    2013-01-01

    Environmental education is frequently undertaken as a conservation intervention designed to change the attitudes and behaviour of recipients. Much conservation education is aimed at children, with the rationale that children influence the attitudes of their parents, who will consequently change their behaviour. Empirical evidence to substantiate this suggestion is very limited, however. For the first time, we use a controlled trial to assess the influence of wetland-related environmental education on the knowledge of children and their parents and household behaviour. We demonstrate adults exhibiting greater knowledge of wetlands and improved reported household water management behaviour when their child has received wetland-based education at Seychelles wildlife clubs. We distinguish between ‘folk’ knowledge of wetland environments and knowledge obtained from formal education, with intergenerational transmission of each depending on different factors. Our study provides the first strong support for the suggestion that environmental education can be transferred between generations and indirectly induce targeted behavioural changes. (letter)

  19. Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

    NARCIS (Netherlands)

    Gijselaers, Jérôme; Kirschner, Paul A.; De Groot, Renate

    2015-01-01

    Research in traditional education shows chronotype, sleep duration and sleep quality to be related to learning performance. Research in adult students participating in distance education (DE) is scarce. This study aims to provide knowledge on these relationships in this educational setting. In an

  20. Developing and Implementing a Postsecondary Education Program for Young Adults with Intellectual and Developmental Disabilities: Processes and Procedure

    Science.gov (United States)

    Francis, Grace L.; Gordon, Sarah; Kliethermes, Andrew J.; Regester, April; Baldini, Deborah; Grant, Amber

    2018-01-01

    Postsecondary education programs (PSEs) for young adults with intellectual and developmental disabilities in colleges and universities expand opportunities for these young adults and result in positive outcomes, including employment and improved social networks. Although participating in postsecondary education results in numerous benefits for…

  1. Filling the Frame. Adult Education and Vocational Training Institute Guidelines for the Implementation of Integrated Curricula within the Certificates of General Education for Adults Framework.

    Science.gov (United States)

    New South Wales Dept. of Corrective Services, Sydney (Australia).

    This document contains learning modules for adult basic education courses in Australia, along with teacher information for integrating curricula, using integrated themes, and planning curricula. The learning modules contain learning activities in the following areas: job search skills; occupational health and safety; life skills; ceramics;…

  2. Childhood intelligence, educational attainment and adult body mass index: findings from a prospective cohort and within sibling-pairs analysis.

    Science.gov (United States)

    Lawlor, D A; Clark, H; Davey Smith, G; Leon, D A

    2006-12-01

    The mechanisms underlying the observed association of childhood intelligence with body mass index (BMI) are unclear and few studies of this association have been prospective in design. Prospective study in a birth cohort of 5467 individuals who were born in Aberdeen, Scotland between 1950 and 1956 and who responded to a follow-up survey in 2001. Comparison of associations within sibling pairs of the same family to associations between different families in 643 sibling pairs (1286 individuals) who are participants in the main cohort. Childhood intelligence (age 7 years) and educational attainment were both inversely associated with adult BMI (mean age 48 years): the sex- and age-adjusted mean change in adult BMI per s.d. of intelligence was -0.35 kg/m(2) (95% CI: -0.49, -0.21 kg/m(2)) and per unit increase in educational category (seven categories) was -0.28 kg/m(2) (95% CI: -0.34, -0.22). On adjustment for education the association between childhood intelligence and adult BMI attenuated to the null (-0.03 kg/m(2) (-0.19, 0.13 kg/m(2))); other potential confounding or mediating factors had little or only modest effects on this association. The association between education and adult BMI was not affected by adjustment for childhood intelligence or other potential covariates. The within sibling-pair effect of education on adult BMI (-0.06 kg/m(2) (95% CI: -0.26, 0.14)) was weaker than the effect between different families (-0.37 kg/m(2) (95%CI: -0.58, -0.17)), P-value for difference of within sibling and between family effect=0.03. The association of childhood intelligence with adult BMI is attenuated to the null on adjustment for educational attainment, whereas the association of educational attainment with adult BMI appears to be independent of childhood intelligence and other measured covariates. However, our family analyses suggest that fixed family and neighbourhood factors, which are closely matched in siblings of a similar age, explain much of the association

  3. Genetic and educational assortative mating among US adults.

    Science.gov (United States)

    Domingue, Benjamin W; Fletcher, Jason; Conley, Dalton; Boardman, Jason D

    2014-06-03

    Understanding the social and biological mechanisms that lead to homogamy (similar individuals marrying one another) has been a long-standing issue across many fields of scientific inquiry. Using a nationally representative sample of non-Hispanic white US adults from the Health and Retirement Study and information from 1.7 million single-nucleotide polymorphisms, we compare genetic similarity among married couples to noncoupled pairs in the population. We provide evidence for genetic assortative mating in this population but the strength of this association is substantially smaller than the strength of educational assortative mating in the same sample. Furthermore, genetic similarity explains at most 10% of the assortative mating by education levels. Results are replicated using comparable data from the Framingham Heart Study.

  4. Parenting Education: An Exemplary Program for Rural/Migrant Youth and Adults. Final Report.

    Science.gov (United States)

    Baum, Rosemere; And Others

    Designed for use in a parenting education course for rural/migrant youth and adults, this parenting education learning kit consists of a coordinator's manual and bilingual instructional materials for seven course sessions. Issues addressed in the coordinator's manual include program content, program format, orientation for experienced parents,…

  5. Lifelong education for older adults in Malta: Current trends and future visions

    Science.gov (United States)

    Formosa, Marvin

    2012-04-01

    With European demographic developments causing a decline of the available workforce in the foreseeable future and the unsustainability of dominant pay-as-you-go pension systems (where contributions from the current workforce sustain pensioners), governments need to come up with strategies to deal with this upcoming challenge and to adjust their policies. Based on a study carried out between September 2009 and May 2010, this article evaluates the policies guiding late-life education in Malta, as well as the local plethora of learning opportunities for older adult education, and participation rates. The Maltese government is committed to supporting the inclusion of older persons (aged 60+) in lifelong education policies and programmes, to the extent that local studies have uncovered a recent rise in the overall participation of older adults in formal, non-formal and informal areas of learning. While the present and future prospects for late-life education in Malta seem promising, a critical scrutiny of present ideologies and trends finds the field to be no more than seductive rhetoric. Though the coordination of late-life education in Malta does result in various social benefits to older learners and Maltese society in general, it also occurs within five intersecting lines of inequality - namely an economic rationale, elitism, gender bias, the urban-rural divide and third ageism. This article ends by proposing policy recommendations for the future of late-life education.

  6. A PROGRAM OF ADULT EDUCATION FOR THE MARSHALL COUNTY HIGH SCHOOL SERVICE AREA, LEWISBURG, TENNESSEE.

    Science.gov (United States)

    BARNES, JOHN O., JR.

    THE NEED FOR AN ADULT EDUCATION PROGRAM IN THE MARSHALL COUNTY (TENNESSEE) HIGH SCHOOL SERVICE AREA WAS STUDIED THROUGH QUESTIONNAIRES COMPLETED BY 207 ADULTS, EXAMINATION OF SCHOOL AND GOVERNMENT RECORDS, AND PERSONAL INTERVIEWS. IT WAS FOUND THAT OVER HALF OF THE AREA RESIDENTS WERE NOT HIGH SCHOOL GRADUATES, AND THAT MANY ADULTS DESIRED MORE…

  7. Adult Education as a Human Right: The Latin American Context and the Ecopedagogic Perspective

    Science.gov (United States)

    Gadotti, Moacir

    2011-01-01

    This article presents the concept and practice of adult education as a key issue for Brazil and other Latin American countries, both for formal and non-formal education in the public and private sectors. It includes citizen education focused on democratisation of society and sustainable development. The concept is pluralist and ideological as well…

  8. Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology: An Invitation to Inquiry

    Science.gov (United States)

    Hawley, Todd S.; Hostetler, Andrew L.

    2017-01-01

    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…

  9. Partnering with education and job and training programs for sustainable tobacco control among Baltimore african american young adults.

    Science.gov (United States)

    Smith, Katherine Clegg; Bone, Lee; Clay, Eric A; Owings, Kerry; Thames, Sean; Stillman, Frances

    2009-01-01

    Young adults are generally overlooked in tobacco control initiatives, even though they are critical to sustained success. African American young adults who are not in higher education or working are particularly vulnerable to harmful tobacco use, given high smoking rates and limited access to cessation services. Guided by community-based participatory research (CBPR) principles, we sought to identify program and community-level strategies to reduce tobacco use among African American young adults in Baltimore. We describe the challenges and opportunities for integrating effective tobacco control into community-based education and job training programs for unemployed young adults. As part of a longstanding community-research partnership in Baltimore, we conducted fourteen semistructured key informant interviews with leaders from city government and education and job training programs for young adults. The research design, data collection, analysis, and dissemination all included dialogue between and active contribution by both research and community partners. Interview data were structured into opportunities (mindset for change and desire for bonds with a trusted adult), challenges (culture of fatalism, tobacco as a stress reliever, and culture of tobacco use among young adults), and possible tobacco control solutions (tobacco education designed with and for program staff and participants and integration of tobacco issues into holistic program goals and policies). The emergent themes enhance our understanding of how tobacco is situated in the lives of unemployed young adults and the potential for building sustainable, community-based public health solutions.

  10. Adult Learning Meets the Green Economy: Lessons from a Green Jobs Education Project

    Science.gov (United States)

    Wagner, Cecelia

    2013-01-01

    The new "green economy" affects adult education and workforce development as adult workers seek skills and knowledge that will help them find success in work and life. Recent years have brought about increased interest in and discussion of training for green jobs. Since the introduction of the Green Jobs Act in 2007, questions about how exactly to…

  11. Continuing education in athletic training: an alternative approach based on adult learning theory.

    Science.gov (United States)

    Pitney, W A

    1998-01-01

    To offer an alternative perspective on current continuing education practices and to propose a model for facilitating continuing education in the athletic training workplace. Professional knowledge can quickly become outdated, and the personal/professional contexts of allied medical fields such as athletic training are becoming increasingly more complex, making continuing education paramount. Adult learning theory suggests that individuals are self- directed, autonomous learners in nature and that experience is a rich source for learning, subsequently making the workplace a fruitful environment in which to engage in continuing education. Unfortunately, mandating continuing education may violate the voluntary nature of adult learning, making the practice questionable. Therefore, alternative aspects of continuing education may be helpful. This article consists of a brief synthesis of related literature that offers an alternative perspective of continuing education and proposes a model for facilitating continuing education in the workplace. The model's foundation includes preparing an environment conducive to learning and then focuses on identifying learning needs, setting goals, implementing specific strategies to facilitate self-directed learning, and assessing leaming. Additionally, the model suggests that ongoing reflection is a key factor in enhancing the identification of learning needs, goals, and strategies. The model may best be used by clinical coordinators, directors, and supervisors to better facilitate employee learning and subsequently improve patient care delivery.

  12. 34 CFR 460.4 - What definitions apply to the adult education programs?

    Science.gov (United States)

    2010-07-01

    ... for adult education programs are defined in 34 CFR 77.1: Applicant Application Award Budget Budget... (including welfare hotels, congregate shelters, and transitional housing for the mentally ill); (ii) An...

  13. Adult Students' Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform – QoE Analysis

    Directory of Open Access Journals (Sweden)

    Toni Malinovski

    2015-01-01

    Full Text Available Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources in terms of time, energy and finances. Following a student-centered approach this study investigates adult students’ subjective perceptions while using distance education systems based on a videoconferencing platform as Quality of Experience (QoE. Based on a literature review, sociological behavior and expectations, we have constructed a structural equation model (SEM illustrating relations among different variables that can predict positive levels of adult students’ QoE, thus providing guidelines for proper development. We have tested the model using a survey of 198 primary education school teachers involved in a videoconferencing-based learning program for teacher enhancement. Results show a good fit to the model developed. The analysis showed that adult students’ QoE is directly influenced by appropriateness of teacher-student interaction and ease of participation, as well predicted by students’ motivation to attend similar trainings. Additionally, we found that variances in technical quality did not directly influence their QoE from the learning sessions.

  14. Exclusory and Transformative Dimensions of Adult Environmental Education in Two Brazilian Protected Areas

    Science.gov (United States)

    Valenti, Mayla Willik; de Oliveira, Haydée Torres; Logarezzi, Amadeu José Montagnini

    2017-01-01

    This study addresses the limitations and potential for the development of an adult environmental education program in two protected areas in Brazil. The investigation was based on critical communicative methodology and involved 25 people variously related to puma conservation and environmental education. We found that the staff of protected areas…

  15. Small Business Management Volume III: Curriculum. An Adult Education Program.

    Science.gov (United States)

    Persons, Edgar A.; Swanson, Gordon I.

    The small business management adult education program outlined in this curriculum guide is designed to help small business entrepreneurs solve their business management problems and attain the goals they have established for their businesses and their families. (An instructor's manual and practice problems are in separate volumes.) The 3-year…

  16. Mindfulness, Adult Learning and Therapeutic Education: Integrating the Cognitive and Affective Domains of Learning

    Science.gov (United States)

    Hyland, Terry

    2010-01-01

    Although it has been given qualified approval by a number of philosophers of education, the so-called "therapeutic turn" in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the…

  17. Use of ICT in Distance Education at Hanyang Cyber University: Possible Best Practices for the Institute of Adult Education

    Science.gov (United States)

    Mariki, Belingtone Eliringia

    2013-01-01

    This study was carried out at Hanyang Cyber University (HYCU) in the Republic of Korea. The main purpose of this study was to explore Hanyang Cyber University's experience in the use of ICT in Distance Education (DE) so as to learn best practices that can be adapted by the Institute of Adult Education (IAE) in Tanzania. Specifically, the study…

  18. Assessment of two culturally competent diabetes education methods: individual versus individual plus group education in Canadian Portuguese adults with type 2 diabetes.

    Science.gov (United States)

    Gucciardi, Enza; Demelo, Margaret; Lee, Ruth N; Grace, Sherry L

    2007-04-01

    To examine the impact of two culturally competent diabetes education methods, individual counselling and individual counselling in conjunction with group education, on nutrition adherence and glycemic control in Portuguese Canadian adults with type 2 diabetes over a three-month period. The Diabetes Education Centre is located in the urban multicultural city of Toronto, Ontario, Canada. We used a three-month randomized controlled trial design. Eligible Portuguese-speaking adults with type 2 diabetes were randomly assigned to receive either diabetes education counselling only (control group) or counselling in conjunction with group education (intervention group). Of the 61 patients who completed the study, 36 were in the counselling only and 25 in the counselling with group education intervention. We used a per-protocol analysis to examine the efficacy of the two educational approaches on nutrition adherence and glycemic control; paired t-tests to compare results within groups and analysis of covariance (ACOVA) to compare outcomes between groups adjusting for baseline measures. The Theory of Planned Behaviour was used to describe the behavioural mechanisms that influenced nutrition adherence. Attitudes, subjective norms, perceived behaviour control, and intentions towards nutrition adherence, self-reported nutrition adherence and glycemic control significantly improved in both groups, over the three-month study period. Yet, those receiving individual counselling with group education showed greater improvement in all measures with the exception of glycemic control, where no significant difference was found between the two groups at three months. Our study findings provide preliminary evidence that culturally competent group education in conjunction with individual counselling may be more efficacious in shaping eating behaviours than individual counselling alone for Canadian Portuguese adults with type 2 diabetes. However, larger longitudinal studies are needed to

  19. Methods for adult education Part 1

    Directory of Open Access Journals (Sweden)

    Daniela Brečko

    1998-12-01

    Full Text Available In this paper, the author presents five methods for adult education, primarily intended for use at the start of seminars, workshops, courses or other forms of teaching. The methods for generating participants awareness are particularly important in creating a motivational learning environment, and are primarily intended both to dispel fear and to establish closer links amongst the participants, thus hclping to allow at a later stage for effective exchanges of experience. Each method is presented through three elements: the nature of the teaching aim being followed, the way in which individual methods are put into practice, and the conditions which must be fulfilled if we are effectively to implement a particular method.

  20. Case Studies of Three Midwestern Art Museums as They Function as Adult Education Institutions, with an Introductory History of Adult Education in American Art Museums.

    Science.gov (United States)

    Furstenberg, James Henry

    The study describes current art museum adult education programs and objectives in three art museums. Data were gathered through interviews with museum staffs, from current publications and records, and from clipping files and historical documents. Each museum sponsors training for volunteer guides and a yearly show for collectors, and provides…

  1. Food and Nutrition Practices and Education Needs in Florida's Adult Family Care Homes

    Science.gov (United States)

    Dahl, Wendy J.; Ford, Amanda L.; Gal, Nancy J.

    2014-01-01

    A statewide survey was carried out to determine food and nutrition practices and education needs of Florida's adult family care homes (AFCHs). The 30-item survey included questions on food and nutrition education, supplement use, and menu planning. Infrequent use of menus and nutrition supplements was reported. A strong need was indicated for…

  2. The Belem Framework for Action: Harnessing the Power and Potential of Adult Learning and Education for a Viable Future

    Science.gov (United States)

    Adult Learning, 2012

    2012-01-01

    This article presents the Belem Framework for Action. This framework focuses on harnessing the power and potential of adult learning and education for a viable future. This framework begins with a preamble on adult education and towards lifelong learning.

  3. Illinois State Plan: Adult Education and Family Literacy. Under Title II of the Workforce Investment Act of 1998, Adult Education and Family Literacy Act

    Science.gov (United States)

    Illinois Community College Board, 2014

    2014-01-01

    This document contains Illinois' State Plan for Adult Education and Family Literacy under Title II of the Workforce Investment Act of 1998 for July 1, 1999, through June 30, 2015. The plan is comprised of the following sections: (1) Eligible agency certifications and assurances; (2) Description of the steps to ensure direct and equitable access;…

  4. Health Literacy and Education Predict Nutrient Quality of Diet of Socioeconomically Diverse, Urban Adults.

    Science.gov (United States)

    Kuczmarski, Marie F; Adams, Erica L; Cotugna, Nancy; Pohlig, Ryan T; Beydoun, May A; Zonderman, Alan B; Evans, Michele K

    2016-01-01

    Research has shown that health literacy may be a stronger predictor of health than age, employment status, education level, race, and income. Evidence supports a strong link between low health literacy and poor dietary management of chronic diseases. The aim was to evaluate the relationship of micronutrient quality of diet, health numeracy and health literacy in White and African American adults randomly selected from 13 Baltimore neighborhoods. Cross-sectional analysis of Wave 3 (2009-2013) of the longitudinal Healthy Aging in Neighborhoods of Diversity across the Life Span (HANDLS) study initiated in 2004. Health literacy was measured using the Rapid Estimate of Adult Literacy in Medicine (REALM). Health numeracy was measured using the numeracy subscale of the Test of Functional Health Literacy in Adults (TOFHLA). Nutrient-based diet quality was measured using Mean Adequacy Ratio (MAR-S) scores calculated from 17 micronutrients from diet plus dietary supplement intake. The relationship of MAR-S scores to the health literacy measures were explored with multiple ordinary least square regression models, adjusting for a number of potential confounders. REALM but not numeracy was associated with MAR-S; significant covariates included age, current cigarette smoking status, and energy intake. The interactions of race and educational attainment, and REALM and educational attainment were significant, with the relationship between REALM and MAR-S becoming stronger as education level increased. There is a synergistic relationship between health literacy and educational attainment in predicting nutrient-based diet quality. Education was a stronger predictor for Whites compared to African Americans emphasizing the need for health professionals to focus on both education and literacy when creating and providing diet and health-related interventions and resources.

  5. Diaspora, Migration, and Globalization: Expanding the Discourse of Adult Education

    Science.gov (United States)

    Alfred, Mary V.

    2015-01-01

    This article explores how notions of diaspora, migration, and globalization intersect to inform identities and social realities of those who leave their homeland and resettle in other nations. It calls for expanding the discourse of adult education to incorporate critical studies of the diaspora to make visible the inequality and imbalance of…

  6. Achievements and Perspectives of the Adult Education in Croatia.

    Science.gov (United States)

    Klapan, Anita

    Historical development of adult education in Croatia can be identified in seven phases: (1) the beginning of the 20th century and the period between the two World Wars; (2) World War II; (3) period from 1945 to the early 1950s; (4) early 1950s to 1965; (5) period between 1965 and 1980; (6) 1980s; and (7) period after the fall of the Berlin…

  7. Longitudinal Patterns of Employment and Postsecondary Education for Adults with Autism and Average-Range IQ

    Science.gov (United States)

    Taylor, Julie Lounds; Henninger, Natalie A.; Mailick, Marsha R.

    2015-01-01

    This study examined correlates of participation in postsecondary education and employment over 12?years for 73 adults with autism spectrum disorders and average-range IQ whose families were part of a larger, longitudinal study. Correlates included demographic (sex, maternal education, paternal education), behavioral (activities of daily living,…

  8. Educational status influences cognitive-motor learning in older adults: going to university provides greater protection against aging than going to high school.

    Science.gov (United States)

    Voos, Mariana Callil; Piemonte, Maria Elisa Pimentel; Mansur, Letícia Lessa; Caromano, Fátima Aparecida; Brucki, Sonia Maria Dozzi; Valle, Luiz Eduardo Ribeiro do

    2017-12-01

    To investigate if middle-aged and older adults with a higher education would differ from those with an average education in cognitive-motor tasks involving lower limb function. A walking version of the Trail Making Test (Walking Executive Function Task, [WEFT]) was used. Eighty volunteers (40: 50-65 years; 40: 66-80 years) were subdivided into average (6-11years of education) and higher education (12-17 years). They received two training sessions (session 1: eight repetitions, session 2: four repetitions), with a one week-interval between them. The Timed Up and Go (TUG) test was performed before and after the training. Volunteers with an average education showed longer times on the WEFT than those with a higher education. Older adults showed lower retention than middle-aged adults (p education was observed when locomotion was associated with cognitive tasks. Average education resulted in poorer performance and learning than higher education, mainly in older adults. Gait speed increased after training.

  9. Journey to Healthy Aging: Impact of Community Based Education Programs on Knowledge and Health Behavior in Older Adults

    Science.gov (United States)

    McLarry, Sue

    2007-01-01

    The objective of this study was to determine if community based health education programs increased knowledge and health behavior in older adults. The study was a pretest-posttest design with a convenience sample of 111 independent community dwelling older adults. Participants received two disease prevention education presentations: type 2…

  10. A philosophical examination of Mead's pragmatist constructivism as a referent for adult science education

    Science.gov (United States)

    Furbish, Dean Russel

    The purpose of this study is to examine pragmatist constructivism as a science education referent for adult learners. Specifically, this study seeks to determine whether George Herbert Mead's doctrine, which conflates pragmatist learning theory and philosophy of natural science, might facilitate (a) scientific concept acquisition, (b) learning scientific methods, and (c) preparation of learners for careers in science and science-related areas. A philosophical examination of Mead's doctrine in light of these three criteria has determined that pragmatist constructivism is not a viable science education referent for adult learners. Mead's pragmatist constructivism does not portray scientific knowledge or scientific methods as they are understood by practicing scientists themselves, that is, according to scientific realism. Thus, employment of pragmatist constructivism does not adequately prepare future practitioners for careers in science-related areas. Mead's metaphysics does not allow him to commit to the existence of the unobservable objects of science such as molecular cellulose or mosquito-borne malarial parasites. Mead's anti-realist metaphysics also affects his conception of scientific methods. Because Mead does not commit existentially to the unobservable objects of realist science, Mead's science does not seek to determine what causal role if any the hypothetical objects that scientists routinely posit while theorizing might play in observable phenomena. Instead, constructivist pragmatism promotes subjective epistemology and instrumental methods. The implication for learning science is that students are encouraged to derive scientific concepts based on a combination of personal experience and personal meaningfulness. Contrary to pragmatist constructivism, however, scientific concepts do not arise inductively from subjective experience driven by personal interests. The broader implication of this study for adult education is that the philosophically laden

  11. Size & Flow: Adult Education Issues in the Senate Immigration Bill

    Science.gov (United States)

    Murphy, Garrett; Spangenberg, Gail

    2014-01-01

    In this essay Garrett Murphy and Gail Spangenberg report on the need for understanding better than in the past, the number of undocumented immigrants likely to need adult education services under provisions of Senate Immigration Bill S.744. The essay looks at why the issues of "size and flow" are important for planners, providers, and…

  12. Reflections on Mainstreaming Gender Equality in Adult Basic Education Programmes

    Science.gov (United States)

    Lind, Agneta

    2006-01-01

    This article is about mainstreaming gender equality in adult basic learning and education (ABLE). Gender equality is defined as equal rights of both women and men to influence, participate in and benefit from a programme. It is argued that specific gender analyses of emerging patterns of gender relations is helpful in formulating gender equality…

  13. World Perspective Case Descriptions on Educational Programs for Adults: India.

    Science.gov (United States)

    Jayagopal, R.; Burns, E. P.

    Four adult education programs being conducted in India are described in the case studies in this packet. Two of the projects involve literacy; the third promotes literacy as one part of its community development program, and the fourth trains workers in hotel management and catering technology. The literacy programs are (1) development of a…

  14. Initial and Continuing Professional Development of Adult Educators from an Educational-Policy Perspective: Rethinking from Croatia

    Science.gov (United States)

    Cepic, Renata; Mašic, Marijeta

    2016-01-01

    Notwithstanding the fact that adult education is accepted as an equal subsystem in all European countries, it is still characterised by a distinct level of differentiation in the approach and offer, and by a pronouncedly disorganised legislation, which may be seen in the heterogeneity of competences and qualifications expected from adult…

  15. Evaluation of Adult Literacy Education in the United States: A Review of Methodological Issues

    Science.gov (United States)

    Shi, Yan; Tsang, Mun C.

    2008-01-01

    This is a critical review of methodological issues in the evaluation of adult literacy education programs in the United States. It addresses the key research questions: What are the appropriate methods for evaluating these programs under given circumstances. It identifies 15 evaluation studies that are representative of a range of adult literacy…

  16. Adult Education between the Wars: The Curious Case of the Selborne Lecture Bureau

    Science.gov (United States)

    Clarke, Richard

    2010-01-01

    "Independent" lecture agencies are a neglected element in the history of education. Between 1918 and 1939, the Selborne Lecture Bureau was a significant national provider of adult education in Britain, both in its own right and as a supplier of lecture(r)s to Women's Institutes and other bodies, and it pioneered the use of films in…

  17. "You've Got the Power": Documentary Film as a Tool of Environmental Adult Education

    Science.gov (United States)

    Clover, Darlene E.

    2011-01-01

    Educators call for more creative means to combat the moribund narratives of contemporary environmentalism. Using visual methodology and environmental adult education theory, this article discusses how a documentary film titled "You've Got the Power" works to pose questions about complex environmental issues and develop critical thinking…

  18. 21st Century African Philosophy of Adult and Human Resource Education in Southern Africa

    Science.gov (United States)

    Mutamba, Charlene

    2012-01-01

    This paper will attempt to define a philosophy of adult education for the purpose of workforce development in Southern Africa. The different influences such as Ubuntu and communalism, indigenous education, diversity western philosophy, globalization and technology are explored in the context of the Southern African region.

  19. Rethinking Social Justice and Adult Education for Welcoming, Inclusive Communities: Synthesis of Themes

    Science.gov (United States)

    Lange, Elizabeth; Baillie Abidi, Catherine

    2015-01-01

    This chapter summarizes the key themes across the articles on transnational migration, social inclusion, and adult education, using Nancy Fraser's framework of redistributive, recognitive, and representational justice.

  20. What's Missing When Empowerment Is a Purpose for Adult Literacies Education? Bourdieu, Gee and the Problem of Accounting for Power

    Science.gov (United States)

    Galloway, Sarah

    2015-01-01

    This writing critiques the idea that literacies education can and should empower adult learners. The ideas of Pierre Bourdieu and James Paul Gee are analysed with reference to how power and empowerment are understood and what this means for the concrete practice of adult literacies education by educators and students. My concern is that their…

  1. Macroeconomics, (Adult) Education, and Poverty Eradication in Southern Africa

    Science.gov (United States)

    Nhamo, Senia; Nhamo, Godwell

    2006-05-01

    The Millennium Summit held in New York in September 2000 outlined the Millennium Development Goals (MDGs). The first of these involves the eradication of extreme poverty and hunger, setting two targets: halving by 2015 the percentage of the world's populace in 1990 with income less than US-1 a day (i.e., cutting this percentage from 27.9 to 14%); and halving the share of people who suffer from hunger. As for education, the MDGs seek to ensure that all children can complete primary schooling by 2015. Drawing on examples from selected southern African countries, the present study examines the need to strengthen economic support for (adult) education as an instrument of poverty eradication. It argues that human capital is one of the fundamental determinants of economic growth, and that this economic resource is essentially determined in both qualitative and quantitative regards by education.

  2. Determinants of Adult Functional Outcome in Adolescents Receiving Special Educational Assistance

    Science.gov (United States)

    McGeown, H. R.; Johnstone, E. C.; McKirdy, J.; Owens, D. C.; Stanfield, A. C.

    2013-01-01

    Background: This study investigates the role of IQ, autistic traits and challenging behaviours in affecting adult outcomes among adolescents who receive special educational assistance. Methods: A total of 58 participants were recruited from an ongoing longitudinal study. All received assessments of IQ, behavioural patterns (using the Childhood…

  3. Part Three: Where Should Leaders in Adult and Continuing Education Come from?

    Science.gov (United States)

    Jarvis, Peter; Griffith, William S.

    1992-01-01

    Jarvis believes that the diversity of perspectives and understanding of leaders from other disciplines enriches adult/continuing education. Griffith argues that the leadership of outsiders perpetuates dependence on the clientele, media, and content of other disciplines. (SK)

  4. Creating Teacher Capacity in Early Childhood Education and Care Institutions Implementing an Authoritative Adult Style

    Science.gov (United States)

    Omdal, Heidi

    2018-01-01

    The being together intervention intends to raise teacher capacity in Norwegian Early Childhood Education and Care (ECEC) institutions and promote social and emotional development in preschoolers by implementing an authoritative (warm and predictable) adult style in the institution. An authoritative adult balances between building up high quality…

  5. Writing Our Way: Giving Voice to Adult Learning. Adult Higher Education Alliance Annual Conference Proceedings (41st, Orlando, Florida, March 9-10, 2017)

    Science.gov (United States)

    Elufiede, Kemi, Ed.; Flynn, Bonnie, Ed.; Olson, Joann S., Ed.

    2017-01-01

    The 41st annual conference of the Adult and Higher Education Alliance (AHEA) was held at the University of Central Florida in March 2017 and explored the theme, "Writing Our Way: Giving Voice to Adult Learning." Papers in these proceedings include: (1) Transformative Learning Following Job Loss-A Dissertation Renewal (Robert Benway); (2)…

  6. Biological lifestyle factors in adult distance education: predicting cognitive and learning performance

    NARCIS (Netherlands)

    Gijselaers, Jérôme

    2015-01-01

    Gijselaers, H. J. M. (2015, 20 October). Biological lifestyle factors in adult distance education: predicting cognitive and learning performance. Presentation given for the inter-faculty Data Science group at the Open University of the Netherlands, Heerlen, The Netherlands.

  7. Modeling Participation Intention of Adults in Continuing Education--A Behavioral Approach

    Science.gov (United States)

    Lau, Chiu Ming; Chen, Qijie

    2012-01-01

    The study examined how attitudes and subjective norms could be used to predict participation intention of adults in continuing education. In this research, attitudes comprised the two variables of positive attitude and negative attitude and subjective norms included normative belief and motivation to comply. Structural equation modeling using a…

  8. Threshold Pricing: A Strategy for the Marketing of Adult Education Courses.

    Science.gov (United States)

    Lamoureux, Marvin E.

    Because threshold pricing's scope for course price development had a good potential for application to the marketing of services by nonprofit organizations, this study's purpose was to determine the existence and applicability of course price thresholds or ranges to the decisionmaking framework of adult educators, with special reference to…

  9. "Between Rationality and Politics": Autobiographical Portraits of Adult Education Programme Planning.

    Science.gov (United States)

    McLean, Scott

    2000-01-01

    Contrasts two models of adult education program planning: (1) the technical rational model, which asserts that planning is rational application of decision-making processes; and (2) the political model, which views planning as negotiation of personal and organizational interests. Finds a place for both political sensitivity and technical…

  10. Studying global polity in adult education: Lessons learned from comparative and international education. Paper presented at the 57th CIES Conference, New Orleans (USA), 10-15 March

    DEFF Research Database (Denmark)

    Milana, Marcella

    2013-01-01

    The scope of this paper is to outline some theoretical and methodological parameters for investigating the effects of globalization on adult education, by looking at the interactions between inter-states organizations and other political actors in the shaping of ‘global’ adult education policy. M...... could help to further advance a global polity perspective to the study of AE....

  11. The impact of welfare state regimes on barriers to participation in adult education

    DEFF Research Database (Denmark)

    Rubenson, Kjell; Desjardins, Richard

    2009-01-01

    Quantitative and qualitative findings on barriers to participation in adult education are reviewed and some of the defining parameters that may explain observed national differences are considered. A theoretical perspective based on bounded agency is put forth to take account of the interaction...... targeted policy measures that are aimed at overcoming both structurally and individually based barriers. Features of the Nordic model of adult education and empirical results from the 2003 Eurobarometer are discussed in relation to this theoretical perspective....... between structurally and individually based barriers to participation. The model is premised on the assumption that the nature of welfare state regimes can affect a person's capability to participate. In particular, the state can foster broad structural conditions relevant to participation and construct...

  12. Teaching and learning of reading and writing in education of young people and adults: dialogues with the childhood education

    Directory of Open Access Journals (Sweden)

    Greice Ferreira da Silva

    2014-06-01

    Full Text Available This article aims to present a discussion of the methodological aspects of teaching and learning to read and write in adult education, in an attempt to seek a dialogue with the Early Childhood Education by pointing convergent elements between these two instances. And, therefore, it proposes a reflection on the construction of human nature and ownership of reading and writing as a humanizing process from the perspective of historical-cultural theory advocated by Vygotsky and his collaborators. In this context it is presented a pedagogical situation in a public school for kindergarten in the state of Sao Paulo, followed by analysis from the perspective of Bakhtin in order to make some approximations in the teaching and learning of the mother tongue with adults and children.

  13. Anomaly in the education-health gradient: Biomarker profiles among adults with subbaccalaureate attainment levels.

    Science.gov (United States)

    Zajacova, Anna; Johnson-Lawrence, Vicki

    2016-12-01

    This Short Communication builds on recent findings that documented an anomaly in the education-health gradient: adults who attended college but did not earn a BA (the subbaccalaureate group) reported an equal or higher level of health problems than adults with high school (HS) diploma. Our aim is to test whether this anomaly holds when we eliminate potential reporting differences, by examining biomarker levels in the subbaccalaureate vs HS groups. Using the restricted 1999-2012 NHANES, we estimate models of biomarkers for cardiovascular and metabolic diseases as a function of educational attainment, including three subbaccalaureate levels: "some college", vocational associate degree (AA), and academic AA. The data show that adults with "some college" or vocational AA have no systematic advantage over HS graduates in most biomarker indices while academic AA is associated with a significantly better risk profile compared to HS. The findings indicate that the adults with some college and vocational AA degrees do not benefit from their college experience in terms of improved physiological risk profile. This pattern underscores the need to understand and explain the anomalous health pattern that concerns 28% of American adults in the subbaccalaureate group among whom many reap little health payoffs to postsecondary schooling.

  14. Tearing Down Our Little Berlin Walls. New Developments in British and Welsh Adult Continuing Education.

    Science.gov (United States)

    Francis, Hywel

    1990-01-01

    The chief providers of adult continuing education in Britain are dependent on central government policy and financial support. In the new world of the 1990s, a needs-based rather than enterprise strategy should strive for accessibility, coherence, and quality, with the focus on the adult learner. (SK)

  15. Education, employment, and independent living of young adults who are deaf and hard of hearing.

    Science.gov (United States)

    Appelman, Karen I; Callahan, Judy Ottren; Mayer, Margaret H; Luetke, Barbara S; Stryker, Deborah S

    2012-01-01

    Little information is available on the education, employment, and independent living status of young deaf and hard of hearing adults who have transitioned from high school. The present article reports postsecondary outcomes of 46 young adults who had attended for at least 4 years a non-public agency school in the northwestern United States specializing in deaf education. School administrators had developed a specific philosophy and operationalized it in an academic and literacy-based curriculum incorporating a grammatically accurate signing system. The researchers found that most or all participants had finished high school, had earned a college degree, were employed, and were living independently. Findings are discussed in terms of the available literature and the study's contribution to a limited body of recent research on young postsecondary deaf and hard of hearing adults.

  16. Reproductive health education and sexual risk among high-risk female adolescents and young adults.

    Science.gov (United States)

    Ancheta, Rosedelia; Hynes, Colin; Shrier, Lydia A

    2005-04-01

    The objective of this study was to explore the associations of sources, content, and timing of reproductive health education with cognitive and behavioral sexual risk in a sample of high-risk female adolescents and young adults. Female adolescents and young adults (n=113, median age 17 years) receiving treatment for a sexually transmitted disease (STD) reported sources of reproductive health education, topics covered, and when first formal education occurred. Dependent variables included sexual risk knowledge; condom attitudes, negotiation skills, and use (consistent and at last sex); and number of sexual partners. Most participants reported receiving reproductive health education from both parental (80%) and formal sources (92%). Parents discussed the menstrual cycle (94%) more frequently than other sex education topics, while formal sources focused most on teaching about STDs (91%). Although median age of first formal instruction was 12 years, 26% of girls received their first formal education during or after the year they initiated coitus. Girls with a parental source of education and those receiving formal instruction on pregnancy reported greater ability to negotiate condom use. Girls who received education later in relation to the onset of sexual activity and those with a parental source of education reported more sexual partners. Early reproductive health education and education from both parental and formal sources is associated with reduced sexual risk among high-risk adolescent girls. Interestingly, receiving parental education is also associated with more sexual partners, suggesting that parental educational efforts may be reactive to their daughters' increasing sexual risk behavior. Future research should examine multiple sources of reproductive health education and the timing of education from these sources to enhance understanding the dynamic interactions between reproductive health education and adolescent sexual risk.

  17. Adult education in the United States of America

    DEFF Research Database (Denmark)

    Milana, Marcella; McBain, Lesley

    2014-01-01

    -party alignment in linking adult education to occupational skill training, and English-language instruction to civic learning, while tightening standards and accountability measures for states, thus conditioning curricular content, but also opening to new providers. While this still hides party differences...... and Opportunity Act was signed into law. In this contribution we examine how broader Republican and Democrat party-values feed into the legal debate around the reauthorization of the 1998 Act, and whether the ‘great recession’ has had a detectable influence. Our findings pinpoint at a slow but steady across...

  18. A consideration of cognitive factors in the learning and education of older adults

    Science.gov (United States)

    Fry, Prem S.

    1992-07-01

    The purpose of this paper is to consider the unique cognitive and intellectual factors that influence the learning and education of older adults. With this objective in mind, the paper reviews the empirical literature on patterns of intellectual and cognitive aging, and ends by discussing the implications and applications of these patterns for the practical and effective education of our elderly citizenry. When we consider the aging of intellectual abilities we are concerned with studying the development of fluid, crystallized and practical intelligence and variations in these abilities from adulthood into advanced old age. We are also concerned with looking at changes in cognitive functions such as attention, memory, information retrieval and tolerance for interference in learning capacity. Much recent work has been successful in showing that intellectual and cognitive decline in old age is not necessarily irreversible. While many elderly persons are very able learners, are highly self-directed, and have ample educational and intellectual resources available, others may benefit from assistance or suggestions about how to compensate for some of the cognitive declines in old age. With this objective the implications are discussed for educators and practitioners who must formulate cognitive training programs for older adults.

  19. Childhood (Mis)Fortune, Educational Attainment, and Adult Health: Contingent Benefits of a College Degree?

    Science.gov (United States)

    Schafer, Markus H.; Wilkinson, Lindsay R.; Ferraro, Kenneth F.

    2013-01-01

    College-educated adults are healthier than other people in the United States, but selection bias complicates our understanding of how education influences health. This article focuses on the possibility that the health benefits of college may vary according to childhood (mis)fortune and people's propensity to attain a college degree in the first…

  20. Adult education as information and help in forming opinions shown from the example of nuclear power

    International Nuclear Information System (INIS)

    Wild, W.; Markus, B.; Dietrich, T.; Schmitt Glaeser, W.

    1977-01-01

    The lectures printed here, partly in revised form, were given at a University meeting for teachers in adult education on July 9th and 10th 1976 in Bayreuth, with the main theme of 'Adult education as information and help in forming opinions shown from the subject of nuclear power'. It should be shown by examples related to this problem, which urgently requires more objectivity, and which will be freed of emotional opinions with extraordinary difficulty, how complex such objects can be and how many different aspects have to be taken into account. The grouping of scientific referees, a teacher, a nuclear physicist, a radiation biologist and a lawyer, makes the plurality of the aspects quite clear. Themes: 1) The contribution of adult education to de-idealogising the population, 2) The scientific and technical basis of generation and use of nuclear power, 3)Radiation stresses of living organismus, particularly human being. 4) Smug authorities, protesting citizens, overload judges. (GL) [de

  1. The effects of the empowerment education program in older adults with total hip replacement surgery.

    Science.gov (United States)

    Huang, Tzu-Ting; Sung, Chia-Chun; Wang, Woan-Shyuan; Wang, Bi-Hwa

    2017-08-01

    To measure the effectiveness of an education empowerment program on primary (self-efficacy and self-care competence) and secondary outcomes (Activities of Daily Life, mobility, depressive mood and quality of life) for older adults with total hip replacement surgery. Degenerative arthritis is a common and serious chronic illness that impacts the quality of life of older adults. As joints continue to degenerate and the hip damaged by arthritis, activities of daily life will be difficult to perform due to severe hip pain and joint stiffness. Therefore, hip replacement surgery should be considered and effective nursing care should be provided to improve the recovery of older adults. A prospective randomized control trial. A trial was conducted from September 2013 - May 2014 in two hospitals in northern Taiwan. 108 participants were random assigned to either the education empowerment group or in the comparison group. The researchers collected baseline data at admission and outcomes on the day of discharge, one month after and three months after the discharge. After the interventions, the education empowerment group participants demonstrated significantly higher self-care competence and self-efficacy and lower depressive inclinations compared with those in the comparison group. Participants in both groups significantly improved on activities of daily life, mobility and quality of life over the course of the interventions. This education empowerment intervention was very effective in enhancing participants' outcomes. Moreover, involving both older adults and their caregivers for the participation this program is recommended for a greater impact. © 2017 John Wiley & Sons Ltd.

  2. A Parent's Dream Come True: A Study of Adult Students Who Are Parents and Their Academic Engagement in Higher Education

    Science.gov (United States)

    Muser, Heather M.

    2017-01-01

    The context and experiences of student-parents is an important topic for higher education. Educators need to know who these adult students are and where they come from. Due to the additional responsibilities that student-parents carry, educators are challenged by the fact that most of these adult students are enrolled in higher education on a…

  3. An Assessment of Non-Formal Education and Training Centres' Linkages with Role-Players for Adult Employment in South Africa

    Science.gov (United States)

    Mayombe, Celestin

    2017-01-01

    This article outlines the results of a qualitative study, which investigated the adult non-formal education and education (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after…

  4. 75 FR 47566 - Office of Vocational and Adult Education; Overview Information; Promoting Rigorous Career and...

    Science.gov (United States)

    2010-08-06

    ... DEPARTMENT OF EDUCATION Office of Vocational and Adult Education; Overview Information; Promoting... Preference Priority: For FY 2010, this priority is a competitive preference priority. Under 34 CFR 75.105(c... meets this priority. This priority is: Commitment to the Project The Assistant Secretary for Vocational...

  5. Lessons in Beauty: Art and Adult Education. Studies in Pedagogy, Andragogy, and Gerontagogy, Volume 35.

    Science.gov (United States)

    van Gent, Bastiaan

    This book explores the connections between art and education and, specifically, the links among the art of painting, the training of artists, and the education of adults. Five chapters discuss moralization, professionalization, aestheticization, musealization, and indoctrination. "Instruction and Diversion: Moral Lessons in Dutch Art"…

  6. End-of-Year 2010-11 Progress Report to the Legislature: Implementation and Impact of the Workforce Investment Act, Title II Adult Education and Family Literacy Act

    Science.gov (United States)

    CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2012

    2012-01-01

    The Federal Workforce Investment Act (WIA), Title II: Adult Education and Family Literacy Act (AEFLA) provides funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act…

  7. Whetting disadvantaged adults' appetite for nutrition education.

    Science.gov (United States)

    Pettigrew, Simone; Biagioni, Nicole; Moore, Sarah; Pratt, Iain S

    2017-10-01

    To identify the features of a nutrition education programme for disadvantaged adults deemed most attractive and useful by participants. A two-year, multi-method, qualitative evaluation of pre and post data collected from programme participants. Data were imported into NVivo10 for coding to facilitate a thematic analysis. Western Australia. Participants Individuals attending the Western Australian FOODcents nutrition education programme that is designed to provide knowledge and skills needed to consume a healthy diet on a budget. Focus groups were conducted several weeks after course completion (five groups, forty-seven participants), observations were conducted during FOODcents sessions (thirty-one observation episodes, 237 participants), and open-ended questions were asked in pre-post hard-copy surveys administered in sessions (n 927) and an online survey administered on average six weeks after course completion (n 114). The course attributes that were found to be especially important to participants were: (i) user-friendly, practical information that could be immediately translated to their daily lives; (ii) experiential learning that involved direct contact with food products; and (iii) opportunities for social interaction. These aspects of nutrition education were described as being highly influential in the decision to participate in the course, the application of the information in their subsequent food purchase and preparation activities, and their word-of-mouth communications with others about the course. Incorporating aspects of most importance to participants into nutrition education programme delivery and promotion may increase joining rates, enjoyment, satisfaction with course content and, ultimately, the uptake of recommended behaviours.

  8. Educational status influences cognitive-motor learning in older adults: going to university provides greater protection against aging than going to high school

    Directory of Open Access Journals (Sweden)

    Mariana Callil Voos

    Full Text Available ABSTRACT Objective: To investigate if middle-aged and older adults with a higher education would differ from those with an average education in cognitive-motor tasks involving lower limb function. Methods: A walking version of the Trail Making Test (Walking Executive Function Task, [WEFT] was used. Eighty volunteers (40: 50–65 years; 40: 66–80 years were subdivided into average (6–11years of education and higher education (12–17 years. They received two training sessions (session 1: eight repetitions, session 2: four repetitions, with a one week-interval between them. The Timed Up and Go (TUG test was performed before and after the training. Results: Volunteers with an average education showed longer times on the WEFT than those with a higher education. Older adults showed lower retention than middle-aged adults (p < 0.001. The TUG was faster after the WEFT training (p < 0.001. Conclusion: The impact of education was observed when locomotion was associated with cognitive tasks. Average education resulted in poorer performance and learning than higher education, mainly in older adults. Gait speed increased after training.

  9. Assessing the Usability of Web-Based Alcohol Education for Older Adults: A Feasibility Study.

    Science.gov (United States)

    Fink, Arlene; Kwan, Lorna; Osterweil, Dan; Van Draanen, Jenna; Cooke, Alexis; Beck, John C

    2016-02-01

    Older adults can experience unfavorable health effects from drinking at relatively low consumption levels because of age-related physiological changes and alcohol's potentially adverse interactions with declining health, increased medication-use and diminishing functional status. At the same time, alcohol use in older adults may be protective against heart disease, stroke, and other disorders associated with aging. We developed "A Toast to Health in Later Life! Wise Drinking as We Age," a web-based educational intervention to teach older adults to balance drinking risks and benefits. To examine the intervention's feasibility in a sample of community-dwelling current drinkers ≥55 years of age and examine its effects on their quantity and frequency of alcohol use, adherence to standard drinking guidelines, and alcohol-related risks. Participants were recruited in person, by mail and by telephone between September and October 2014 from a community-based social services organization serving Los Angeles County. Once enrolled, participants were randomly assigned to the intervention or to a control group. The conceptual frameworks for the intervention were the Health Belief Model, models of adult learning, and the US Department of Health and Human Services guidelines for designing easy-to-use websites. The intervention's content focuses on the relationship between drinking and its effects on older adults' medical conditions, use of medications, and ability to perform daily activities. It also addresses quantity and frequency of alcohol use, drinking and driving and binge drinking. The control group did not receive any special intervention. Data on alcohol use and risks for both groups came from the online version of the Alcohol-Related Problems Survey and were collected at baseline and four weeks later. Data on usability were collected online from the intervention group immediately after it completed its review of the website. The 49 intervention and 47 control

  10. Global polity in adult education and UNESCO: landmarking, brokering, and framing policy

    DEFF Research Database (Denmark)

    Milana, Marcella

    2016-01-01

    Taking into account the complexity and multidimensionality of local-global interconnections, the author argues for the adoption of a global polity perspective in adult education, which is applied to study mobilization processes that occur through UNESCO. The findings point to three processes, nei...

  11. Community Building as an Instructional Goal in Japanese Adult Basic Education

    Science.gov (United States)

    Jacobson, Erik

    2009-01-01

    This paper presents the results of a multisite case study of adult basic education in Japan. A key finding of the study is that as part of community building within classrooms, students, teachers, and administrators prioritize human relations and expressions of empathy rather than academic skill development. In contrast to Japanese educational…

  12. Casualisation and the Adult Education Labour Market--An Industry in Crisis?

    Science.gov (United States)

    Childs, Merilyn

    2000-01-01

    A 4-year study of 70 adult educators in the vocational training sector showed that they had diverse work patterns, with increasing numbers in casual, contractual, or part-time work. Employee flexibility was rarely rewarded or reciprocated by employers. Wage polarization increased, and a view was emerging that casualization was inevitable. (SK)

  13. Career Technical Education: Keeping Adult Learners Competitive for High-Demand Jobs

    Science.gov (United States)

    National Association of State Directors of Career Technical Education Consortium, 2011

    2011-01-01

    In today's turbulent economy, how can adult workers best position themselves to secure jobs in high-demand fields where they are more likely to remain competitive and earn more? Further, how can employers up-skill current employees so that they meet increasingly complex job demands? Research indicates that Career Technical Education (CTE) aligned…

  14. Native Students with Problems of Addiction. A Manual for Adult Educators.

    Science.gov (United States)

    Hale, Janet Campbell; And Others

    This manual's purpose is to help adult-education instructors to deal with addictive or preaddictive behavior in their Native American students. The impact of alcohol and drug-related social problems has been devastating to Native communities. It is essential to examine broader issues such as cultural identity, ethnic pride, self-confidence, and…

  15. Are Comic Books Appropriate Health Education Formats to Offer Adult Patients?

    Science.gov (United States)

    Ashwal, Gary; Thomas, Alex

    2018-02-01

    Physicians who recommend patient education comics should consider that some patients might question the appropriateness of this format, especially in the US, where a dominant cultural view of comics is that they are juvenile and intended to be funny. In this case, Dr. S might have approached communication with Mrs. T differently, even without knowing her attitude toward comics as a format for delivering health information. Dr. S could acknowledge that though some people might not expect useful medical information in a comic format, it has unique aspects and new research on patient education comics shows that even adults are finding this medium to be effective, educational, and engaging. Offering comics to patients, however, does potentially require patient educators to invest additional time to review and assess their accuracy and relevance. © 2018 American Medical Association. All Rights Reserved.

  16. Voices of Young Adults with Autism and Their Perspective on Life Choices after Secondary Education

    Science.gov (United States)

    Galler, Susan

    2013-01-01

    The purpose of this phenomenological qualitative research study was to explore how young adults who have an autism spectrum disorder perceive their life choices after secondary education. The focus participants in the sample were young adults with Autism Spectrum Disorder (ASD). For the purpose of this research, ASD includes autism and Asperger's…

  17. Creative and innovative competence as a task for adult education

    DEFF Research Database (Denmark)

    Rasmussen, Palle

    2012-01-01

    Innovation is seen as a key factor in economic competitiveness and persons who can contribute to and participate in innovation are much wanted. Consequently adult education as well as other parts of educational systems is confronted with demands that the learning environments and the teaching...... should foster creativity, innovative skills and entrepreneurship. But what is the nature of such skills, and how can they be developed through education? In the paper I present and discuss a way of approaching this problem. I focus on three interlinked themes: (1) the concept of creative and innovative...... competence, which I understand as the capacity of a person, given the resources and the situation allows it, to effect visible innovation in a domain of knowledge and practise; (2) the patterns of resources and participation associated with this type of competence, drawing especially on a Danish survey...

  18. A computerized program to educate adults about environmental health risks

    International Nuclear Information System (INIS)

    Adams, M.; Dewey, J.; Schur, P.

    1993-01-01

    A computerized program called Environmental Risk Appraisal (ERA) has been developed to educate adults about environmental health risks and to motivate positive behavior change. A questionnaire addresses issues such as radon, environmental tobacco smoke, pesticides, lead, air and water pollution, and work-site risks. Responses are computer processed in seconds to produce an individualized computer printout containing a score, educational messages, and phone numbers to call for more information. A variety of audiences including environmental groups, worksites, women's organizations and health professionals were represented in this study of 269 participants. Many respondents indicated they were exposed to important environmental hazards and nearly 40 percent reported they had, or might have had, an environmental related illness at some time. Preliminary evaluation indicates the program is effective as an educational tool in raising awareness of environmental health risks

  19. When Work Comes First: Young Adults in Vocational Education and Training in Norway

    Directory of Open Access Journals (Sweden)

    Anna Hagen Tønder

    2017-11-01

    Full Text Available Since reforms implemented in 1994, vocational education and training (VET in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational programmes is 2 years of school-based education, followed by 2 years of apprenticeship training. However, in practice, only a minority follow the standard route and acquire a trade certificate within 4 years. The average age upon completion of a vocational programme in Norway is 28 years, which is among the highest in the OECD. The purpose of this study was to explore personal trajectories within the Norwegian context to gain a better understanding of why people choose to obtain a trade certificate as young adults, instead of following the standardized route, drawn up by policy makers. Qualitative interviews were conducted with 34 people who obtained a trade certificate when they were aged between 25 and 35 years. The study showed that the opportunity to acquire formal VET qualifications through workplace learning provides an important second chance for many young adults in Norway. Based on the findings, we argue that policy makers need to see educational achievement in a long-term perspective and to design institutional structures that support learning opportunities at work, as well as in formal educational settings.

  20. Lecturas sobre educacion de adultos en America latina (Readings on Adult Education in Latin America). Serie: Retablo de Papel 14.

    Science.gov (United States)

    Latapi, Pablo, Comp.; Castillo, Alfonso, Comp.

    Twelve essays written in Spanish on the state of adult education in Latin America are presented. The essays are organized into three main sections, including: "Concepto y evolucion historica de la educacion de adultos" (Conception and Historical Evolution of Adult Education); "Aspectos particulares" (Specific Subjects); and…

  1. An investigation of perceptions of programme quality support of adult basic education programmes.

    Science.gov (United States)

    Udouj, Gary; Grover, Kenda; Belcher, Greg; Kacirek, Kit

    2017-04-01

    This study was designed to identify the degree to which the directors of adult basic education programs perceive they have program quality support, as evidenced by a well-defined mission and role in the community, a management system, human resources management, and a suitable learning environment. NSCALL's Evidence-based program self-assessment (2006) was modified and administered electronically to administrators of adult education programs in a mid-southern state. Findings indicated that most directors perceive they are implementing the indicators of program quality support in all of the areas surveyed. A research-based annual self-study that considers the quality indicators is recommended, leaving a need for an update to the NCSALL assessment for use as a program assessment instrument. Copyright © 2016 Elsevier Ltd. All rights reserved.

  2. Formation of teachers for the Education of Young and Adults: an analysis of Curriculum Guidelines

    Directory of Open Access Journals (Sweden)

    Romilda Teodora Ens

    2015-01-01

    Full Text Available This article examines the curricular guidelines for the Education of Young and Adults (EJA federal, statewide (Paraná and municipal (Curitiba. Resumes the educational policies of the Governments Collor, FHC and Lula, seeking to identify whether these documents recognize, or indicate the need for specific training to teachers who work in teaching mode. From the epistemological basis of hermeneutics we performed a documentary analysis of the guidelines, guided by content analysis technique proposed by Bardin (2012. Among the authors that substantiate this reflection are: Haddad and Di Pierro (2000; Paiva (2003; Di Pierro (2010; Gadotti (2011; Arroyo (2011; Capucho (2012. The results indicate that the educational policies dealing with the training of teachers to the EJA superficially. In this context, it is necessary to re-evaluate these policies, with the aim of ensuring a quality education for all young, adults and seniors who return to school in search of a right denied.

  3. Recruitment Issues and Strategies for Adults Who Are Not Currently Participating in Literacy and Adult Basic Education (ABE) Programs.

    Science.gov (United States)

    Kohring, Aaron

    Adult basic education (ABE) and literacy programs have used many different strategies and tools to recruit new students. A small sampling of Tennessee ABE programs shows the more effective recruitment strategies are word-of-mouth referrals; newspaper advertisements and articles; fliers; brochures; posters, radio messages, and public service…

  4. The role of educational level and job characteristics on the health of young adults.

    Science.gov (United States)

    Karmakar, Sunita D; Breslin, F Curtis

    2008-05-01

    The mediating effect of job characteristics in the socioeconomic status (SES)-health relationship has not been well studied in the young adult population. The early health trajectory is important to study since the health trajectories of young people shape their health in later years. The purpose of this study was to determine whether the education defined SES-health relationship is mediated through job characteristics, controlling for healthy lifestyle factors in young adults. We hypothesize that accounting for differences in job quality would reduce the education-health gradient. Using a sample of 10,215 Canadian workers aged 20-29 years, we used multivariable logistic regressions to examine the associations of sociodemographic, work, and lifestyle factors with two health outcomes, self-perceived health and work-related injury. The key findings indicate that job characteristics partly explain the education gradient observed in work-related injuries, and to a lesser extent in self-perceived health for working young adults. Our results show that increased physical exertion and working in sales and service or manual occupations were job characteristics which were independently associated with work-related injuries, while low work-related social support and irregular shift work were associated with poor self-perceived health. Lifestyle factors have a greater association with the education-self-perceived health relationship. This pattern of findings suggests that work factors related to education have a more specific effect on occupational health early in the health trajectory. These findings have potential practical implications since policies to reduce poor health must be targeted at appropriate age groups, as workers need to be healthy in their younger years in order to stay in the workforce as they age.

  5. The Importance of Material Resources and Qualified Trainers in Adult Non-Formal Education and Training Centres in South Africa

    Science.gov (United States)

    Mayombe, Celestin; Lombard, Antoinette

    2016-01-01

    Non-formal education and training (NFET) programmes in public and private centres in South Africa aim to meet the training needs of adults who have been deprived of formal education which would have fostered skills acquisition and access to employment earlier in their lives. The concern which informs this paper is that adults who face long-term…

  6. A European Demos? The Nordic Adult Education Tradition--Folkeoplysning--Faces a Challenge.

    Science.gov (United States)

    Korsgaard, Ove

    2002-01-01

    The Nordic tradition of folkeoplysning (Denmark, Norway) or folkbildning (Sweden) is a form of adult education--"people's enlightenment"--linked to the emergence of democracy. Differing social, political, and cultural emphases attached to "folk"/"people" in various European languages have implications for the role of…

  7. Perception of Young Adults on Online Games: Implications for Higher Education

    Science.gov (United States)

    Chen, Liwen; Chen, Tung-Liang; Liu, Hsu-Kuan Jonathan

    2010-01-01

    The purpose of this study is to identify and categorize the perceptions of young adults before we allocate the resources to design, develop, and implement digital game-based learning in higher education institutions in Taiwan. Q-methodology was conducted for this study because it is a quantitative analysis of subjective data. Thirty young adults…

  8. Education and working life: VET adults' problem-solving skills in technology-rich environments

    OpenAIRE

    Hämäläinen, Raija; Wever, Bram De; Malin, Antero; Cincinnato, Sebastiano

    2015-01-01

    The rapidly-advancing technological landscape in the European workplace is challenging adults’ problem-solving skills. Workers with vocational education and training need flexible abilities to solve problems in technology-rich work settings. This study builds on Finnish PIAAC data to understand adults’ (N=4503) skills for solving problems in technology-rich environments. The results indicate the critical issue that more than two thirds of adults with vocational education and train...

  9. Educating adult females for leadership roles in an informal science program for girls

    Science.gov (United States)

    McCreedy, Dale

    The purpose of this study is to gain an understanding of and an evidentiary warrant for, how a community of practice focused on informal science learning, can engage and promote active participation that offers adult female members and the community opportunities for legitimacy and transformation. This study is a qualitative, ethnographic research study that documents how adult female volunteers, historically inexperienced and/or excluded from traditional practices of science, come to engage in science activities through an informal, community-based context that helps them to appreciate science connections in their lives that are ultimately empowering and agentic. I begin to understand the ways in which such informal contexts, often thought to be marginal to dominant educational beliefs and practices, can offer adults outside of the field of science, education, or both, an entree into science learning and teaching that facilitate female's participation in legitimate and empowering ways. Using descriptive analyses, I first identify the characteristics of peripheral and active program participants. Through phenomenological analyses, I then develop an understanding of participation in an informal science program by focusing on three adult female members' unique trajectories of participation leading to core member status. Each draws on different aspects of the program that they find most salient, illustrating how different elements can serve as motivators for participation, and support continuation along the trajectory of participation reflecting personal and political agency. Through a purposeful ethnographic case-study analysis, I then explore one core member's transformation, evidenced by her developing identities as someone who enjoys science, engages in science activities, and, enacts a role as community old timer and door opener to science learning. This study: (1) contributes to the limited knowledge base in fields of informal learning, science education, and

  10. Intercultural Constellations in Adult Education: Observations on the State of Anglo-German Relations before and after the First World War.

    Science.gov (United States)

    Friedenthal-Haase, Martha

    1993-01-01

    A literature review of adult education and Anglo-German connections, 1880-1933, showed that interculturality played an essential role in identity formation at the interface of culture and politics. Adult education developed as an autonomous area of international communication between British and German citizens despite political realities. (SK)

  11. Educator Perceptions of Visual Support Systems and Social Skills for Young Adults with Autism Spectrum Disorders

    Science.gov (United States)

    Miller, David James

    2016-01-01

    Young adults with Autism Spectrum Disorder (ASD) face unique social skills challenges as they transition into independent living environments and seek fulfilling relationships within their communities. Research has focused on social education and interventions for children with autism, while transitioning young adults with ASD have received…

  12. General Education Development (GED®) Credential Attainment, Externalizing Disorders, and Substance Use Disorders in Disconnected Emerging Adults

    Science.gov (United States)

    Bergman, Andrea; Kong, Grace; Pope, Alice

    2014-01-01

    There are many benefits for emerging adults, both financial and personal, in obtaining a General Education Development (GED®) credential (Ou, 2008). However, little is known about the correlates of GED® credential attainment in "disconnected" emerging adults attending GED® programs. Our goal was to examine whether externalizing…

  13. Cross-National Patterns of Participation in Adult Education and Policy Trends in Korea, Norway, and Vietnam

    Science.gov (United States)

    Desjardins, Richard; Melo, Veriene; Lee, Jeongwoo

    2016-01-01

    Using comparative data, this article examines the level and distribution of participation in adult education (AE) opportunities among countries that participated in PIAAC (Programme for the International Assessment of Adult Competencies). It considers observed cross-country patterns in relation to some mechanisms that drive unequal chances to…

  14. The Costs and Benefits of Undertaking Adult Education Courses from the Perspective of the Individual

    Science.gov (United States)

    AONTAS The National Adult Learning Organisation, 2009

    2009-01-01

    The aim of this study is to examine the costs and benefits of undertaking adult education courses from the perspective of the individual, using three different case studies. This will give a snapshot of the benefits and the types of costs incurred by three adult learners. Three individuals were contacted by Aontas and were asked if they would be…

  15. The Intervention of Adult Education in Surface Water Pollution in the ...

    African Journals Online (AJOL)

    The vulnerability of surface water in the Niger-Delta Region of Nigeria to frequent oil spills and has other pollutants have had negative effects on the fragile mangrove ecosystem, wildlife, aquatic resources and most importantly on man. It is in this regard that the intervention of adult education came into being to see that the ...

  16. Global Polity in Adult Education and UNESCO: Landmarking, Brokering and Framing Policy

    Science.gov (United States)

    Milana, Marcella

    2016-01-01

    Aknowledging the complexity of local-global interconnections, the author argues for the adoption of a global polity perspective in adult education, here applied to study mobilisation processes that occur through UNESCO. The findings point to three processes that cross geopolitical borders and professional interests: "landmarking," by…

  17. The Role of Mass Media in the Delivery of Adult Education for ...

    African Journals Online (AJOL)

    We live in a global world where everyone is interconnected. Investment in the education of adults which will eventually lead to skills development, information and communication technologies, and capital formation at the grassroots level through the mass media cannot be understated. The main thing that separates ...

  18. Implementation of ISO 9000 Quality Standard into Adult Education

    Directory of Open Access Journals (Sweden)

    Andrej Sotošek

    2000-12-01

    Full Text Available Competition in the field of adult education in Slovenia has become very tough  in the second half of the 1990s. Therefore, educational institutions are forced to use every advantage over the competitors in the educational market. One of them is the quality system in educational process. Such competitive position setting strategic development objectives is also the strategy of UPI - Ljudska univerza Žalec. Through development objectives, relationships with our partners and customers, as well as on the basis of analysis of the position and connections of Slovenia within the European Union and its involvement in international projects we estimated that we should set up a quality system in our institution involving managerial, organisational and professional function. It is important that the system should be comparable and verifiable according to the European standards. We have chosen the Quality System according to ISO 9000 quality standards as the most suitable model. It offers an institutional framework as well as a good basis for an internal and external verification of the efficiency of the system in real life. It also enables corrections to deviations. However, it lacks a stronger stress on internal self-control and self-evaluation, which is emphasised in the model of quality assurance in education developed by a group of experts to order of Ministry of Education and Sport. Both model s can be combined and are mutually compatible. I am convinced of the great importance of self-evaluation in education. Yet, without an appropriate institutional framework and basic external verification the self-evaluation remains on the interna! and subjective level of judgement within an individual educational institution.

  19. For the Arts To Have Meaning...A Model of Adult Education in Performing Arts Organizations.

    Science.gov (United States)

    Kitinoja, L.; Heimlich, J. E.

    A model of adult education appears to function in the outreach programs of three Columbus (Ohio) performing arts organizations. The first tier represents the arts organization's board of trustees, and the second represents the internal administration of the company. Two administrative bodies are arbitrarily labelled as education and marketing,…

  20. Focus-Group Evaluation of Nutrition Education Displays by Hispanic Adults Who Live in the USA

    Science.gov (United States)

    Chambers, Delores H.; Munoz, Alejandra M.

    2009-01-01

    Purpose: The purpose of this paper is to examine the acceptability and effectiveness of visual displays of nutrition educational information for low-income Hispanic adults in the USA and to determine whether this population have different perceptions of the same nutrition education displays or express different needs than low-income Caucasian…

  1. Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory

    Science.gov (United States)

    Weber-Mayrer, Melissa M.

    Research that describes how adults acquire and use new information, collectively called adult learning theory, has potentially important implications for facilitating such adult learning experiences as educator professional development. The purpose of this study was to examine whether integrating adult teaching practices derived from adult learning theories into early childhood educators professional development would result in better gains in educator engagement in professional development, phonological awareness abilities, phonological awareness knowledge, and language and literacy beliefs. The impact on educator engagement and educator proximal knowledge was analyzed using one way ANOVA. The impact on educator phonological awareness abilities, phonological awareness general knowledge, and beliefs was analyzed using a 3 X (2 X S) mixed analyses of variance to examine the pretest to posttest change between educators participating the three conditions. Results revealed significant findings for increased engagement in professional learning and gains in educators general knowledge. This study is a first step in understanding effective adult teaching practices that may or may not contribute to better educator outcomes and promoting more effective professional learning experiences for early childhood educators.

  2. Promoting democratic citizenship through non-formal adult education : the case of Denmark

    DEFF Research Database (Denmark)

    Milana, Marcella; Bern Jensen, Tore

    Since the mid-90es the importance of strengthening democratic citizenship (DC) through learning activities has become an important aspect of European education policy. Accordingly, civic competences (CCs), "based on knowledge of social and political concepts and structures and a commitment...... activities organized by the non-formal adult education system in cooperation with national NGOs, which aim at promoting CCs among the out-of-school and unemployed population. The analysis will draw extensively on the Danish "folkeoplysning" research tradition, which provides a useful frame for interpreting...

  3. Education and levels of salivary cortisol over the day in US adults.

    Science.gov (United States)

    Dowd, Jennifer B; Ranjit, Nalini; Do, D Phuong; Young, Elizabeth A; House, James S; Kaplan, George A

    2011-02-01

    Dysregulation of the hypothalamic-pituitary-adrenal axis is hypothesized to be an important pathway linking socioeconomic position and chronic disease. This paper tests the association between education and the diurnal rhythm of salivary cortisol. Up to eight measures of cortisol (mean of 5.38 per respondent) over 2 days were obtained from 311 respondents, aged 18-70, drawn from the 2001-2002 Chicago Community Adult Health Study. Multi-level models with linear splines were used to estimate waking level, rates of cortisol decline, and area-under-the-curve over the day, by categories of education. Lower education (0-11 years) was associated with lower waking levels of cortisol, but not the rate of decline of cortisol, resulting in a higher area-under-the-curve for more educated respondents throughout the day. This study found evidence of lower cortisol exposure among individuals with less education and thus does not support the hypothesis that less education is associated with chronic over-exposure to cortisol.

  4. A Conceptual Schema of the Programming Process in the Complex Adult Education Organization with Special Emphasis on Its Sociological Aspects.

    Science.gov (United States)

    Boone, Edgar J.; And Others

    Objectives of this paper were to define the concept of programing, to discuss programing in a complex adult education organization, and to point out aspects of programing of a sociological nature. Programing is a decision-making process. In a complex adult education organization, the process can be divided into eight phases: formulating the…

  5. Vocational technical and adult education: Status, trends and issues related to electronic delivery

    Science.gov (United States)

    Rothenberg, D.

    1973-01-01

    Data are analyzed, and trends and issues are discussed to provide information useful to the systems designer who wishes to identify and assess the opportunities for large scale electronic delivery in vocational/technical and adult education. Issues connected with vocational/technical education are investigated, with emphasis on those issues in the current spotlight which are relevant to the possibilities of electronic delivery. The current role of media is examined in vocational/technical instruction.

  6. Pedagogical practices in Youth and Adult Education: concepts and practices of Sciences teachers

    OpenAIRE

    Karen Martins Limberger; Valderez Marina do Rosário Lima; Renata Medina Silva

    2014-01-01

    The present work aimed to analyze how the pedagogical practices of Sciences teachers in Youth and Adults Education (YAE) are developed. The study had a qualitative approach and employed semi-structured recorded interviews for data survey, which was later evaluated through the Discursive Textual Analysis. It was verified that YAE Sciences teachers’ planning is based on regular education textbooks and focuses on conceptual contents. Teachers use different teaching strategies, such as movies pic...

  7. Description and initial evaluation of an educational and psychosocial support model for adults with congenitally malformed hearts.

    Science.gov (United States)

    Rönning, Helén; Nielsen, Niels Erik; Swahn, Eva; Strömberg, Anna

    2011-05-01

    Various programmes for adults with congenitally malformed hearts have been developed, but detailed descriptions of content, rationale and goals are often missing. The aim of this study was to describe and make an initial evaluation of a follow-up model for adults with congenitally malformed hearts, focusing on education and psychosocial support by a multidisciplinary team (EPS). The model is described in steps and evaluated with regards to perceptions of knowledge, anxiety and satisfaction. The EPS model included a policlinic visit to the physician/nurse (medical consultation, computer-based and individual education face-to-face as well as psychosocial support) and a 1-month telephone follow-up. Fifty-five adults (mean age 34, 29 women) with the nine most common forms of congenitally malformed hearts participated in the EPS model as well as the 3-months follow-up. Knowledge about congenital heart malformation had increased in 40% of the participants at the 3-months follow-up. This study describes and evaluates a model that combines a multidisciplinary approach and computer-based education for follow-up of adults with congenitally malformed hearts. The EPS model was found to increase self-estimated knowledge, but further evaluations need to be conducted to prove patient-centred outcomes over time. The model is now ready to be implemented in adults with congenitally malformed hearts. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  8. Contemporary Perspectives in Adult Education and Lifelong Learning -- Andragogical Model of Learning

    Science.gov (United States)

    Blaszczak, Iwona

    2013-01-01

    Nowadays, adult education and lifelong learning constitutes one of the most significant factors influencing economic growth and social development. Definitions such as "knowledge society" and "knowledge-based economy" exist in a great number of the Polish and European Union papers and documents and they are not only the…

  9. the role of mass media in the delivery of adult education for national

    African Journals Online (AJOL)

    in the promotion of adult education delivery for national development in our society. Medium as ... that affects the well-being of all citizens within any given ... those decisions for themselves. ..... if the commonest is given free, ability to purchase.

  10. Educational experiences in Chemistry with Adult and Youth: incursions at science, work and ideology and its curriculums implications

    OpenAIRE

    Alceu Júnior Paz da Silva; Luiz Carlos Nascimento da Rosa; Gustavo da Silva Flores; Narendranath Martins Costa

    2015-01-01

    The contemporary setting of huge unemployment and precarization of work has brought to Adult and Youth Education courses an imaginary that secondary education is fundamental for professional qualification and achievement of (better) jobs. The objective of this work is to problematize the Chemistry curriculum according to young and adults interests in order to qualify them to the world of work. For that purpose, we adopted some contributions of Gramsci’s Marxist social theory as methodological...

  11. The Impact of Spiritual Learning on the Lives of Adults in Postsecondary Martial Arts Educational Programs

    Science.gov (United States)

    Ingram, Jeffrey G.

    2017-01-01

    This study investigated whether spiritual learning impacts the lives of adult learners in martial arts educational programs. The impact of spirituality has been claimed as a meaningful connection; however, it is not currently known how spiritual learning impacts the lives and experiences of adult learners with these programs. Spiritual learning…

  12. Educational and economic determinants of food intake in Portuguese adults: a cross-sectional survey

    Directory of Open Access Journals (Sweden)

    Padrão Patricia D

    2004-12-01

    Full Text Available Abstract Background Understanding the influences of educational and economic variables on food consumption may be useful to explain food behaviour and nutrition policymaking. The aim of this study was to evaluate the importance of educational and economic factors in determining food pattern in Portuguese adults. Methods A cross-sectional study in a representative sample of Portuguese adults (20977 women and 18663 men. Participants were distributed in four categories according to years of education (≤4, 5–9, 10–12, and >12 and income (≤314 euros, 315–547 euros, 548–815 euros, and >815 euros. Logistic regression models were fitted to estimate the magnitude of the association between food groups and education/income, adjusting for confounders. Results In both genders, the odds favouring milk, vegetable soup, vegetables, fruit, and fish consumption, increased significantly with education, for those having >12 years of education compared to those with ≤4 years; the odds favouring wine, and spirits consumption decreased significantly with education, for those having >12 years of education compared to those with ≤4 years. In males, the odds favouring starchy foods and meat consumption decreased significantly with income, while for milk, the odds increased with higher income (those having >815 euros compared to those with ≤314 euros. Conclusions The low and high income groups are or tend to be similar in regard to several food groups consumption, and access to education/information appears to be the key element to a better food pattern as indicated by higher frequency of milk, vegetable soup, vegetables, fruit, and fish consumption.

  13. How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts

    Science.gov (United States)

    Pogorzelska, Marzanna; Biniecki, Susan Yelich

    2016-01-01

    This paper, based on a qualitative analysis of adult education literature, presents a comparison of approaches to unemployment-related problems in Poland and the US. Unemployment serves here as a lens through which attitudes towards various areas connected with adult education can be viewed. The conclusions drawn from the research can be both the…

  14. Educational inequalities in young-adult mortality between the 1990s and the 2000s: regional differences in Belgium.

    Science.gov (United States)

    De Grande, Hannelore; Vandenheede, Hadewijch; Deboosere, Patrick

    2015-01-01

    This study addresses educational inequalities in young-adult mortality between the 1990s and the 2000s by comparing trends in the three different regions in Belgium stratified by sex. Social inequalities in mortality are of major concern to public health but are rarely studied at young ages. Substantial health differences have been found between the Flemish (FR) and Walloon region (WR) concerning (healthy) life expectancy and avoidable mortality, but little is known about regional differentials in young-adult mortality, and comparisons with the Brussels-Capital Region (BCR) have thus far never been made. Data are derived from record linkage between the Belgian censuses of 1991 and 2001 and register data on death and emigration for the periods 01/03/1991-01/03/1999 and 01/10/2001-01/10/2009. Analyses are restricted to young adults aged 25 to 34 years at the moment of each of the censuses. Absolute (directly standardized mortality rates (ASMRs)) and relative (mortality rate ratio using Poisson regression) measures were calculated. There is a significant drop in young-adult mortality between the 1990s and the 2000s in all regions and both sexes, with the strongest decline in the BCR (e.g. ASMR of men declined from 165.6 [151.1-180.1] per 100,000 person years to 73.8 [88.3-98.3]). The mortality rates remain highest in the WR in the 2000s Between the 1990s and the 2000s, a remarkable change in the educational distribution occurred as well, with much lower proportions of primary educated in all regions in the 2000s in favour of higher proportions in all other educational levels, especially in higher education. All educational groups show lower mortality over time, except for lower educated men in the FR. There is a positive evolution towards lower mortality among the young-adult Belgian population. The WR trails behind in this evolution, which calls for tailored preventive actions. Educational inequalities are marked in all regions and time periods. A more general

  15. Knowledge and attitudes about mental disorders among principals of adult education schools.

    Science.gov (United States)

    Ponizovsky, Alexander; Grinshpoon, Alexander; Sasson, Rachel; Baidani-Auerbach, Alona; Ben Eliezer, Deborah; Shershevsky, Yechiel

    2003-01-01

    The Ministry of Health is stepping up its efforts to both reduce the inpatient psychiatric population and enable former inmates to become fully reintegrated into society. The latter aim includes the provision of formal education for those with mental disorders who did not complete a full cycle of schooling. Stigma and discrimination at school may lead to the failure of this program. To explore the knowledge and attitudes of the principals of schools for adult education towards mental illness and persons with mental disorders. Almost all countrywide school principals (93.8%, n = 76) were interviewed by telephone using a short questionnaire of 16 items tapping their knowledge and attitudes. Frequency distributions, Chi-square and t-tests were used to analyze the data. The school principals were able to mention a fewer number of mental disorders in contrast to medical conditions, used as reference criteria. They recognized psychosis but not depression as a mental disorder. Their attitudes revealed an ambivalent approach to the person with a mental disorder, including those that are students. Higher level of academic education was associated with positive attitudes, while personal familiarity with a mentally disturbed person was slightly associated with more positive school-related attitudes. The results suggest a "case for action": programs to enhance mental health knowledge and foster more positive attitudes among school principals would seem to be needed. This would better assure the integration of the former inpatient into the adult education system.

  16. Sinking or Swimming: Findings from a Survey of State Adult Education Tuition and Financing Policies

    Science.gov (United States)

    Foster, Marcie

    2012-01-01

    At no time in recent history has the importance of adult education been greater and the funding more threatened. Despite the fact that as many as 93 million adults in the U.S. may need basic skills services to improve their economic prospects, funding for these services is stagnating at the federal level and being slashed in statehouses and state…

  17. A comparison of the effectiveness of an adult nutrition education program for Aboriginal and non-Aboriginal Australians.

    Science.gov (United States)

    Pettigrew, Simone; Jongenelis, Michelle I; Moore, Sarah; Pratt, Iain S

    2015-11-01

    Adult nutrition education is an important component of broader societal efforts to address the high prevalence of nutrition-related diseases. In Australia, Aboriginal people are a critical target group for such programs because of their substantially higher rates of these diseases. The aim of this study was to assess the relative effectiveness of an adult nutrition education program for Aboriginal and non-Aboriginal participants. Pre-and post-course evaluation data were used to assess changes in confidence in ability to buy healthy foods on a budget, nutrition knowledge, and dietary behaviours among individuals attending FOODcents nutrition education courses. The total sample of 875 Western Australians included 169 who self-identified as Aboriginal or Torres Strait Islander. Perceptions of course usefulness were very high and comparable between Aboriginal and non-Aboriginal participants. Significantly larger improvements in confidence, nutrition knowledge, and reported consumption behaviours were evident among Aboriginal participants. The findings suggest that adult nutrition education programs that address specific knowledge and skill deficits that are common among disadvantaged groups can be effective for multiple target groups, and may also assist in reducing nutrition-related inequalities. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

  18. Revista Interamericana de Educacion de Adultos, 2000 (Interamerican Review of Adult Education, 2000).

    Science.gov (United States)

    Soberanes, Juan F. Millan, Ed.

    2000-01-01

    This collection of Spanish language papers on adult literacy education includes the following: "Sistematizacion: Un Instrumento Pedagogico en los Proyectos de Desarrollo Sustenable" [Systematization: A Pedagogic Instrument in Projects of Sustainable Development] (Joao Francisco de Souza); "Estudio Cualitativo de la Investigacion…

  19. Defining Information Quality Into Health Websites: A Conceptual Framework of Health Website Information Quality for Educated Young Adults.

    Science.gov (United States)

    Tao, Donghua; LeRouge, Cynthia; Smith, K Jody; De Leo, Gianluca

    2017-10-06

    Today's health care environment encourages health care consumers to take an active role in managing their health. As digital natives, young educated adults do much of their health information management through the Internet and consider it a valid source of health advice. However, the quality of information on health websites is highly variable and dynamic. Little is known about the understandings and perceptions that young educated adults have garnered on the quality of information on health websites used for health care-related purposes. To fill this gap, the aim of this study was to develop a conceptual framework of health website information quality with quality dimensions (ie, criteria) and associated quality drivers (ie, attributes) specified in the context of young educated adults' use of health websites for health care-related purposes. This aim was achieved by (1) identifying information quality dimensions of health websites from the perspective of young educated adults; (2) identifying the importance ratings of these quality dimensions; and (3) constructing a framework of health website information quality with quality dimensions and associated drivers specified in the context of young educated adults' use of health websites for health care-related purposes. The study employed both qualitative and quantitative methods. Methods included semistructured group interviews and an individual quality assessment exercise grounded in visiting various websites and responding to Likert scale questions regarding the importance ratings of information quality dimensions and open-ended questions with specifying website quality drivers. Study participants included junior and senior undergraduate and graduate students in business, allied health, and public health majors. Qualitative, open-coding procedures were used to develop the conceptual framework reflecting the participants' means of assessing information quality on health websites. Five dimensions of information

  20. Outdoor Experiential Environmental Education: An Adult-Centred Intervention for the Affective Domain

    Science.gov (United States)

    Okur-Berberoglu, Emel

    2017-01-01

    The aim of this research is to evaluate the impact of an outdoor experiential environmental education (OEEE) programme on the affective domain of adult participants--namely, in-service teachers from Turkey. Data collection methods such as; psychodrama, non-participant observation, open-ended questions and content analysis were used within a…