Book Review: Chilisa, B., & Preece, J. (Eds.). (2006). Research Methods for Adult Educators in Africa. UNESCO, UNESCO Institute for Lifelong Learning, Institute for International Cooperation of German Adult Education Association, University of Botswana and Pearson Education South Africa. 150 pp. $27.50

2008 ◽  
Vol 59 (1) ◽  
pp. 84-86
Author(s):  
Shirley Walters
Keyword(s):  
South Africa ◽  
Adult Education ◽  
Lifelong Learning ◽  
Research Methods ◽  
Adult Educators ◽  
University Of Botswana ◽  
Education Association ◽  
Lifelong Learning Institute ◽  
German Adult

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.

Obuke nastavnika kao doprinos jačanju kapaciteta za razvoj osnovnog obrazovanja odraslih u Bosni i Hercegovini

2021 ◽  
Vol 20 (1_2 2020) ◽  
pp. 57-78
Author(s):  
Violeta Orlović Lovren ◽  
Jovan Miljković ◽  
Svjetlana Tubić
Keyword(s):  
Adult Education ◽  
International Cooperation ◽  
Bosnia And Herzegovina ◽  
Methodological Approach ◽  
Political Context ◽  
Project Activity ◽  
Education Association ◽  
Insight Into ◽  
German Adult

The paper is dedicated to the analysis of the effects from teacher trainings which were developed and applied in Bosnia in Herzegovina (B&H), as a project activity within the larger project titled ''Support for adult education: subsequent acquisition of elementary adult education'', which was implemented during 2012-2013 by the GIZ and the Institute for International Cooperation of German Adult Education Association (DVV International), Office in Bosnia and Herzegovina. The reasons for initiating this training and the analysis of its effects are considered in a specific socio-historical and educational-political context, in order to analyze not only the inherited problems of illiteracy, but also the conditions in which the capacity for their resolution and building of a system of adult education are developing today. The methodological approach and findings of the research are presented, which is based on estimates of the teachers on the effects of the training in which they participated. Bearing in mind the insight into the context and findings of the research, possible directions for improvement in this field are suggested.

Perceived Effectiveness of Adult Education as a Contributor to National Development in Southern Africa Today

2005 ◽  
Vol 11 (1) ◽  
pp. 80-90
Author(s):  
Akpovire Oduaran ◽  
Lucy Okukpon
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
21St Century ◽  
Southern Africa ◽  
National Development ◽  
Adult Educators ◽  
Perceived Effectiveness ◽  
Enabling Environment ◽  
Global Trend ◽  
Purposive Sample

This qualitative interpretivist study analyses the perceptions of a stratified and purposive sample of university-based adult educators with a view to understanding how they perceive the effectiveness of adult education as a contributor to national development in southern Africa at the beginning of the 21st century. These perceptions of university-based adult educators are investigated against the background of the current global trend to project adult education as a component of the configuration of lifelong learning. Among the findings are that university-based adult educators in southern Africa differ to some extent as to whether or not the discipline has contributed significantly to southern African national development, and that the need for an enabling environment for the utilisation of adult education is as yet unappreciated.

scholarly journals Canadian Adult Education: Still a Movement

2010 ◽  
Vol 37 (1) ◽  
Author(s):  
Tom Nesbit
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Collective Action ◽  
Lifelong Learning ◽  
Adult Educators ◽  
Institutions Of Higher Education ◽  
Canadian Society ◽  
Education Movement ◽  
Collaborative Activities

Writing recently in this journal, two of Canada’s veteran adult educators contemplated the “death” of the Canadian adult education movement. I disagree and argue that adult education in Canada is as vital an activity as ever and one that still fully justifies being called a movement. Specifically, Selman and Selman (2009) list five trends that they assert have brought about the adult education movement’s demise: a general retreat from collaborative activities and collective action; a concern about “missionary” activities; the structure, values, and rewards within universities and other institutions of higher education; a shift toward “lifelong learning” as an organizing concept; and the movement somehow becoming less Canadian. In this paper, I consider each trend in some detail and provide examples to counter the Selmans’ analysis. Instead, I show that adult education continues to be a critical and vital movement in Canadian society and one very far from dead.

Sign in / Sign up

Export Citation Format

Share Document