Mother-Child Storytelling Interactions: Implications for Literacy Interventions and Adult Education Policies

2008 ◽  
Author(s):  
Stephanie M. Curenton
Keyword(s):  
Adult Education ◽  
Education Policies ◽  
Literacy Interventions

scholarly journals A nemzetközi felnőttoktatási politika változása és az UNESCO

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Zoltán Loboda
Keyword(s):  
Adult Education ◽  
Sleeping Beauty ◽  
Reference Points ◽  
The Political ◽  
Social Changes ◽  
The European Union ◽  
Education Policies ◽  
The Past ◽  
Policy Frameworks ◽  
Learning Policies

A tanulmány aktualitását az adja, hogy 2015-ben az UNESCO (United Nations Educational, Scientific and Cultural Organistion) közgyűlése a nemzetközi közösség felnőttoktatás-politikájára vonatkozóan új ajánlást fogadott el, amellyel egyben hatályon kívül helyezte a 39 évvel korábban elfogadott, és a nemzetközi felnőttoktatás-politikában sokáig meghatározónak számító ajánlását . Az új ajánlás nemcsak egy globális szakpolitikai reflexió az eltelt időszak politikai-ideológiai, társadalmi, gazdasági változásaira, hanem egyfajta szintézise is az UNESCO humanisztikus hagyományának és az OECD s az Európai Unió felnőttoktatás-politikájának. A tanulmány célja, hogy áttekintse, hogyan változott az elmúlt 40 évben a felnőttoktatás-politika célja, fogalmi és szakpolitikai keretrendszere, s hogyan ébredt az UNESCO a 2010-es évek közepére egy hosszú „csipkerózsika-álomból” s definiálta újra globális felnőttoktatás-politikáját.***Adoption of the new UNESCO Recommendation on adult education, and repailing the nearly forty years old recommendation, which provided reference points for international edult education policies and discourses, gave a momuntum for the analysis. The new recommendation is not only a global reflection on the political, ideological and econmical, social changes occured during this period but a sort of synthesis of the humanistic traditions of the UNESCO and the adult education (learning) policies of the OECD and the European Union. The aim of the study is to review how the concepts, policy frameworks and objectives of the international adult education policies changed in the past forty years and how the UNESCO awoke from its ’dream of Sleeping Beauty’ in the years of mid 2010’s and re-defined its new global adult education policy. 

scholarly journals Adult Education and Lifelong Learning Policies

2019 ◽  
Vol 25 (1) ◽  
pp. 15-31
Author(s):  
Catarina Doutor ◽  
Paula Guimarães
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Human Resources Management ◽  
Document Analysis ◽  
Comparative Approach ◽  
State Control ◽  
Education Policies ◽  
Resources Management ◽  
Management Policies ◽  
Learning Policies

This article discusses adult education policies in Greece and Portugal according to the model proposed by Lima and Guimarães (2011), which encompasses three analytical perspectives on adult learning and education. After the introduction, the methodological path followed is presented based on the document analysis of Greek and Portuguese national reports and the theoretical framework about adult education policies is discussed. A critical analysis of adult learning and education in both countries is made, based on a comparative approach. The conclusions stress the Europeanisation of adult education policies in the frame of human resources management policies as well as concerns about participation in adult education following modernisation and state control aims and conceptual elements. The findings show that both countries promote adult education as a strategy for modernisation and competitiveness in line with European Union guidelines but that there is a lack of evidence concerning democratic and emancipatory policies in adult education.

Adult Education Policies In Eu: In-Depth Insight On Their Contribution To Social Cohesion

2017 ◽  
Vol 1 (2) ◽  
pp. 274
Author(s):  
Pantelis Sklias ◽  
Spyros Roukanas ◽  
Giota Chatzimichailidou
Keyword(s):  
European Union ◽  
Adult Education ◽  
Vocational Education ◽  
Lifelong Learning ◽  
Social Cohesion ◽  
Vocational Education And Training ◽  
The European Union ◽  
Education Policies ◽  
Eu Policies ◽  
And Training

<p class="AbstractText">The objective of the present study is to investigate the European Union (EU) policies regarding Adult Education from the early fifties. It seems like Adult Education, either as an ideology or as a practice, haven’t gained widespread attention by the Brussels Bureaucrats, as a result, the first interests in concepts of Adult Education had begun, only, in 2000. While Lifelong Learning involves both vocational and non-vocational education, policymakers seemed to be preoccupied by an extensive interest to meet the needs of European labour market, so they have paid much effort to promote Vocational Education and Training instead of Adult Education. The possible contribution of Adult Education policies to strengthen social cohesion is another issue we attempt to explain. Were EU policies for Adult Education a step in this direction so far or not? </p>

The marginalisation of popular education: 50 years of Danish adult education policy

2019 ◽  
pp. 181-194 ◽  
Author(s):  
Anne Larson ◽  
Pia Cort
Keyword(s):  
Human Capital ◽  
Adult Education ◽  
Education Policy ◽  
Labour Market ◽  
Popular Education ◽  
Dominant Focus ◽  
Education Policies ◽  
The Past ◽  
Economic Necessity ◽  
The 1960S

Drawing on Biesta’s distinction between three functions of education: qualification, socialisation and subjectification, the chapter traces adult education policy in Denmark from the 1960s to the 2010s. Based on analysis of policy papers, we show how adult education policy during the past 50 years has developed from a combined focus on all three functions of education to a dominant focus on qualification from a human capital perspective, subordinating socialisation and subjectification to the idea of integration into the labour market and being employable. By shedding light on changes in adult education policies, we aim to question today’s language of economic necessity and technocratic inevitability in relation to adult education policy and to evoke a discussion about what adult education should be good for. The historical reading of Danish adult education policy, thus, serves as a resistant act by showing that adult education can be and has been thought otherwise.

scholarly journals Adult education policies and sustainable development in Poland and Portugal: a comparative analysis of policies and practices

2020 ◽  
pp. 115-129
Author(s):  
Paula Guimaraes ◽  
Marta Gontarska
Keyword(s):  
Sustainable Development ◽  
Adult Education ◽  
Education For Sustainable Development ◽  
Development Projects ◽  
The European Union ◽  
Education Policies ◽  
Civil Society Organisations ◽  
Raising Awareness ◽  
Relevant Topic ◽  
Policies And Practices

Education for sustainable development is presently a relevant topic in the policies of interna-tional organisations (such as UN/UNESCO and the European Union) and in national contexts such as Poland and Portugal. Within the policies implemented, civil society organisations and social movements undertake (adult) education for sustainable development projects and activ-ities that have an important impact by raising awareness and promoting changes in the behav-iour and attitudes of both countries’ populations. However, several challenges can be pointed out regarding the implementation of these initiatives. These challenges will be highlighted in this article, which focuses on the comparison of policies and practices implemented in Poland and Portugal.

scholarly journals Conclusion: Divergences or Convergences? Facilitating Active Citizenship Through Adult Education Across Europe and Beyond

2021 ◽  
pp. 167-182
Author(s):  
Hanna Toiviainen ◽  
Natasha Kersh ◽  
George K. Zarifis ◽  
Pirkko Pitkänen
Keyword(s):  
At Risk ◽  
Young Adults ◽  
Adult Education ◽  
Social Exclusion ◽  
Active Citizenship ◽  
Education Policies ◽  
Life Long Learning ◽  
Participatory Citizenship ◽  
The Future ◽  
Future Challenges

AbstractThe chapter draws the lines of discussion of the book together and scrutinises the findings from the perspectives motivating the EduMAP study. A multiplicity of adult education policies, programmes and actions presented in the book sought answers to the question: What policies and practices are needed in the field of adult education to include young adults at risk of social exclusion in active participatory citizenship in Europe? Each contribution in this volume approached the question from original social and educational starting points, which may further be elaborated on within the national, European and wider contexts. Chapter includes reflections on alternatives to the discourse of Neo-liberal Life-Long Learning and Adult Education, the expectations vs. reality of Adult Education as a means to prevent social exclusion, and key conclusions outlining the future challenges for Active Participatory Citizenship pursued through adult education.

scholarly journals Educação de Jovens e Adultos do/no campo e as políticas educacionais: conquistas a partir dos movimentos sociais

2020 ◽  
pp. 1-20
Author(s):  
Adalberto Penha de Paula ◽  
Marina Comerlatto da Rosa
Keyword(s):  
Social Movements ◽  
Rural Education ◽  
Adult Education ◽  
Pedagogical Practices ◽  
Education Policies ◽  
Rural Workers ◽  
Academic Production ◽  
Starting Point ◽  
Landless Rural Workers Movement ◽  
The Right

This paper discusses Rural Education and its relation with the field social movements, from the education reality in a settlement of the Landless Rural Workers’ Movement. Its starting point is the school processes related to the Youth and Adult Education in the countryside, considering the education policies registered in the documents that guide the teaching practices carried out in the routine of the field school. It is based on the conception of education and school for Rural Education and the MST pedagogical practices, that is, pedagogical and philosophical principles that support the fight for land and for the right to education within this field social movement. The study problematizes the documents produced by the Education Secretariat of the State of Paraná, the materials produced by the MST and the academic production on Rural Education and Youth and Adult Education. Finally, the results point out the government’s disregard with the Rural Education and evidences that with the advent of social movements a strong pro-education movement appeared in Brazil, one which fights for the guarantee of the rights of the peasants, the waters and the forests.

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