Educational leave in the framework of the Yugoslav adult education system

1981 ◽  
Vol 27 (3) ◽  
pp. 331-336 ◽  
Author(s):  
Ana Krajnc
Keyword(s):  
Adult Education ◽  
Education System

Professional Activities of Teacher-Andragogue (Foreign Experience)

2014 ◽  
Vol 4 (3) ◽  
pp. 26-30 ◽  
Author(s):  
Larysa Lukianova
Keyword(s):  
Adult Education ◽  
Education System ◽  
Professional Activity ◽  
Social Functions ◽  
Foreign Experience ◽  
Professional Activities ◽  
Technological Organization ◽  
Integral Role ◽  
Role Position ◽  
Self Learning

Abstract The idea of the conceptualization of adult education has been postulated in the article including its significant differences. The leading distinguishing feature is the personality of pedagogical staff that works with adults. It has been substantiated the dependence of the functions which are performed by pedagogical staff in the adult education system, on the main characteristics of the society. It has been shown the content of the integral-role position of a pedagogue-andragogue which has 3 elements: subject and content, project and technological, organization and diagnostic. The professional activity of a pedagogue-andragogue has been analyzed as the specialist who professionally organizes and conducts adult training and learning, helps create individual programs of training. At the same time, in his/her activity he/she combines different social functions as well. The most typical are to provide the help in renovating the motivation towards learning and professional activity, to combine the content both andragogical and professional activity of his/her learners, to share the methods of supervising adult self-learning.

Managing the Utilization of Technologies in Adult Education, Training, and Administration

2020 ◽  
pp. 1-19
Author(s):  
Mehmet Durnali
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Education System ◽  
Theoretical Basis ◽  
The Internet ◽  
Web Based ◽  
Technological Capacity ◽  
Education Training ◽  
The Web

This study aimed to investigate and discuss the technologies in Turkey's adult education system in a holistic, systematic way and within a framework with a theoretical basis for the use of the computer, the internet, and web-based technologies in adult education, training, and administration. The web-based applications such as EBA and A-Okul can be very useful for enabling adult learners to acquire a diploma or some certificate. Being able to use technological applications considering all functions and subdivisions can mean learning many tasks, activities, processes, and requirements in adult education. Therefore, it is important to acquire the skills necessary to use these technologies since the algorithms contained in these technological applications are a reflection of the steps of necessary and inclusive tasks, activities, processes in the administration of adult education. The development of the technological capacity of the organization may mean increasing the productivity of the organization.

scholarly journals When Investment in Basic Skills Gives Negative Returns

2017 ◽  
Vol 67 (2) ◽  
pp. 136-154
Author(s):  
Mary Genevieve Billington ◽  
Kari Nissinen ◽  
Egil Gabrielsen
Keyword(s):  
Adult Education ◽  
Education System ◽  
Adult Literacy ◽  
Basic Skills ◽  
Adult Population ◽  
Policy Implications ◽  
Age Group ◽  
Foreign Born ◽  
Education Programs ◽  
National Boundaries

In recent years, the Norwegian government has invested heavily in improving basic skills in the adult population. Initiatives have included legislation, the introduction of work-based adult education programs, and reforms in schooling. In light of this investment, we explore trends in adult literacy and numeracy, by comparing data from two international surveys of adult skills, conducted in 2003 and 2012. Paradoxically, the proportion of low-performing adults appears to have increased, most significantly in the 16- to 24-year age group and in the foreign-born population. The profile of the lowest performing group has changed in the intervening years. These findings suggest that adult education programs and the education system more generally may not be in concord with the goal of including all in the communities of the literate. We discuss policy implications, in the context of the Scandinavian model, but argue that the discussion is applicable beyond national boundaries.

scholarly journals Continuing Education in Italy: A Case Study

2018 ◽  
Vol 7 (5) ◽  
pp. 29
Author(s):  
Sha Ha
Keyword(s):  
Adult Education ◽  
Continuing Education ◽  
Education System ◽  
Tertiary Education ◽  
Education And Training ◽  
Training System ◽  
Upper Secondary Education ◽  
Education Courses ◽  
And Training ◽  
The Eu

According to the ‘International Standard Classification of Education’ (ISCED), ‘Continuing Education’ is composed of the ‘Continuing Primary and Lower Secondary Adult Education’ (ISCED1, ISCED2), followed by the ‘Adult Education and Training’ System (ISCED3), including an ‘Upper Secondary Education System’ (ISCED4 and finally, the ‘Tertiary Education’ (ISCED5, ISCED6 and above). In 2016 the percent of ‘early leavers’ from education and training amounted in Italy to 13.8%, while the EU average amounted to 10.7%. In the same period the attendance to ISCED1-ISCED3 Adult Education Courses (age 25-64) amounted to 8.3%, while the EU average amounted to 10.8%. As for ‘Tertiary Education’, the percent attainment of a university degree amounted to 29.5% among Italians and to 13.4% among foreigners residing in Italy, while the EU averages amounted to 39.9% and 35.4% respectively. According to the Author, the relatively higher percent of early leavers from education and training in Italy and the relatively low attendance to ‘Continuing Education’ programs is due to the low employment rate in the Country, particularly significant in the age range 20-34, as a consequence of the severe economic crisis which hit the country in 2008 and still persists, causing the closure of many private enterprises and the block of the turn-over at public educational institutions. In spite of all that, the quality of the Italian Primary, Secondary and Tertiary Education System is of an excellent level, as compared with that of similar institutions all over the world. In Author’s opinion, increasing the investment in the educational system would increase the attendance to Secondary and Tertiary Adult Education courses, with a positive feedback on productivity.

scholarly journals Framework for Codification of Informal and Non-Formal Knowledge and Skills in the Formal Education System in Nigeria

2019 ◽  
pp. 35-45
Keyword(s):  
Adult Education ◽  
Tacit Knowledge ◽  
Education System ◽  
Formal Education ◽  
Group Discussion ◽  
Formal Sector ◽  
Knowledge And Skills ◽  
The Public ◽  
Formal Knowledge ◽  
Collaborative Efforts

Formal education is provided for a segment (children and adolescents) of the society. While workers in the formal sector enjoy professional and continuing education; those in the informal and non-formal sectors of the economy do not have any opportunity of taking part in any form of adult education. Many artisans, professionals and artists display dexterity in their various callings. This act of display may sometimes refer to as tacit knowledge, that is, knowledge that may be difficult to codify except through training of adult learners. If this group of people is not catered for in terms of adult learning, it may be difficult for them to make contributions to economic growth in the society. Therefore, the study entitled “Framework for Codification of Informal and Non-Formal Knowledge and Skills in the Formal Education System in Nigeria” is embarked upon. The purpose of the study is to identify and discuss framework for codification of knowledge and skills in the informal and non-formal sector; and to establish the probable benefit that may be derived from codification of knowledge and skills of informal and non-formal learners. The study was carried out using qualitative and quantitative approaches. Some artisans, professionals and artists were interviewed, using focus group discussion. Respondents were enthusiastic on codification of their knowledge and skills and award of appropriate certificates. Some of the framework identified in the study include: organising literacy competence to complement the tacit knowledge of the recipients; sensitisation of members of the public by the NNCAE; and collaborative efforts between NUC and departments of adult education in universities.

scholarly journals UNESCO ROLE IN ADULT EDUCATION POLICY DEVELOPMENT AT THE END OF THE XX CENTURY – THE BEGINNING OF THE XXI CENTURY

2020 ◽  
pp. 7-12
Author(s):  
Наталія Авшенюк
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Education Policy ◽  
Educational Policy ◽  
Lifelong Learning ◽  
Education System ◽  
Theory And Practice ◽  
Individual Development ◽  
Integrated Analysis ◽  
The Impact

The article is based on an integrated analysis of key UNESCO documents (Recommendations of the International Conference on Adult Education CONFINTEA (1985, 1997, 2003, 2009), Global Reports on Adult Learning and Education (2009, 2013, 2016, 2019) that outlines the impact of evidence-based research on educational policy in supporting the development of educational policy in adult learning in the global ed-ucational environment at the end of the XX and at the beginning of the XXI century. It is found that the development of adult education is necessary due to the dynamics of social, scientific and technological improvement; changes in the content and nature of work and social activities of people; increased free time and opportunities for its effective use; labor market demands, the main requirements of which are to increase the competence and skills of the professional. Adult involvement in lifelong learning not only encourages meeting own needs, but also ensures self-fulfillment to a free choice of a place, time and a pathway of improvement. It is proved that since the 1970s up to now UNESCO has played a key role in shaping and disseminating the concept of lifelong learning in education policy. The concept, in essence, involves the restructuring of the existing education system and use of educational perspectives of adults externally the traditional education system in order to influence the development of different social groups and individual development of each person. The world has accumulated considerable meaningful experience in the development of the theory and practice of adult education, which is accumulated, disseminated and implemented through the activities of international organizations on a global scale, including UNESCO. This international organization generates ideas and builds educational policies that are based on reliable statistics and the results of global empirical research.

scholarly journals Establishing an Evidence-based Adult Education System

2004 ◽  
Author(s):  
Hazel Parker ◽  
◽  
Cristine Smith ◽  
Beth Bingman
Keyword(s):  
Adult Education ◽  
Education System ◽  
Evidence Based
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