Lifelong Learning on Either Side of the Border: the effects of government policy on adult education in The Netherlands and Belgium

2009 ◽  
Vol 44 (2) ◽  
pp. 257-270 ◽  
Author(s):  
HEMMO SMIT ◽  
FROWINE DEN OUDENDAMMER ◽  
ERIK KATS ◽  
JAAP VAN LAKERVELD
Keyword(s):  
Adult Education ◽  
The Netherlands ◽  
Lifelong Learning ◽  
Government Policy

Lifelong Learning Chic in the Modern Practice of Adult Education: Historical and Contemporary Perspectives

2005 ◽  
Vol 11 (1) ◽  
pp. 62-79 ◽  
Author(s):  
André P Grace
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Federal Government ◽  
Government Policy ◽  
Critical Reflection ◽  
The Past ◽  
The Social ◽  
History Of ◽  
Change Forces ◽  
Over Time

This article turns to the history of the modern practice of adult education to speak to the versatility of lifelong learning as a fluid and indeterminate concept that some have viewed as a learner's way out and others have viewed as a learner's burden. It identifies change forces that have shaped particular purposes and functions of lifelong learning over time and tides. In the wake of such forces, the article emphasises the need for a critical practice of lifelong learning that would engage citizen learner-workers in holistic practices that attend to their instrumental, social, and cultural needs. In doing so, it speaks to the importance of remembering history by using the lens of the past to consider the conceptualisation and parameters of contemporary lifelong learning and to critique a discernable culture of learner-worker neglect in Canada. Considering the plight of Canadian young adults as an example, the article provides critical reflection on federal government policy that abets privatisation of lifelong learning and aggravates the situation for learner-workers by blaming individuals for any failure in lifelong learning. It concludes with a perspective suggesting it may well be time for a critical (re)turn in Canadian adult education to help salvage lifelong learning as a formation and project of the social.

scholarly journals Tasks and Social Functions of Adult Educationin the Perspective of Learning in Adulthood

2019 ◽  
pp. 117-132
Author(s):  
Zofia Szarota
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Social Functions ◽  
The Subject ◽  
Content Range

The subject of the study are contemporary social functions of adult education included in the context of lifelong learning. I presented their determinants and consequences. These functions are significantly different from those set out by historical socio-economic and cultural circumstances. I present a proposition of a proprietary view of the typology and content range of these functions.

scholarly journals A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Viktória Beszédes
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Empirical Research ◽  
International Research ◽  
Professional Training ◽  
Education Professionals ◽  
European Area ◽  
Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

scholarly journals Museums and lifelong learning: The adult dimension

1970 ◽  
pp. 79
Author(s):  
Alan Chadwick
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Final Report ◽  
Education Committee ◽  
Two Sectors

It is worth reminding ourselves that the notion of museums and adult education bodies co-operating together is not unfamiliar. Indeed, the two major Adult Education Reports this century, the Adult Education Committee Final Report (1919) and Adult Education: a plan for development (1973), both considered the roles of museums and adult education providers. In the museums sector, the Report by Sir Henry Miers of 1928 and Sir Frank Markham's Report of 1938 also linked the two roles together, although in the case of the former Report the lack of co-operation between the two sectors was noted. 

scholarly journals Empathy in Adult Education

2015 ◽  
Vol 21 (3) ◽  
pp. 65-73
Author(s):  
Natalija Vrečer
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Process ◽  
Interpersonal Relations ◽  
Educational Process ◽  
Intercultural Dialogue ◽  
Adult Educators ◽  
Human Relations ◽  
Full Extent ◽  
Intercultural Competencies

Empathy is an important part of emotional intelligence and the latter is crucial for human relations, whether they be interpersonal relations, relations among people at work, or in a wider community. Therefore, empathy is important for adult education, for guidance counsellors, and for other adult educators. Adult educators must be empathic in order to understand the perspectives and needs of the participants in the educational process and empathy is a precondition for understanding. The development of empathy as a competence is a lifelong learning process. Namely, despite some biological predispositions for empathy, the latter can be learnt. It is the contention of the article that empathy is one of the most important intercultural competencies, because if a person is not empathic, other intercultural competencies vary rarely cannot develop to their full extent. Thus empathy is a precondition for successful intercultural dialogue.

scholarly journals Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland

2021 ◽  
pp. 57-78
Author(s):  
Nathalie Huegler ◽  
Natasha Kersh
Keyword(s):  
Adult Education ◽  
Young People ◽  
The Netherlands ◽  
Social Inclusion ◽  
Structural Barriers ◽  
Policy And Practice ◽  
Policy Makers ◽  
Economic Perspectives ◽  
The Uk

AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.

scholarly journals The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

2017 ◽  
Vol 68 (1) ◽  
pp. 63-79 ◽  
Author(s):  
Ellen Boeren
Keyword(s):  
Data Mining ◽  
Qualitative Research ◽  
Education Research ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Quantitative Research ◽  
Critical Discussion ◽  
Journal Articles ◽  
Quantitative And Qualitative Research

An examination of articles published in leading adult education journals demonstrates that qualitative research dominates. To better understand this situation, a review of journal articles reporting on quantitative research has been undertaken by the author of this article. Differences in methodological strengths and weaknesses between quantitative and qualitative research are discussed, followed by a data mining exercise on 1,089 journal articles published in Adult Education Quarterly, Studies in Continuing Education, and International Journal of Lifelong Learning. A categorization of quantitative adult education research is presented, as well as a critical discussion on why quantitative adult education does not seem to be widespread in the key adult education journals.

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