scholarly journals When Investment in Basic Skills Gives Negative Returns

2017 ◽  
Vol 67 (2) ◽  
pp. 136-154
Author(s):  
Mary Genevieve Billington ◽  
Kari Nissinen ◽  
Egil Gabrielsen
Keyword(s):  
Adult Education ◽  
Education System ◽  
Adult Literacy ◽  
Basic Skills ◽  
Adult Population ◽  
Policy Implications ◽  
Age Group ◽  
Foreign Born ◽  
Education Programs ◽  
National Boundaries

In recent years, the Norwegian government has invested heavily in improving basic skills in the adult population. Initiatives have included legislation, the introduction of work-based adult education programs, and reforms in schooling. In light of this investment, we explore trends in adult literacy and numeracy, by comparing data from two international surveys of adult skills, conducted in 2003 and 2012. Paradoxically, the proportion of low-performing adults appears to have increased, most significantly in the 16- to 24-year age group and in the foreign-born population. The profile of the lowest performing group has changed in the intervening years. These findings suggest that adult education programs and the education system more generally may not be in concord with the goal of including all in the communities of the literate. We discuss policy implications, in the context of the Scandinavian model, but argue that the discussion is applicable beyond national boundaries.

scholarly journals BUILDING PROFESSIONAL PRIDE IN LITERACY

2009 ◽  
pp. 95
Author(s):  
Denyse Edney
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Adult Literacy ◽  
Basic Skills ◽  
High Quality ◽  
Survey Participant ◽  
Quality Program ◽  
Service Oriented ◽  
Individual Needs ◽  
Professional Pride

What should professionalism mean in the literacy field?  Quigley cites the results of a survey of literacy practitioners. According to one participant, ‘To act “professionally” in literacy and adult education is to self-educate in professional development.’ Another replied that literacy practitioners act professionally when they view ‘students as most valued clients and attempt to engage their individual needs and goals within a high-quality program of basic skills instruction.’ The theme of caring was one of the strongest points made. Quigley quoted from another survey participant: ‘To act professionally in adult literacy one is service-oriented, friendly and accountable. A professional is ethical (with) strong values, especially those pertaining to literacy and the population one serves’.

scholarly journals Regulatory support of adult education in EU countries

2018 ◽  
pp. 105-110
Author(s):  
Anna Boiarska-Khomenko
Keyword(s):  
Adult Education ◽  
Education System ◽  
Informal Education ◽  
Adult Population ◽  
National Level ◽  
The Elderly ◽  
Target Groups ◽  
Education Development ◽  
The Public ◽  
Balanced Distribution

In the article, the analysis of the European Parliament's normative legal documents on adult education has been carried out. The role and significance of lifelong learning at the present stage have been determined by the help of normative acts. Trends and vectors of adult education development are: popularization of education among the adult population, the use of the latest educational technologies, improvement of teaching methods, involving different target groups in education, formal recognition of non-formal and informal education, provision of qualified pedagogical personnel to the adult education system. The tasks of adult education are: increasing access to adult education; development of new approaches to adult education; promotion of adult education among the public; encouraging the development of new adult education systems; comprehensive provision of high-quality non-formal and informal education for adults; promoting employers' awareness of the benefits of adult learning: adult education contributes to increasing workers’ productivity, competitiveness, creativity, introduction of innovations and entrepreneurship is an important factor of increasing the mobility of employees in the labor market encouraging adults to enter higher education institutions; promoting a balanced distribution of learning and educational resources throughout the lifecycle of a person; creation of well-developed educational provision for the elderly. The ways of realization of the set tasks are: to identify priority target groups for education at the national level; to educate adults in accordance with the stages; to offer adults an opportunity to take tests; to provide proposals for education for migrants; to carry out a periodic check of non-formal and informal education; to implement motivational and informational and advocacy measures. In the article, the main proposals of the European Parliament on further prospects for improving the adult education system have been highlighted.

Professional Activities of Teacher-Andragogue (Foreign Experience)

2014 ◽  
Vol 4 (3) ◽  
pp. 26-30 ◽  
Author(s):  
Larysa Lukianova
Keyword(s):  
Adult Education ◽  
Education System ◽  
Professional Activity ◽  
Social Functions ◽  
Foreign Experience ◽  
Professional Activities ◽  
Technological Organization ◽  
Integral Role ◽  
Role Position ◽  
Self Learning

Abstract The idea of the conceptualization of adult education has been postulated in the article including its significant differences. The leading distinguishing feature is the personality of pedagogical staff that works with adults. It has been substantiated the dependence of the functions which are performed by pedagogical staff in the adult education system, on the main characteristics of the society. It has been shown the content of the integral-role position of a pedagogue-andragogue which has 3 elements: subject and content, project and technological, organization and diagnostic. The professional activity of a pedagogue-andragogue has been analyzed as the specialist who professionally organizes and conducts adult training and learning, helps create individual programs of training. At the same time, in his/her activity he/she combines different social functions as well. The most typical are to provide the help in renovating the motivation towards learning and professional activity, to combine the content both andragogical and professional activity of his/her learners, to share the methods of supervising adult self-learning.

Migrants and the Labor Market: The Role and Tasks of Adult Education

2021 ◽  
Vol 32 (1) ◽  
pp. 29-39
Author(s):  
Tetyana Kloubert ◽  
Chad Hoggan
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Adult Educators ◽  
Learning Needs ◽  
Integration Process ◽  
Multiple Forms ◽  
Education Programs ◽  
Successful Integration

The process of migration to a new country brings with it a host of challenges, and therefore also learning needs. Some countries have systems in place to facilitate the transition of migrants into society, often including adult education programs. Those programs, however, cannot be effective if blithely designed in ignorance of the interrelationship between established systems for facilitating integration and the experiences of migrants during the integration process. Focusing on the transition into the labor market and drawing on the expertise of adult educators who work in these systems in Germany, this article explores several stumbling blocks that make a successful integration for migrants more difficult and describes three strategies to address them: challenging the logic of the labor market, dealing with failure, and acknowledging multiple forms of discrimination. The analysis of Germany can provide insights that are useful in other national contexts.

Adult Courses through Cooperation

1951 ◽  
Vol 134 (5) ◽  
pp. 130-131
Author(s):  
Kenneth C. Parker
Keyword(s):  
Adult Education ◽  
Private School ◽  
American Education ◽  
Education Programs ◽  
Public And Private ◽  
New Horizons ◽  
Recreation Programs

When taxpayer groups demand that frills be trimmed from the educational petticoat for economy reasons, adult education programs are often exempted from criticism. Adults who have benefited from classes that open new horizons of knowledge or from recreation programs that really recreated the tired mind would be reluctant to dispense with this phase of American education. On these pages, Kenneth Parker, who played a large part in getting public and private school authorities to cooperate for the benefit of the community, describes an unusual adult education venture.

scholarly journals Understanding How Socioeconomic Inequalities Drive Inequalities In COVID-19 Infections

2021 ◽  
Author(s):  
Rachid Laajaj ◽  
Duncan Webb ◽  
Danilo Aristizabal ◽  
Eduardo Behrentz ◽  
Raquel Bernal ◽  
...  
Keyword(s):  
Process Model ◽  
Adult Population ◽  
Policy Implications ◽  
Primary Data ◽  
Socioeconomically Disadvantaged ◽  
Infection Rates ◽  
Middle Income ◽  
Individual Level ◽  
Disadvantaged Groups ◽  
The Poor

Abstract Background: Across the world, the COVID-19 pandemic has disproportionately affected economically disadvantaged groups. This differential impact has numerous possible explanations, each with significantly different policy implications. We examine, for the first time in a low- or middle-income country, which mechanisms best explain the disproportionate impact of the virus on the poor. Methods: We use primary data from the CoVIDA project, including the results of 59,770 RT-PCR tests in Bogotá, targeted on a mostly asymptomatic adult population June 2020 to March 3rd, 2021. This is combined with administrative data that covers all reported cases in Bogotá. We estimate a number of parameters that are likely to drive inequality in COVID-19 infection rates across socioeconomic groups, then use these estimates in an individual-level branching process model of the epidemic. We use counterfactual scenarios to estimate the relative importance of different channels for explaining inequality in infection rates. Findings: Total infections and inequalities in infections are largely driven by inequalities in the ability to work remotely and in within-home secondary attack rates. Inequalities in isolation behavior are less important but non-negligible, while access to testing and contract-tracing plays practically no role. Interventions that mitigate transmission are found to be more effective when targeted on socioeconomically disadvantaged groups.Interpretation: Socioeconomically disadvantaged groups are particularly vulnerable to COVID-19 infections, and this appears to be primarily driven by the need to work out of home, higher transmission within home, and to some extent, the ability to isolate when needed. Policies that can successfully reduce these channels of transmission among the poor are likely to have large benefits.

scholarly journals Epidemiology of Fatal Injuries reported in the mortuary of a tertiary care hospital

2019 ◽  
Vol 6 (2) ◽  
pp. 633
Author(s):  
Subrat Kumar Pradhan ◽  
Himansu Prasad Acharya ◽  
Rudra Prasanna Mishra ◽  
Jay Kumar Panda ◽  
Durga Madhab Satapathy ◽  
...  
Keyword(s):  
Traffic Accidents ◽  
Road Traffic ◽  
Adult Population ◽  
Tertiary Care ◽  
Public Health Problem ◽  
Care Hospital ◽  
Age Group ◽  
Microsoft Excel ◽  
Mortality And Morbidity ◽  
Fatal Injuries

Background: Injuries are an increasingly recognized global, preventable public health problem and are an important cause of mortality and morbidity in adult population. The major causes of injury related deaths may be intentional and unintentional. The major unintentional or “accidental” causes are road traffic accidents (RTAs), falls and drowning whereas the leading intentional causes are suicide and homicide. A robust Surveillance System for Injury Mortality is almost non-existent in our country due to which the data for the same is not available and haphazard. Keeping these factors in mind, the following study was under taken to identify the various epidemiological factors related to fatal injury cases.Methods: A record based retrospective study was conducted in the Department of Community Medicine, VSSIMAR, Burla, Odisha. The data were collected from the autopsy reports preserved at the Dept of FM & T, VSSIMSAR. Variables like age, sex, number of injury cause of death, place of death etc. were collected. Data were entered in Microsoft Excel and analysed using proportions and percentages.Results: The age group 25-44 years recorded the maximum number of deaths (37.49%). Males suffered the highest casualty accounting for 61.85% of deaths. Unintentional fatal injuries constituted 63.58% of deaths. The most number of fatal injuries resulting in deaths were RTAs (36.41%).Conclusions: The age group 25-44 years recorded maximum deaths. Males were the major death victims. RTAs constituted maximum of deaths among unintentional fatal injuries. Homicidal injuries constituted maximum of deaths due to intentional fatal injuries.

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