scholarly journals Middle class adult education and training: The royal institutions in the 19th century

1973 ◽  
Vol 25 (60) ◽  
pp. 39-48
Author(s):  
Gordon W. Roderick ◽  
Michael D. Stephens
Keyword(s):  
Adult Education ◽  
Middle Class ◽  
19Th Century ◽  
Education And Training ◽  
The 19Th Century ◽  
And Training

scholarly journals A Tale of Two Nations: An Examination of Technical and Vocational Education and Training (TVET) in England and Ireland in the Second Half of the 19th Century against the Background of the Low Standing of TVET in Contemporary Education Systems

2020 ◽  
pp. 28-41
Author(s):  
Terry Hyland
Keyword(s):  
Vocational Education ◽  
19Th Century ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Future Research ◽  
Philosophical Perspective ◽  
Technical And Vocational Education ◽  
The 19Th Century ◽  
Vocational Studies ◽  
And Training

A number of recent studies have pointed to the historically low standing of vocational education against liberal/academic studies in schools and colleges, a status which shows little sign of improvement. Various perspectives on the causes of this state of affairs have been advanced over the years, and philosophical, historical, economic and political factors have been examined in depth.  Adopting a predominantly historical/philosophical perspective, this article attempts to throw light on current debates by examining the development of technical and vocational education and training (TVET) in England in the second half of the 19th century, and comparing this with educational developments in this field in Ireland which was then a colony of the British Empire and, after 1801, part of the United Kingdom.  It is intended that, through the analysis of contrasting cultures and politico-economic systems, the origins of the differential status of vocational and academic pursuits can be highlighted with a view to suggesting ways of enhancing the standing of vocationalism. There has never been a more urgent time for this form of historical and philosophical policy review since the subordinate status of vocational studies stands in the way of much-needed curriculum and pedagogical reform in educational systems around the world.  In conclusion, a number of suggestions are made in relation to the need for a more holistic conception of TVET which pays due attention to the practical and psychomotor aspects of the field emphasised in current approaches to the revival of craft and manual skills and strategies. Future research in the field would do well to take into account emerging studies on craft and manual learning, in addition to attending to the 19th century origins of vocational courses and strategies.

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.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2014 ◽  
pp. 2026-2042
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated' space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2010 ◽  
Vol 1 (3) ◽  
pp. 27-45
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Learning Outcomes ◽  
Career And Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated’ space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

scholarly journals ADULT EDUCATION AND TRAINING IN CANADA: OPPORTUNITIES, FUNDING, AND GENDER GAPS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S4-S4
Author(s):  
A Katherine Harrington ◽  
Phyllis Cummins
Keyword(s):  
Adult Education ◽  
Education And Training ◽  
Middle Aged ◽  
Mixed Methods Approach ◽  
The Past ◽  
Funding Sources ◽  
Key Informant ◽  
International Assessment ◽  
And Gender ◽  
And Training

Abstract Labor force participation rates for middle-aged and older Canadians have increased substantially over the past two decades, with increases for women outpacing men. Given the importance of adult education and training (AET) to stay competitive in later career, we used a mixed methods approach to examine gender differences. Our analysis of the 2012 Program for the International Assessment of Adult Competencies (PIAAC) data indicated that, for ages 55-65, rates of AET participation are similar for both men and women. However, women are less likely than men to have AET funded by their employers. Findings suggest that women are more likely to need alternate funding sources for AET, such as other organizations or through self-funding. In addition, our review of literature, policy-related documents, and key informant interviews identified possible changes in policies and practices for the promotion of AET for middle-aged and older Canadians.

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