scholarly journals Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden

2021 ◽  
pp. 103-120
Author(s):  
Paula Kuusipalo ◽  
Hanna Toiviainen ◽  
Pirkko Pitkänen
Keyword(s):  
Adult Education ◽  
Social Inclusion ◽  
Formal Education ◽  
Basic Education ◽  
Welfare States ◽  
Vulnerable Groups ◽  
Equal Opportunities ◽  
Upper Secondary Education ◽  
Work Related ◽  
Leading Role

AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.

scholarly journals Finnish vocational education and training in comparison: Strengths and weaknesses

2014 ◽  
Vol 1 (2) ◽  
pp. 81-106 ◽  
Author(s):  
Maarit Virolainen ◽  
Marja-Leena Stenström
Keyword(s):  
Vocational Education ◽  
Social Inclusion ◽  
Secondary Data ◽  
Education And Training ◽  
Welfare States ◽  
Nordic Countries ◽  
Vocational Education And Training ◽  
Equal Opportunities ◽  
High Level ◽  
And Training

The study investigates how the Finnish model of providing initial vocational education and training (IVET) has succeeded in terms of enhancing educational progress and employability. A relatively high level of participation in IVET makes the Finnish model distinctive from those of three other Nordic countries: Denmark, Norway and Sweden. All four Nordic countries have well-organised labour markets and universal types of welfare states. Priority is given to goals related to equal opportunities and social inclusion. At the same time, these countries have different models of IVET. While the study compares the Finnish model of organising IVET to those of other Nordic countries, it also examines the German and UK models, which represent differing societal approaches to IVET. The differences in the outcomes of the IVET systems are described and analysed through reviewing secondary data provided by Eurydice and Eurostat, along with country reports produced in a Nordic comparative project, Nord-VET.

scholarly journals Erudite pedagogic praxis of extension paradigm for technological skills transfer of the emerging farmers

2020 ◽  
Vol 48 (2) ◽  
Author(s):  
T Teele ◽  
M Nkoane ◽  
S. Mahlomaholo
Keyword(s):  
Adult Education ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Formal Education ◽  
Basic Education ◽  
Agricultural Extension ◽  
Learning Approaches ◽  
Skills Transfer ◽  
Education Status ◽  
Technological Skills

ABSTRACT Technological skills transfer approach from extension practitioners to the emerging farmers plays a significant role in the educational developments of the emerging farmers. These approaches have to take into account the methods of teaching that are in line with what is acceptable and underpinned by the adult teaching and learning approaches. Agricultural extension as an educational development programme for the emerging farmers needs to borrow from these approaches. Emerging farmers and extension practitioners in South Africa are mostly a group of diverse adults from different backgrounds and varying political, economic and social statuses. The formal education status of the emerging farmers might play a role in the ability to consume and apply presented information on the farm. However, the manner or approach that the information is presented could determine whether the emerging farmer become resistant to the information or not. The study employed the Participatory Action Research methodology with the philosophical framing of Bricolage to generate data that was analysed using Critical Discourse Analysis. The emerging farmers and extension practitioners volunterily engaged in the emancipatory discourse to outline the learning challenges using agricultural extension methods. Presenting agricultural information to the emerging farmers in the form of the Basic Education pedagogy, undermine the adult education prerequisites for the emerging farmers during training and farm visits. The emerging farmers, as adults exposed to agricultural extension, has to be conducted so guided by the trialled and tested adult education principles. By law, every individual over 15 years of age are entitled to adult education. The extension practitioners need to be acquainted with the adult education perspective. Keywords: Technological skills transfer, Emerging farmers, Extension, Pedagogic praxis

SISTEM PENDUKUNG KEPUTUSAN PEMILIHAN GURU BERPRESTASI KOTA MEDAN MENERAPKAN METODE PREFERENCES SELECTION INDEX (STUDI KASUS : DINAS PENDIDIKAN KOTA MEDAN)

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Fajar Syahputra ◽  
Mesran Mesran ◽  
Ikhwan Lubis ◽  
Agus Perdana Windarto
Keyword(s):  
Decision Making ◽  
Decision Support ◽  
Decision Support System ◽  
Support System ◽  
Formal Education ◽  
Basic Education ◽  
Selection Index ◽  
Main Task ◽  
Selection Of

The teacher is a major milestone in the world of education, the ability and achievement of students cannot be separated from the role of a teacher in teaching and guiding students. Based on the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, in Article 1 explained that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education and education medium. Whereas in Article 4 of the Act, it is explained that the position of teachers as professionals serves to enhance the dignity and role of teachers as learning agents to function to improve the quality of national education.Decision making is an election process, among various alternatives that aim to meet one or several targets. The decision-making system has 4 phases, namely intelligence, design, choice and implementation. These phases are the basis for decision making, which ends with a recommendation.The Preferences Selection Index (PSI) method is a rarely used decision support system method. This method is a method developed by stevanie and Bhatt (2010) to solve the Multi Criteria Decision Making (MCDM). With the right consideration, this method can be one of the tools to determine policies in decision-making systems, especially the selection of outstanding teachers. Determination of policies taken as a basis for decision making, must use criteria that can be defined clearly and objectively.Keywords: Decision Support System, PSI, Selection of Achieving Teachers

scholarly journals Women in Adult Education Program for Sustainable Development: Challenges and Implications for Library and Information Services

2019 ◽  
Vol 14 (1) ◽  
pp. 22-32
Author(s):  
Ngozi Perpetua Osuchukwu ◽  
Ndidiamaka Lucy Nebolise
Keyword(s):  
Sustainable Development ◽  
Adult Education ◽  
Social Inclusion ◽  
Learning Experience ◽  
Information Services ◽  
Nigerian Women ◽  
Anambra State ◽  
Active Involvement ◽  
Observation Methods ◽  
The Right

Abstract Objective – Education offers advances in human and social development. It provides knowledge and resources that hold the potential for economic empowerment, resulting in a better livelihood. Hence, women need access to education with library services, if they are to have a voice, participate in sustainable development, and take care of their own health, as well as that of their children and members of their households. This paper examines the challenges women encounter in Onitsha metropolis, Anambra State, Nigeria. This study seeks to gain insight into the resources used to enhance learning, as well as the students’ perceptions and satisfaction with their learning experience. Methods – A descriptive survey research design was used. The study was carried out in five adult education centres in the city with a sample size of 120 women, randomly selected for collection of data. Questionnaire, interview, and observation methods were employed. The physical assessment of the centres was done for an evidence based report and to assess the real situations of the centres. Results – The findings show the challenges faced by Nigerian women in their pursuit of ongoing adult education included: time for the classes which are usually held in the evening, poor financial status, lack of encouragement from spouses and relations, poor learning environments, and stress. The data were analyzed using percentages and frequency counts. They are presented in tables and figures. Conclusions – It is recommended that education and library management should assess these centres for program improvements like providing more enabling environments and learning facilities. The implication of the study is that library and information services should be extended to these women to stimulate and support learning with the right attitude for active involvement in the educational activities and for enhancement of social inclusion.

scholarly journals PHILOSOPHICAL AND METHODOLOGICAL PROBLEMS OF PERSONALISED EDUCATION OF ADULTS IN TERMS OF POSTMODERN PLURALISM

2020 ◽  
Vol 7 (7(76)) ◽  
pp. 7-11
Author(s):  
Nadezda Efimovna Bulankina
Keyword(s):  
Adult Education ◽  
Leadership Development ◽  
Formal Education ◽  
Industrial Society ◽  
Learning Technology ◽  
Professional Programs ◽  
Professional Activities ◽  
Economic Framework ◽  
Self Organized ◽  
Post Industrial

This research is devoted to the study of the methodology of personalized adult education in the value context of the historical and cultural epoch of Russia and the world as a whole, presented in the scientific and pedagogical discourse reflecting the pluralistic specifics of post-industrial society. The purpose of this study is to determine the specifics of personalized training and additional professional programs "Linguistics and Intercultural Interaction" in the formal education system being limited with temporal and economic framework designed to prepare graduates to meet the new professional activities of an educator. The problem field of this research is related to the theoretical and practical justification of the use of the methodology of language and cultural pluralism, as well as the pluralism of goals, objectives and content of adult education, focused on innovation and leadership development, on creative approaches to thinking, especially in school, where resources are limited, and subject to constant changes. The objectives of the research are threefold: a) to develop the principles of program development, b) the corpus of personalized humanitarian practices for organizing the event learning spaces of creative interaction of the participants, and c) to facilitate the stages of implementation of updated programs, and methodological content of training, as well as organizational difficulties associated with the formation of new professional competencies of the graduates of the programs in a new socio-cultural transforming space. In conclusion, the main results of the study at different stages of implementation of personalized learning technology are formulated, and the prospects for using them in the format of remote learning and elearning are outlined for self-organized professional development.

scholarly journals El Trabajo Social Educativo: Perspectiva desde el Departamento de Consejería Estudiantil

2018 ◽  
Vol 1 (12) ◽  
Author(s):  
Leonor Alexandra Rodríguez Álava ◽  
María José Loor Zamora ◽  
Ulbio Colón Durán Pico
Keyword(s):  
Social Worker ◽  
Vulnerable Groups ◽  
Main Function ◽  
Leading Role ◽  
Student Counseling ◽  
Empirical Level ◽  
The Social ◽  
Analysis And Synthesis ◽  
Inductive Methods ◽  
Los Grupos

El área de acción del trabajador social es diversa; en el ámbito educativo, su trabajo se fortalece con otros profesionales, encontrándose con situaciones conflictivas relacionadas con estudiantes, familias, docentes y autoridades, que afectan el proceso formativo. El propósito de la investigación fue identificar la intervención del trabajador social como parte del equipo multidisciplinario del Departamento de Consejería Estudiantil (DECE) en el Distrito 4 del cantón Portoviejo – Manabí - Ecuador, zona 13D01. Para la puesta en marcha de este estudio cuali – cuantitativo se utilizó a nivel teórico los métodos inductivo – deductivo, análisis y síntesis, y la revisión bibliográfica que permitió fortalecer el sustento científico; a nivel empírico se aplicó encuesta a estudiantes, trabajadores sociales y directivos de las Unidades Educativas, el análisis estadístico para el procesamiento de datos. En los resultados se destaca que los problemas más comunes están relacionados con la disciplina y el rendimiento académico de los estudiantes; la   función principal del trabajador social se circunscribe en la orientación a estudiantes y padres de familia, y la investigación; evidencia un rol protagónico y su aporte es valorado por los miembros de la comunidad educativa; de la misma manera se resalta la necesidad de emprender acciones de prevención que atenten al desarrollo armónico de los estudiantes y sus familias y la atención a los derechos de los grupos más vulnerables. Sumary The ​​action area of the social worker is diverse; In the educational field, his work is strengthened with other professionals, encountering conflictive situations related to students, families, teachers and authorities, which affect the training process. The purpose of the investigation was to identify the intervention of the social worker as part of the multidisciplinary team of the Department of Student Counseling (DECE) in District 4 of the canton of Portoviejo - Manabí - Ecuador, zone 13D01. For the implementation of this qualitative study - quantitative at a theoretical level - the inductive methods - deductive, analysis and synthesis, and the bibliographical review that allows to improve the scientific sustenance; an empirical level was applied to students, social workers and managers of the Educational Units, the statistical analysis for data processing. The results highlight the most common problems related to the discipline and academic performance of students; the main function of the social worker is circumscribed in the orientation to students and parents, and the investigation; evidence a leading role and its contribution valued by members of the educational community; in the same way, it is due to the need to undertake prevention actions that threaten the harmonious development of students and families and the attention to the rights of the most vulnerable groups. PARTICIPACIÓN  EN LA PUBLICACIÓN: Autor:  Leonor Alexandra Rodríguez Álava, Dra. Co – Autores:    María José Loor Zamora, Ulbio Colón Durán Pico, MSc.

scholarly journals HOME CLASS: EDUCATIONAL ALTERNATIVE IN TIMES OF PANDEMIC FOR STUDENTS ENROLLED IN BASIC EDUCATION IN THE STATE OF AMAZONAS, BRAZIL

2021 ◽  
pp. 113-114
Author(s):  
Melise Maia Ribeiro
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Basic Education ◽  
The State ◽  
Pedagogical Practices ◽  
New Directions ◽  
The Government

The objective of this research is to know new decisions about the teaching and learning process in the context of the pandemic in the state of Amazonas, Brazil. The pandemic suspended classroom classes at more than 200 schools, causing the reorganization of pedagogical practices in distance education. The result was the applicability of the Special Regime of Non-Attendance Classes adopted by the Government of Amazonas (Aula em Casa Project). It is concluded that new directions can be taken from formal education in view of this new reality.

scholarly journals Inklusi Sosial dalam Program Kartu Jakarta Sehat (KJS) dan Kartu Jakarta Pintar (KJP) di DKI Jakarta

Humaniora ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 113
Author(s):  
Yustinus Suhardi Ruman
Keyword(s):  
Health Services ◽  
Social Exclusion ◽  
Social Inclusion ◽  
Basic Education ◽  
Secondary Data ◽  
International Community ◽  
Cultural Rights ◽  
Education And Health ◽  
People Participation ◽  
Normative Basis

Article focuses on elaborating social inclusion in health and education policy in DKI Jakarta through Kartu Jakarta Sehat and Kartu Jakarta Pintar program. The program is composed by the governor and vice governor of DKI Jakarta, Joko Widodo and Basuki Tjahaja Purnama. By using interpretative method, secondary data and social exclusion and inclusion concept, this article shows that Kartu Jakarta Sehat and Kartu Jakarta Pintar program can be valued as social inclusion program. Through Kartu Jakarta Pintar program everyone who is the citizen of DKI Jakarta can participate in basic education; and through Kartu Jakarta Sehat all citizens of DKI Jakarta get merely health services. The policies make education and health services more open for all people. Participation in education and getting health services are the rights of all people. These rights were acknowledged by international community through International Convension about economic, social and cultural rights in 1966. This convention was ratified by the Indonesian Government through Law Number 11, 2005. So the normative basis of Kartu Jakarta Sehat and Kartu Jakarta Pintar Program is identified as inclusion policy in accordance with the expectation of international community and also is appropriate with the Law of Indonesia. 

scholarly journals A Human Capital Approach to Academic Advising

1997 ◽  
Vol 17 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Leigh S. Shaffer
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Adult Education ◽  
Academic Advising ◽  
Formal Education ◽  
Job Training ◽  
Vocational Interests ◽  
Geographic Mobility ◽  
Human Capital Approach ◽  
On The Job Training

Human capital, defined as any characteristic of a worker that contributes to that worker's productivity, is presented in this article as a unifying theme for academic advising in higher education. Five categories of human capital–formal education, adult education, on-the-job-training, health, and geographic mobility–and academic advising issues related to developing students' human capital in each category are presented. Students' vocational interests are identified with developing their human capital, and the principle of maximizing human capital is introduced as a basis for students' choices of academic curricula and particular courses and programs.

scholarly journals Social innovation as a policy response to restructure the welfare state

2021 ◽  
Vol 11 (5) ◽  
pp. 269-276
Author(s):  
Doğa Başar Sariipek ◽  
Gökçe Cerev ◽  
Bora Yenihan
Keyword(s):  
Welfare State ◽  
Social Protection ◽  
Social Innovation ◽  
Welfare States ◽  
The State ◽  
Welfare Provision ◽  
Civil Society Organisations ◽  
Leading Role ◽  
Social Risks ◽  
The Welfare State

The focus of this paper is the interaction between social innovation and restructuring welfare state. Modern welfare states have been reconfiguring their welfare mixes through social innovation. This includes a productive integration of formal and informal actors with support and leading role of the state. This collaboration becomes significantly important since it means the integration of not only the actors, but also their capabilities and resources in today’s world where new social risks and new social challenges have emerged and no actor can overcome these by its own. Therefore, social innovation is a useful tool in the new role sharing within the welfare mix in order to reach higher levels of satisfaction and success in welfare provision. The main point here is that this is not a zero-sum competition; gaining more power of the actors other than the state – the market, civil society organisations and the family – does not necessarily mean that the state lost its leading role and power. This is rather a new type of cooperation among actors and their capabilities as well as their resources in welfare provision. In this sense, social innovation may contribute well to the debates over the financial crisis of the welfare state since it may lead to the more wisely use of existing resources of welfare actors. Thanks to social innovative programs, not only the NGOs, but also market forces as well as citizens are more active to access welfare provisions and social protection in the broadest sense. Thus, social innovative strategies are definitely a solid step taken towards “enabling” or “active” welfare state.

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