Alexandra Withnall and Keith Percy, Good Practice in the Education and Training of Older Adults, Studies in Educational Gerontology, Arena, Aldershot, Hampshire, 1994, 179 pp., £25.00, ISBN 1 857 42258 9.

1995 ◽  
Vol 15 (2) ◽  
pp. 287-288
Author(s):  
Adam A. Zych
Keyword(s):  
Older Adults ◽  
Good Practice ◽  
Education And Training ◽  
Educational Gerontology ◽  
And Training

Ready for take‐off: realising the potential of the education and training consortia

1998 ◽  
Vol 24 (5) ◽  
pp. 188-191 ◽  
Author(s):  
John Edmonstone
Keyword(s):  
Resource Allocation ◽  
Good Practice ◽  
Workforce Planning ◽  
Education And Training ◽  
Planning System ◽  
Top Down ◽  
Allocation System ◽  
Developing System ◽  
Resource Allocation System ◽  
And Training

Education consortia are now over 18 months old and can be seen as a “hybrid” between a top‐down resource allocation system and a bottom‐up workforce planning system. The strengths and weaknesses of the developing system are identified, as is emerging good practice in consortia operations. A model for consortia working which emphasises strategic working is proposed.

scholarly journals Domestic and International Perspectives on Financing Adult Education and Training

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 389-390
Author(s):  
Abigail Helsinger ◽  
Oksana Dikhtyar ◽  
Phyllis Cummins ◽  
Nytasia Hicks
Keyword(s):  
Older Adults ◽  
Adult Education ◽  
Adult Learners ◽  
Low Income ◽  
The United States ◽  
Education And Training ◽  
Technological Advancement ◽  
Middle Aged ◽  
Structured Interviews ◽  
And Training

Abstract Adult education and training (AET) over the life-course is necessary to participate in economic, social, and political activities in the time of globalization and technological advancement. However, little research has been done to identify mechanisms to fund AET opportunities among middle-aged and older adults from a comparative international perspective. Our study aimed to identify strategies to finance AET opportunities for middle-aged and older adults through an international lens, to help identify barriers and facilitators in effort to best support adult learners regardless of education background or socioeconomic characteristics. We carried out a descriptive qualitative study to facilitate an in-depth understanding of funding mechanisms available to adult learners in the selected countries, from the perspective of adult education and policy experts. Data were collected using semi-structured interviews with 61 international adult education experts from government agencies, non-governmental organizations, and education institutions. Our informants represented 10 countries including Australia, Canada, Germany, Italy, the Netherlands, Norway, Singapore, Sweden, the United Kingdom, and the United States. Data included at least one in-depth phone or web-based qualitative interview per informant in addition to information gathered from written materials (e.g., peer-reviewed publications and organizational reports). We identified three financing options that arose as themes: government-sponsored funding; employer-sponsored funding; and self-funding. We found that government-sponsored funding is especially important for low-skilled, low-income older adults for whom employer-sponsored or self-funding is not available. Our results have implications for lifelong AET policy changes, such as adaptations of successful AET funding programs across global communities.

scholarly journals Training the 21st Century Marine Professional: A new vision for marine graduate education and training programmes in Europe

2019 ◽  
Author(s):  
Magda Vincx ◽  
Avan Antia ◽  
tim deprez ◽  
Oyvind Fiksen ◽  
Marja Koski ◽  
...  
Keyword(s):  
Graduate Education ◽  
Good Practice ◽  
Education And Training ◽  
Training System ◽  
Current Status ◽  
Marine Biotechnology ◽  
Future Science ◽  
The Future ◽  
Maritime Industries ◽  
And Training

As the Ocean continues to be a focus for development in Europe through the European Commission’s Blue Growth initiative and through the Blue Economy, the importance of the marine and maritime industries will continue to grow. The knowledge, experience and innovative ideas needed to enable this development will be largely supplied by future marine professionals, or the marine graduates of today. Subsequently, the envisioned growth will require a skilled workforce of highly training and multi-skilled graduates from a wide variety of marine and maritime professional backgrounds. In addition, less established areas such as marine biotechnology and marine renewable energy may require new knowledge, skills, collaboration and innovation.It is therefore timely to examine the current marine graduate education and training system, identifying issues, challenges and opportunities. This Future Science Brief explores this complex landscape, to better understand the current status of education systems, and research and training funding mechanisms. It then looks at options to improve current capabilities across Europe at both Masters and Doctoral levels, and outlines a vision for the future of marine and maritime education and training in Europe. Case studies are presented to illustrate good practice, alongside interviews with recent marine graduates who have themselves benefitted from innovative training opportunities. The Future Science Brief then identifies ways in which to improve and broaden the skills and capabilities of the next generation of graduates. This includes enabling exposure to industry, encouraging interdisciplinary research and promoting the importance of transferable skills to graduates and industry alike. It closes by presenting 6 key recommendations for the future development of marine graduate training in Europe, and calls for collaboration between key actors from the marine education community, the marine and maritime industries, and research funding to come together to jointly develop an education and training system which will benefit all.

scholarly journals Association Between Components of Cognitive Reserve and Serum BDNF in Healthy Older Adults

2021 ◽  
Vol 13 ◽  
Author(s):  
Jessica M. Collins ◽  
Edward Hill ◽  
Aidan Bindoff ◽  
Anna E. King ◽  
Jane Alty ◽  
...  
Keyword(s):  
Older Adults ◽  
Cognitive Reserve ◽  
Later Life ◽  
Education And Training ◽  
Age Related ◽  
University Level ◽  
Life Education ◽  
The Brain ◽  
And Training ◽  
Serum Bdnf

Background: The brain-derived neurotrophic factor (BDNF) protein has been shown to have a prominent role in neuron survival, growth, and function in experimental models, and the BDNF Val66Met polymorphism which regulates its expression has been linked to resilience toward the effects of aging on cognition. Cognitively stimulating activity is linked to both increased levels of BDNF in the brain, and protection against age-related cognitive decline. The aim of this study was to investigate the associations between serum BDNF levels, the BDNF Val66Met genotype, and components of cognitive reserve in early and mid-life, measured with the Lifetime of Experiences Questionnaire (LEQ).Methods: Serum BDNF levels were measured cross-sectionally in 156 participants from the Tasmanian Healthy Brain Project (THBP) cohort, a study examining the potential benefits of older adults engaging in a university-level education intervention. Multiple linear regression was used to estimate serum BDNF’s association with age, education, gender, BDNF Val66Met genotype, later-life university-level study, and cognitively stimulating activities measured by the LEQ.Results: Serum BDNF in older adults was associated with early life education and training, increasing 0.007 log(pg/ml) [95%CI 0.001, 0.012] per unit on the LEQ subscale. Conversely, education and training in mid-life were associated with a −0.007 log(pg/ml) [−0.012, −0.001] decrease per unit on the LEQ subscale. Serum BDNF decreased with age (−0.008 log(pg/ml) [−0.015, −0.001] per year), and male gender (−0.109 log(pg/ml) [−0.203, −0.015]), but mean differences between the BDNF Val66Met polymorphisms were not significant (p = 0.066). All effect sizes were small, with mid-life education and training having the largest effect size (ηp2 = 0.044).Conclusion: Education in both early and mid-life explained small but significant amounts of variance in serum BDNF levels, more than age or gender. These effects were opposed and independent, suggesting that education at different stages of life may be associated with different cognitive and neural demands. Education at different stages of life may be important covariates when estimating associations between other exposures and serum BDNF.

scholarly journals SITUATIONAL MANAGEMENT OF INTEGRATED FLIGHT PREPARATION AND TRAINING OF PILOTS AS AN EDUCATION SERVICE

2019 ◽  
Vol 7 ◽  
Author(s):  
Pavol Petríček ◽  
Stanislav Szabo ◽  
Róbert Rozenberg
Keyword(s):  
Slovak Republic ◽  
Good Practice ◽  
Education And Training ◽  
Aviation Education ◽  
Efficient Management ◽  
Education Service ◽  
Analysis And Synthesis ◽  
Situational Management ◽  
Knowledge Alliance ◽  
And Training

This article examines the situational management of the Knowledge Alliance of Aviation Education as an Education Service in the conditions of the Slovak Republic. It is the second part of our study. In order to ensure the continuity, quality and safety in the aviation education of future military and civil pilots as aviation professionals, research works of a similar nature are needed. This article uses analysis and synthesis tools, the method “per partes” (integration in parts) with the potential to apply the situational management method in the aviation practice and the expert method. Authors solved the following praxeological questions: What does situational management mean in the education and training of pilots? What are the sources of knowledge and good practice in the management of education and training of pilots? Which control processes can we use for the efficient management of education and training of pilots as a complex aviation system?  The output of the article is the proposal of situational management of the comprehensive system of education and training of pilots with the support of evolutionary and cooperative management in the aviation practice of state-private entities.

Standards to assure quality in tertiary education: the case of Tanzania

2008 ◽  
Vol 16 (2) ◽  
pp. 164-180 ◽  
Author(s):  
Timothy Manyaga
Keyword(s):  
Tertiary Education ◽  
Good Practice ◽  
Education And Training ◽  
National Council ◽  
Academic Quality ◽  
Content Type ◽  
Regulatory Bodies ◽  
Training Programmes ◽  
Quality In Education ◽  
And Training

PurposeThe purpose of this paper is to provide information on development of standards in Tanzania which may be of help to training providers in other countries as they seek to improve the quality and standards of their provision.Design/methodology/approachThe need to provide quality assured tertiary qualifications in Tanzania to win both national and international recognition is explained. Processes of registration of institutions capable of delivering training programmes adequately and accreditation of the same to offer awards at appropriate levels as a means to ensure quality of provision are explored. Standards of good practice in Tanzanian tertiary education are surveyed and the challenges to their achievement are discussed based on the author's direct experience in Tanzania. Relevant and recent literatures on the topic are surveyed and some lessons drawn.FindingsAccreditation standards are useful in instilling best practices in education and training. However, education and training institutions need to understand and practice them over a period of time to bring about expected results. It is concluded that ensuring quality in education is a multifaceted phenomenon that calls for the joint efforts of all key stakeholders.Originality/valueThe paper illustrates that the National Council for Technical Education is one of the first regulatory bodies in Africa to introduce academic quality standards in tertiary technical institutions. Notable improvements have been recorded since its inception. The experience described is the paper is not very common, so other countries taking similar steps may find it useful.

scholarly journals Literacy Skills, Immigration, and Motivation to Learn Among Middle-Aged and Older Adults in the United States

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 330-330
Author(s):  
Shalini Sahoo ◽  
Roberto Millar ◽  
Taka Yamashita ◽  
Phyllis Cummins
Keyword(s):  
Older Adults ◽  
Lifelong Learning ◽  
Structural Equation ◽  
Structural Equation Models ◽  
The United States ◽  
Education And Training ◽  
Literacy Skills ◽  
Motivation To Learn ◽  
Middle Aged ◽  
And Training

Abstract Education and training over the life course or lifelong learning has become critical in the fast-changing U.S. society. Foundation skills (e.g., literacy), motivation, curiosity, as well as access to learning opportunities are essential to promote lifelong learning. Despite the importance of these promoting factors, empirical research focusing on complex relationships between literacy skills, immigration and motivation to learn (MtL) among middle-aged and older adults is scarce. The objective of this study is to examine how literacy skills and immigration (vs. U.S. born) are associated with MtL among middle-aged and older adults in the U.S. Nationally representative data (n = 8,670) of adults aged 45 years and older were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were constructed to examine the formerly tested and validated latent MtL construct based on four 5-point Likert-type scale items among the sub-population of interest. Results showed that higher literacy skills (0-500 points; b = 0.002, p < 0.05) was associated with greater MtL. Additionally, immigrants were less likely (b = -0.114, p < 0.05) to have greater MtL than those who are non-immigrants (i.e. U.S. born). Higher literacy skills may indicate positive experiences in previous adult education and training and greater readiness for further learning. Findings from this study provide new empirical evidence of lifelong learning determinants. Educators and researchers should be aware of limited literacy and being an immigrant as potential barriers to knowledge-seeking in later life.

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