Informal Adult Education in a Primary School

1978 ◽  
Vol 10 (1) ◽  
pp. 1-13
Author(s):  
Barry Elsey
Keyword(s):  
Adult Education ◽  
Primary School ◽  
Informal Adult Education

Didactic Theatre in Africa

1981 ◽  
Vol 51 (1) ◽  
pp. 145-156 ◽  
Author(s):  
David Kerr
Keyword(s):  
Adult Education ◽  
Performing Arts ◽  
Critical Reflection ◽  
Dual Nature ◽  
Informal Adult Education

David Kerr examines how performing arts in Africa have been used as a tool for informal adult education. Focusing on their history and dual nature, he characterizes some performing arts as "spontaneous creations of the African masses" and others as plays whose "messages emerged not from a genuine popular viewpoint, but were imposed by an alien force." By analyzing the pedagogic and aesthetic features of didactic theatre,the author reveals the subtle distinctions between a theatre that reflects colonial values and one that encourages critical reflection.

scholarly journals CONCEPTUAL IDEAS AND ORIENTATORS OF THE NOTHERN AMERICAN MODEL OF ADULT EDUCATION

2019 ◽  
Vol 3 ◽  
pp. 38-43
Author(s):  
Olena Terenko
Keyword(s):  
Adult Education ◽  
Liberal Education ◽  
Social Role ◽  
Well Being ◽  
Political Movement ◽  
American Model ◽  
Self Actualization ◽  
John Watson ◽  
The Usa ◽  
Informal Adult Education

The article deals with conceptual ideas and orientators of Northern American model of adult education. It is substantiated, that Nothern American model of adult education is based on the following philosophical directions: liberalism, progressivism, behaviorism, humanism, radicalism, constructivism. Liberalism has ancient roots and comes from the fact that since man is the real source of progress in society, it is necessary to ensure his rights and freedoms, providing equal access to education regardless of social status and well-being. The basic principle of liberal education is singled out, in particular, to develop a personality that is consonant with the purpose of a liberal education in ancient times - the education of citizens who can become active participants in a democratic society. It is proved that non-formal adult education should be continuous, focus on the development of intellectual abilities, be accessible to all sections of the population, and its content must meet their needs. It was found out that the historical roots of the philosophy of progressivism associated with progressive political movement in society and education. Its basis is the concept of interaction between education and society, empirical theory of education democratization of education. It was found out that behavioral direction, whose founder was John Watson, appeared in the USA in the early XX century. Based on the theory of Pavlov's conditioned reflexes, his supporters (J. Watson, B. Sninner E. Thorndike) examined personality as a set of behavioral responses to stimuli of the environment. It is identified that the purpose of adult education - behavior modification adult-oriented changes in humans. It was proved, that unlike behaviorists, representatives of humanistic direction (J. Brown, Johnson, Maslow, M. Knowles, K. Rogers, etc.) considered man independent, active, open to change and self-actualization person. It was stressed, that the founders of the radical trend, based on theories of anarchism, marxism, socialism, considering education in general and adult education, in particular, as an important mechanism to achieve radical changes in society. It updates the social role of non-formal adult education, because it requires critical thinking and personal participation in these changes. It was found out, that according to philosophy of constructivism person is unique in his/her vision of the world, beliefs, outlook because he/she is able to construct his/her personal understanding of reality. A teacher is not just a transmitter of knowledge,he/she serves as the consultant, moderator, facilitator. The analysis of scientific literature showed that adult education in the USA has evolved with the development of society, and has a long history and some traditions, mainly seen as informal adult education, aimed at self-improvement of adult to meet his/her educational needs; mechanism of civil society formation.

scholarly journals Effect of rational-emotive adult education intervention on burnout symptoms among primary school teachers in Southeast Nigeria

2019 ◽  
Vol 48 (4) ◽  
pp. 030006051988220 ◽  
Author(s):  
Linus Okechukwu Nwabuko ◽  
Georgina Chinagorom Eze ◽  
Eberechukwu Charity Eneh ◽  
Ann Ebere Okechukwu ◽  
Inwang Etim Udom
Keyword(s):  
Adult Education ◽  
Treatment Group ◽  
Primary School ◽  
Control Group ◽  
Education Intervention ◽  
School Teachers ◽  
Primary School Teachers ◽  
Rational Emotive ◽  
Before And After

Objective To determine the effect of a rational-emotive adult education intervention (REAEI) on burnout symptoms among primary school teachers in Southeast Nigeria. Methods Primary school teachers with burnout symptoms were randomised to treatment or control condition. Treatment was a 16-week REAEI programme delivered in 32 group therapeutic sessions. The Teachers’ Burnout Inventory (TBI) score was recorded before and after therapy and at a three-month follow-up. Results Overall, 27% (86/320) of the sample of primary school teachers had burnout symptoms. TBI scores were statistically significantly lower in the treatment group compared with the control group both after therapy and at the three- month follow up. Conclusion In this sample of primary school teachers, burnout symptoms were alleviated by use of a REAEI program.

scholarly journals Compreensão de Escala Representada em Gráficos por Crianças e Adultos em Início de Escolarização

2019 ◽  
Vol 12 (2) ◽  
pp. 207
Author(s):  
Milka Cavalcanti ◽  
Gilda Guimarães
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Primary School ◽  
Diagnostic Test ◽  
Primary Education ◽  
Present Information ◽  
Level Of Difficulty

Representações gráficas são cada vez mais utilizadas para apresentar informações sobre os mais variados assuntos. Entretanto, crianças e adultos apresentam dificuldades para compreender essas representações, sendo a escala o maior marcador de dificuldade. Nesse artigo apresentamos uma investigação que, a partir do desempenho de crianças e adultos em início de escolarização, buscou construir uma progressão para o ensino de escalas representadas em gráficos ou o Conhecimento do Horizonte de Escala. Para tal, foi realizado um teste diagnóstico com 210 alunos que frequentavam do 1º ao 5º ano dos anos iniciais do Ensino Fundamental regular ou Módulos I a III da Educação de Jovens e Adultos. Os resultados evidenciaram que o trabalho com escala é possível de ser realizado desde o 1º ano, visto que crianças e adultos que estão inseridos em situações de alfabetização são capazes de resolver atividades envolvendo a identificação de valores na escala e a construção da mesma. Contudo, a escolaridade foi um fator importante para o desempenho dos alunos no momento de localizar valores implícitos na escala ou construir uma escala não unitária. Assim, sugerimos que ao propor uma atividade envolvendo gráficos é importante refletir sobre a gradação no nível de dificuldade da habilidade envolvida na atividade considerando na interpretação o valor estar implícito ou explícito no intervalo da escala e, na construção, a grandeza do conjunto numérico implicar uma escala diferente da unitária. Esperamos com esse trabalho contribuir tanto para nortear o ensino da Estatística nas escolas como para o desenvolvimento de processos de formação inicial e continuada de professores.Palavras-chave: Estatística. Escala. Anos Iniciais. EJAAbstractGraphical representations are increasingly used to present information on the most varied subjects. However, children and adults present difficulties to understand these representations, with scale being the greatest marker of difficulty. In this article we present an investigation that, based on the performance of children and adults at the beginning of schooling, attempted to construct a progression for the teaching of scales represented in graphs or the Knowledge of Scale Horizon. For that, a diagnostic test was carried out with 210 students who attended from the 1st to 5th year of the initial years of regular primary education or Modules I to III of Youth and Adult Education. The results showed that the work with scale is possible from the 1st year, since children and adults who are inserted in situations of literacy are able to solve activities involving the identification of values in the scale and the construction of the same. However, schooling was an important factor for students’ performance in locating implied values in the scale or constructing a non-unitary scale. Thus, we suggest that when proposing an activity involving graphs it is important to reflect on the gradation in the level of difficulty of the ability involved in the activity considering in the interpretation the value is implicit or explicit in the range of the scale and, in construction, the numerical set implies a different from the unitary scale. We hope that this work will contribute both to guiding the teaching of statistics in schools and to the development of initial and continuing teacher training processes.Keywords: Statistics. Scale. Primary School. Adults Education

scholarly journals “Til Asylernes Venner og Veninder”: Kommenteret tekstudgivelse om Grundtvigs kamp for asylskolernes frihed

2006 ◽  
Vol 57 (1) ◽  
pp. 7-14
Author(s):  
Ulrik Overgaard
Keyword(s):  
Adult Education ◽  
Primary School ◽  
School System ◽  
Major Research ◽  
Keen Interest ◽  
The Public

“Til Asylernes Venner og Veninder Kommenteret tekstudgivelse om Grundtvigs kamp for asylskolernes frihed[Grundtvig ’s fight for freedom of the charity schools]Transcription by Ulrik OvergaardIn May 1829 the Danish crown princess Caroline Amalie founded a sanctuary for orphans in Copenhagen. Grundtvig was a personal friend of the princess and from 1838 he usually gave a speech at the children’s annual Christmas party. On 19 September 1841, Caroline Amalie also took the initiative to establish a school, Dronningens Asylskole, which was connected to the sanctuary. Grundtvig became the director and P. O. Boisen the head of this school. The teachers were all grundtvigians and the grundtvigian ideas of a liberal alternative to the public Danish primary school were realized here, thus making Dronningens Asylskole the first of the so-called Danish friskoler (liberal schools).This article, hitherto unprinted, is an example of Grundtvig’s keen interest in the welfare of the sanctuaries in Copenhagen. It is printed here to emphasize Grundtvig’s commitment to the Danish primary school system in general, which scholarship has often neglected in favour of his interest in the folkhighschools. No major research has therefore been undertaken on this topic since K. E. Bugge’s dissertation Skolen for Livet from 1965, which was unquestionably a milestone in the research of Grundtvig’s educational ideas even though it dealt mostly with adult education.

scholarly journals INFORMAL ADULT EDUCATION IN KEDAINIAI REGION: EXPLICIT LINKS BETWEEN CAREER AND EDUCATION, CAREER CHANGES

2009 ◽  
Vol 1 (1) ◽  
pp. 9-28
Author(s):  
Žydronė Smulskienė ◽  
Vincentas Lamanauskas
Keyword(s):  
Adult Education ◽  
Informal Education ◽  
Modern Society ◽  
Career Changes ◽  
Motivation For Learning ◽  
Informal Adult Education ◽  
Market Needs ◽  
Teaching Learning ◽  
Personal Career ◽  
Trade Market

Due to rapid changes in the dynamics of trade market needs, learning and career as life-long pro-cesses have become the burning issues of modern society. Knowledge and skills acquired in comprehensive school, college or university cannot guarantee a strong position in the trade market. An important point is the latest information on the situation in different regions of Lithuania. In October - December 2008, a qualitative research was carried out. 29 respondents participated in the survey based on the structural interview providing a possibility of establishing the main conditions for informal adult education including available information, motivation for learning, evaluation in terms of usefulness and an aspect of career changes. Theoretical analysis puts emphasis on the links between informal adult education and career oppor-tunities. Informal education positively determines a further successful development of a personal career. Learning greatly expands the field of individual opportunities and choices and creates preconditions for making a decision on the development of a personal career. The carried out assessment of the situation on informal education in Kedainiai region disclosed that: • all establishments of informal education in Kedainiai region offer a possibility of and create the re-quired conditions for taking part in the process of life-long learning; • a local database of adult education services (training courses, seminars etc.) and organized pro-grammes provided by different institutions has been established; • the problem of financial support (lack and inadequacy of resources necessary to accomplish the mission established by the institutions of informal education) has been noticed. Obvious positive career changes of the learners who attended the institutions of adult informal educa-tion in Kedainiai region have been established. The majority of the surveyed participants found personal career changes successful and effective. An assessment of positions (opinions and evaluations) taken by the learners reveals that along the factors having impact on motivation such as aspirations, quality-based orien-tation and intentions of learning, other factors increasing students’ motivation for learning exist: • wish for conforming to constantly changing situation; • intention to remain competitive in the labour market; • wish for having means of support; • doubtful future possibilities. An analysis of employer’s positions (opinions and evaluations) indicates a positive attitude towards in-formal employees’ education. In seems to be clear that the prestige of informal adult education is increasing and the importance of understanding this phenomenon is gaining more weight in society. An assessment of the executives (opinions and evaluations) of the organizations arranging the sessions of informal teaching discloses that informal learning helps with increasing personal and professional compe-tencies, offers the possibility of self-realization, assists in retaining work places, determines the rise of new professional competencies and ensures successful changes in personal careers. Key words: career changes, informal adult education, teaching, learning.

scholarly journals Érzés vagy racionális tény? - Az önbizalom, mint a LLL egyik kulcstényezője

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Anikó Kálmán ◽  
Emőke Nyéki
Keyword(s):  
Adult Education ◽  
Evaluation Process ◽  
The Self ◽  
Human Values ◽  
Self Confidence ◽  
Self Image ◽  
Top Managers ◽  
Informal Adult Education

Nowadays the concept of trust attracts special attention. One of the most common approaches is examining self-confidence alongside human values and competencies.The study intends to point out the significance of self-confidence with regard to adult efficiency. The hypothesis is that positive self-assurance can essentially influence our achievement and our achievement has an impact on our self-confidence. Self-confidence often has a reflection as a feeling in the consciousness – the study strives to decompose this feeling or emotion into rational, measurable features and show its effect in the reflection of the self-image created by successful top managers and leaders.The data are from the results of studies collected since 2014 among top managers in the competitive sector during their non-formal? informal adult education. In the evaluation process, Emőke Nyéki’s 8-year-long expertise and knowledge in adult education is completed with her decade-long experience as a leader.

Drama in the Dale: Transformation Through Community Drama

2013 ◽  
Vol 83 (1) ◽  
pp. 54-61
Author(s):  
Julie Ward ◽  
Helen Frances Mills ◽  
Alan Anderson
Keyword(s):  
Adult Education ◽  
Rural Area ◽  
Education Project ◽  
Personal Journey ◽  
Informal Adult Education ◽  
Professional Artists

During the winter of 2011-2012, Weardale, England, was the setting for an ambitious informal adult education project. In this rural area in the northeast part of the country, the local arts collective, Jack Drum Arts, established a community play project entitled The Bonny Moorhen. This dramatic undertaking aimed to retell the story of the infamous Battle of Stanhope, a local lead miners’ uprising. The project took place in a converted barn and involved a group of sixty learners of all ages and from all walks of life. The troupe formed the choir, band, backstage crew, and company of actors who, with the support of professional artists, built a temporary theater space. Each member of this collective made a personal journey. Here Helen Mills and Alan Anderson, in association with Julie Ward, cofounder and project producer at Jack Drum Arts, offer their personal testimonies from the project.

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