Formal adult education in the spotlight: profiles, motivations and experiences of participants in 12 European countries

2012 ◽  
pp. 63-86 ◽  
Keyword(s):  
Adult Education ◽  
European Countries

scholarly journals EXPERIMENTING PARTICIPATIVE E-LEARNING IN NON-FORMAL ADULT EDUCATION: THE ESCALADE PROJECT

2016 ◽  
Vol 4 ◽  
pp. 144
Author(s):  
Luis Ochoa Siguencia ◽  
Gilberto Marzano ◽  
Renata Ochoa-Daderska
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Educational Needs ◽  
European Countries ◽  
Research Approach ◽  
Educational Strategies ◽  
Learning Programs ◽  
E Learning ◽  
Funded Project

This paper presents the research approach designed for  EScAlADE, an EU funded project that sees the participation of five European countries and focuses on adult participative e-learning. EScAlADE aims at investigating about the educational needs of adults (range: 50-65 years) involved in e-learning programs. This paper reports on the projects methodology and on the necessity of educational strategies able to provide adult trainees with the skills required by the labor market.

scholarly journals EUROPEAN DIMENSIONS OF ADULT EDUCATION POLICY

2020 ◽  
pp. 22-26
Author(s):  
Olena Ogienko
Keyword(s):  
Adult Education ◽  
Education Policy ◽  
Policy Formation ◽  
European Countries ◽  
Educational Systems ◽  
Education Systems ◽  
Adult Individual ◽  
European Dimension ◽  
Key Factor ◽  
Economy And Education

The article defines and analyzes the leading factors, mechanisms and tendencies of the Eu-ropean adult education policy formation. It is determined that the leading factors of the European adult edu-cation area formation are processes of globalization, integration, democratization, and informatization. It has been revealed that international conferences on adult education (CONFITEA) have a special significance in shaping the strategy for the development of adult education. International and European documents and programs are the main mechanisms for the implementation of European education policy. It has been shown that although European documents on the development and functioning of adult education systems are advi-sory, each country has an opportunity to relate them to national traditions and adapt to their needs. The trends in the context of the European adult education area formation are identified, which include: the grad-ual transformation of adult education into a key factor of sustainable economic and social development in European countries; strengthening of the European dimension and integration of educational systems; con-vergence in adult education, which provides «mitigation» of the influence of megatrends and the develop-ment of mechanisms for the preservation of the national component and national specificity of adult educa-tion systems; glocalization which enables to optimally harmonize the global and national needs for ensuring the competitiveness of the national economy and education; complementarity, harmonious coherence of adult education systems in European countries. It is shown that the European dimension in national educa-tion policy is able to provide an adult individual with equal opportunities and competitiveness in the Europe-an labour market. Therefore, it is advisable to form the Ukrainian education policy in the field of adult educa-tion in accordance with European approaches that should be considered as a necessary measure which is able of responding to current challenges and ensuring the entry into a single European educational space.

scholarly journals IMPACT OF THE COVID-19 PANDEMIC ON EDUCATION AND TRAINING

2021 ◽  
Vol 3 (4) ◽  
pp. 42-48
Author(s):  
Prof. Ph.D. Anamaria BURADA ◽  
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Well Being ◽  
Education And Training ◽  
European Countries ◽  
Educational Policies ◽  
And Training

This article aims at presenting how the Covid-19 pandemic affected all areas of education in 2020, at all types and levels, from early to adult education as well as the reaction of European countries and institutions through the adopted educational policies. Education and training contribute decisively to the well-being and personal and professional development of citizens as well as to the resilience of the society and of the economy, having an important role in the recovery of societies.

scholarly journals Validation of non-formal and informal learning from a European perspective – linking validation arrangements with national qualifications frameworks

2015 ◽  
Vol 21 (4) ◽  
pp. 7-19
Author(s):  
Borut Mikulec
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Labour Market ◽  
European Countries ◽  
European Perspective ◽  
European Policy ◽  
Successful Model ◽  
Starting Point ◽  
Formal And Informal Learning ◽  
Education Theory

The paper analyses European policy on the validation of non-formal and informal learning, which is presented as a “salvation narrative” that can improve the functioning of the labour market, provide a way out from unemployment and strengthen the competitiveness of the economy. Taking as our starting point recent findings in adult education theory on the validation of non-formal and informal learning, we aim to prove the thesis that what European validation policy promotes is above all economic purpose and that it establishes a “Credential/Credit-exchange” model of validation of non-formal and informal learning. We proceed to ecxamine the effect of European VNIL policy in selected European countries where validation arrangements are linked to the qualifications framework. We find that the “Credential/ Credit-exchange” validation model was first established in a few individual European countries and then transferred, as a “successful” model, to the level of common European VNIL policy.

scholarly journals How to Train Evaluators of Adult Education Staff at a European Level? Towards the Design of a Pilot Curriculum in Edueval Project

2015 ◽  
Vol 4 ◽  
pp. 138
Author(s):  
Loredana Perla ◽  
Viviana Vinci
Keyword(s):  
Adult Education ◽  
Crucial Role ◽  
European Countries ◽  
Collaborative Approach ◽  
European Level ◽  
Initial Training ◽  
Academic Researchers ◽  
Professional Profile

The evaluation of professionals involved in Adult Education staff has a crucial role in order to guarantee the quality of Adult Education (AE). EduEval is a project of the LLP Grundtvig Programme, coordinated by University of Milano-Bicocca, Italy (http://www.edueval.eu/), established with the main objective of redefining the professional profile of the evaluator of Adult Education staff. In this framework, six partners from five European countries work with a collaborative approach. The project offers a new methodology in the field of AE that arises from the importance of a cooperation between practitioners of the AE staff and academic researchers. The paper focuses on the pilot course designed by University of Bari to create a curriculum for the initial training of the professionals involved in the evaluation of AE staff.

scholarly journals Characteristics of adult education in european countries

2016 ◽  
Vol 0 (7 (3)) ◽  
pp. 51-54
Author(s):  
Олена Станіславівна Волярська ◽  
Ольга Іванівна Пастушок
Keyword(s):  
Adult Education ◽  
European Countries

scholarly journals Estimation of Some Proportion in a Clustered Population

2009 ◽  
Vol 14 (4) ◽  
pp. 473-487
Author(s):  
D. Krapavickaitė
Keyword(s):  
Adult Education ◽  
Formal Education ◽  
Sampling Design ◽  
European Countries ◽  
Learning Activities ◽  
Official Statistics ◽  
Two Stage ◽  
Alternative Design ◽  
Traditional Design ◽  
Adult Education Survey

The aim of this paper is to show that the traditional design-based estimator for the proportion of population units, associated with at least one subunit having an attribute of interest using the two-stage sampling design, is biased. We face such a situation in the Adult Education Survey of official statistics of the European countries when estimating the share of individuals in non-formal education, involved in job-related learning activities. The alternative design and model-based estimators are proposed.

Averting robo-bees: why free-flying robotic bees are a bad idea

2019 ◽  
Vol 3 (6) ◽  
pp. 723-729
Author(s):  
Roslyn Gleadow ◽  
Jim Hanan ◽  
Alan Dorin
Keyword(s):  
Climate Change ◽  
Computer Simulation ◽  
Food Security ◽  
European Countries ◽  
Plant Interactions ◽  
Plant Insect Interactions ◽  
Native Habitat ◽  
Insect Pollinators ◽  
Insect Interactions

Food security and the sustainability of native ecosystems depends on plant-insect interactions in countless ways. Recently reported rapid and immense declines in insect numbers due to climate change, the use of pesticides and herbicides, the introduction of agricultural monocultures, and the destruction of insect native habitat, are all potential contributors to this grave situation. Some researchers are working towards a future where natural insect pollinators might be replaced with free-flying robotic bees, an ecologically problematic proposal. We argue instead that creating environments that are friendly to bees and exploring the use of other species for pollination and bio-control, particularly in non-European countries, are more ecologically sound approaches. The computer simulation of insect-plant interactions is a far more measured application of technology that may assist in managing, or averting, ‘Insect Armageddon' from both practical and ethical viewpoints.

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