scholarly journals Adult non-formal learning motives and future needs: Klaipėda city's case

2017 ◽  
Vol 39 (1) ◽  
pp. 69-85 ◽  
Author(s):  
Ilvija Pikturnaitė ◽  
Judita Jonuševičienė ◽  
Robertas Kavolius
Keyword(s):  
Adult Education ◽  
Questionnaire Survey ◽  
Positive Attitude ◽  
Formal Education ◽  
Learning Motivation ◽  
Education Law ◽  
Formal Learning ◽  
Future Needs ◽  
Social Partners

The lack of learning motivation is often presented as one of the reasons that interfere adults to learn. Therefore the purpose of research is to reveal Klaipėda city residents’, employers’ and other social partners’ motives and future needs of participation in non-formal education. The questionnaire survey of Klaipėda city residents, employers and other social partners was implemen-ted by using pre-made standardized questionnaires, which were composed with consideration of the Lithuanian Republic Non-formal Adult Education Law. Klaipėda city residents link non-formal learning more closely to gratification of individual interests. Employers and social partners expressed positive attitude towards learning.

Concept of Pedagogy and Andragogy Education

2022 ◽  
Vol 1 (1) ◽  
pp. 12-18
Author(s):  
Kathryn Holmes ◽  
Greg Preston
Keyword(s):  
Quality Of Life ◽  
Adult Education ◽  
Student Experience ◽  
Learning Motivation ◽  
Learning Activities ◽  
Brain Training ◽  
Science And Art ◽  
Readiness To Learn ◽  
The Difference

Education can be a measure of the progress and quality of life of a nation, so it is said that the progress of a nation and state can be achieved by one of the reforms in terms of education. In education, there are two terms, namely pedagogy and andragogy. Pedagogy is known as the education of children, while andragogy can be interpreted as the science and art of teaching adults. Children's education will take place in the form of assimilation, identification, and imitation; while adult education focuses on improving their lives, providing skills and abilities to solve problems, so what is identical here is brain training for adults. The difference between pedagogy and andragogy lies in the different assumptions about the personality of students, such as the concept of students, student experience, readiness to learn, orientation towards learning from their learning motivation. And from these assumptions, it can be distinguished in terms of the process which includes elements of atmosphere, planning, needs diagnosis, formulation, objectives, lesson plans, learning activities, and assessments.

scholarly journals PHILOSOPHICAL AND METHODOLOGICAL PROBLEMS OF PERSONALISED EDUCATION OF ADULTS IN TERMS OF POSTMODERN PLURALISM

2020 ◽  
Vol 7 (7(76)) ◽  
pp. 7-11
Author(s):  
Nadezda Efimovna Bulankina
Keyword(s):  
Adult Education ◽  
Leadership Development ◽  
Formal Education ◽  
Industrial Society ◽  
Learning Technology ◽  
Professional Programs ◽  
Professional Activities ◽  
Economic Framework ◽  
Self Organized ◽  
Post Industrial

This research is devoted to the study of the methodology of personalized adult education in the value context of the historical and cultural epoch of Russia and the world as a whole, presented in the scientific and pedagogical discourse reflecting the pluralistic specifics of post-industrial society. The purpose of this study is to determine the specifics of personalized training and additional professional programs "Linguistics and Intercultural Interaction" in the formal education system being limited with temporal and economic framework designed to prepare graduates to meet the new professional activities of an educator. The problem field of this research is related to the theoretical and practical justification of the use of the methodology of language and cultural pluralism, as well as the pluralism of goals, objectives and content of adult education, focused on innovation and leadership development, on creative approaches to thinking, especially in school, where resources are limited, and subject to constant changes. The objectives of the research are threefold: a) to develop the principles of program development, b) the corpus of personalized humanitarian practices for organizing the event learning spaces of creative interaction of the participants, and c) to facilitate the stages of implementation of updated programs, and methodological content of training, as well as organizational difficulties associated with the formation of new professional competencies of the graduates of the programs in a new socio-cultural transforming space. In conclusion, the main results of the study at different stages of implementation of personalized learning technology are formulated, and the prospects for using them in the format of remote learning and elearning are outlined for self-organized professional development.

scholarly journals A Human Capital Approach to Academic Advising

1997 ◽  
Vol 17 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Leigh S. Shaffer
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Adult Education ◽  
Academic Advising ◽  
Formal Education ◽  
Job Training ◽  
Vocational Interests ◽  
Geographic Mobility ◽  
Human Capital Approach ◽  
On The Job Training

Human capital, defined as any characteristic of a worker that contributes to that worker's productivity, is presented in this article as a unifying theme for academic advising in higher education. Five categories of human capital–formal education, adult education, on-the-job-training, health, and geographic mobility–and academic advising issues related to developing students' human capital in each category are presented. Students' vocational interests are identified with developing their human capital, and the principle of maximizing human capital is introduced as a basis for students' choices of academic curricula and particular courses and programs.

scholarly journals FROM TOOL-MAKING TO TOOL-USING – AND BACK: RATIONALES FOR ADOPTION AND USE OF LCC

2018 ◽  
Vol 22 (3) ◽  
pp. 179-190 ◽  
Author(s):  
Pernilla GLUCH ◽  
Mathias GUSTAFSSON ◽  
Henrikke BAUMANN ◽  
Göran LINDAHL
Keyword(s):  
Life Cycle ◽  
Real Estate ◽  
Empirical Data ◽  
Questionnaire Survey ◽  
Positive Attitude ◽  
Institutional Logics ◽  
Life Cycle Costing ◽  
Property Owners

Real estate- and property owners’ rationales behind the adoption of Life Cycle Costing (LCC) respectively how LCC is actually used in renovation projects, is investigated through empirical data from a questionnaire survey sent to managers in Swedish real estate organisations. The study shows a positive attitude towards LCC. It is perceived to as a flexible and multi-functional tool with a familiar monetary format. Nevertheless, the study also reveals simplistic and undevel-oped views of how to use LCC. While much research has focused on developing sophisticated LCC tools, the findings indicate that practitioners’ interest in these refinements seems limited. The importance of understanding that LCC is used in a context of multiple and partly competing institutional logics of renovation is emphasised. The paper contributes to a more informed research in development of LCC tools as well as better informed LCC use among real estate and property owners.

scholarly journals Micro-lecture Teaching for Improving the Learning Effect of Non-English Majors at North China Electric Power University

2019 ◽  
Vol 12 (6) ◽  
pp. 209 ◽  
Author(s):  
Jia-ling HAN
Keyword(s):  
Statistical Analysis ◽  
Electric Power ◽  
Questionnaire Survey ◽  
Learning Effect ◽  
North China ◽  
Learning Motivation ◽  
College English ◽  
Academic Achievements ◽  
English Majors

The present study aimed to investigate the effect of micro-lecture teaching on non-English majors’ academic achievements and learning motivation. One hundred and twenty-two non-English majors studying the college English course in North China Electric Power University participated in the study. The micro-lecture teaching and traditional PPT teaching were implemented in the two classes respectively. Statistical analysis showed a significant improvement in the academic achievements of the participants (t = 3.128, p < 0.05) between the pre and post measurements in favor of the post measurement. The results of the questionnaire survey undertaken in the experimental class showed that participants’ learning motivations were improved. Accordingly, the researcher concluded that micro-lecture teaching was significantly effective in improving non-English majors’ academic achievements and enhancing their learning motivation.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

Features of Educational Motivation and Professional Identity of Russian and Indian Students at the Stage of Admission to the Master's School

2021 ◽  
pp. 31-35
Author(s):  
O. Potapov ◽  
Ritu Ritu
Keyword(s):  
Comparative Analysis ◽  
Professional Identity ◽  
Questionnaire Survey ◽  
Learning Motivation ◽  
Test Results ◽  
Factors Influencing ◽  
Two Samples ◽  
Educational Motivation ◽  
Indian Students

The article is devoted to the study of the peculiarities of educational motivation and professional identity of Russian and Indian students studying in Russia and intending to continue their studies in the magistracy. The use of a comparative analysis based on the test results for two samples, a questionnaire survey, showed the predominance of internal learning motivation and a higher level of professional identity of Indian students compared to students from Russia. The factors influencing the results of measuring educational motivation are indicated. General recommendations on the formation of optimal educational motivation and professional identity of future masters are given.

Leadership Role of Adult Education Departments in the Practice of Adult Education in Nigeria

2015 ◽  
pp. 23-50
Author(s):  
Idowu Biao
Keyword(s):  
Adult Education ◽  
Formal Education ◽  
Leadership Role ◽  
School Age Children ◽  
School Age ◽  
Girl Child ◽  
University Departments ◽  
Academic Personnel

This chapter briefly describes the challenges faced by the Nigerian education system as from 1983 after it had performed well between 1960 and 1980. It follows this description with the discussion of the innovative and ingenious educational devise that kept about one third of the number of school age children and youths in school between 1990 and the early part of the 21st century. That innovative educational sub-system was known as non-formal education for the Girl-Child, the out-of-school boy and Quranic school learners and it was developed, nurtured and implemented by academic personnel drawn from the eight existing university departments of adult education in Nigeria at the time. The chapter finally discusses how these departments of adult education worked for the establishment of national structures of adult education which ultimately came to promote both the visibility and popularisation of the modern practice of adult education in Nigeria from the 1980s.

scholarly journals Educational research between on devices and mobile learning

2016 ◽  
Vol 8 (2) ◽  
pp. 5-9 ◽  
Author(s):  
Lucia Martiniello ◽  
Nicola Paparella
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Formal Education ◽  
Formal Learning ◽  
Educational Setting ◽  
Learning Context ◽  
Pedagogical Discourse ◽  
The Moment ◽  
Different Characteristics

Abstract The great potential of mobile learning devices hooks up these new contexts that are, above all, cultural and social, but also organisational and relational, forcing us to reconsider fundamental themes of pedagogical discourse. Among these themes, the first must be the construction of the student’s identity and, connected to this, the issue of personalised education. Let us consider, for instance, the by-now familiar distinction between formal, informal and non-formal. Compared with formal learning, we have always considered the two conditions of informal and non-formal education as independent or at least parallel, but essentially distinct and fundamentally different. In the moment in which teaching is done through mobility, and therefore with the effects of interference in contexts completely different from those that are somewhat predictable by the designer of distance learning, can we still think of a "distinction" between formal and informal or, at least, should we not assume a sort of context cross-breeding? The question does not arise from considerations of quantitative, but instead arises from qualitative, evaluations. In our opinion, here exists a paradigm: the learning context not only escapes the teaching team’s realm of predictability, but somehow eludes even the predictability of the learner, and indeed, it is the very nature of the context that takes completely different characteristics and connotations. We are on the verge of justifying a major revision of some paradigms that relate to the nature of the context, the role of the teacher and the position (in the sociological sense) of the student, which also affect the nature of the message and, more generally, the “entire educational setting”. It means working in this direction.

scholarly journals The Role of Adult Education in National Development

2014 ◽  
Vol 32 ◽  
pp. 35-42 ◽  
Author(s):  
Yilben James Jinna ◽  
P.N. Maikano
Keyword(s):  
Adult Education ◽  
Formal Education ◽  
National Development ◽  
African Continent ◽  
Government Service ◽  
Educational Activities ◽  
British Colonial ◽  
The Church

Adult and non-formal education has been apparently much neglected aspect of educational activities in the country. This neglect could be traced to our colonial heritage where the British colonial masters and the early missionaries who pioneered education in the African continent paid attention only to formal education to train clerks and interpreters in Government service and commercial houses; and catechists in the church. The complication and the problem of organizing and administering non-formal education is yet another reason for the neglect.

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