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.

scholarly journals Institutions of higher education and the idea of lifelong learning

2020 ◽  
Vol 2 (1) ◽  
pp. 5-18
Author(s):  
Aleksandra Marcinkiewicz
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Institutions Of Higher Education ◽  
Management Styles

The idea of lifelong learning is very popular in the XXI century. This paper presents how Polish universities reflect this idea. The main theories of andragogy were compared with each other and a relationship was shown, between this concept and adult education. Moreover, it analyses the effectiveness of different management styles continuing education in Polish universities and their implications for institutions of higher education. It also describes the main programs of the European Commission to promote lifelong learning in Europe.

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 Training of Adult Trainers: Implementation and Evaluation of a Higher Education Program in Greece

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Azarias A Mavropoulos ◽  
Aikaterini Sipitanou ◽  
Anastasia Pampouri
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Education Program ◽  
Educational Programs ◽  
Educational Material ◽  
Learning Program ◽  
Implementation Methodology ◽  
High Level

This article presents the implementation and the evaluation of the blended learning program Training of Lifelong Learning Adult Trainers, which was organized by the Center of Training and Lifelong Learning of the Aristotle University of Thessaloniki in Greece, during the last two years (2016-2017). The aim of the training program was to give the opportunity to adult trainers to certify their educational competence and update their knowledge in the field of adult education, enhancing their employability. After the completion of the program, the trainees assessed the implementation methodology, the educational content, the microteachings, the quality, and the organization of the program. The results of the evaluation showed that the program was of a high level, flawlessly organized, and with excellent educational material, while the blended learning model worked effectively, receiving positive reviews by the participants. It was concluded that blended learning is indeed adequate in adult educational programs increasing the participation and facilitating adult trainees to better integrate their learning experiences.

Lifelong Learning in Europe

2013 ◽  
pp. 387-404
Author(s):  
Harun Yilmaz ◽  
Sami Sahin
Keyword(s):  
Higher Education ◽  
European Union ◽  
Adult Education ◽  
Lifelong Learning ◽  
Leonardo Da Vinci ◽  
Formal Schooling ◽  
The European Union ◽  
Economic Competitiveness ◽  
Knowledge Based ◽  
Learning Programs

Lifelong learning has become an indispensable concept in our lives in the 21st century with the advent of technologies and the development of knowledge-based economies and societies. This concept has given a variety of names, such as lifelong education, recurrent education, and adult education. With the establishment of the European Union (EU), economic and civic issues have become more important in terms of social integration and economic competitiveness in Europe in 1980s. As a solution to these challenges, several lifelong learning programs were launched by the EU, including Erasmus, Socrates, Leonardo da Vinci, and Grundtvig. Since the Erasmus program covers university students in terms of a formal schooling period and staff in the higher education setting and people employed by private businesses, it seems a hybrid and prominent solution for lifelong learning in Europe. Therefore, after some information about lifelong learning and adult education are provided, how the Erasmus program works is explained, and some statistics are given to emphasize its importance for Europe.

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 Lifelong Learning in Institutions of Higher Education

2013 ◽  
Vol 33 (1) ◽  
Author(s):  
Tom Nesbit ◽  
Catherine Dunlop ◽  
Lorraine Gibson
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Adult Learners ◽  
Lifelong Learning ◽  
Learning Opportunities ◽  
Institutional Characteristics ◽  
Institutions Of Higher Education ◽  
Lifelong Learners ◽  
Career Opportunities ◽  
Citizenship Development

In this study, we examined the provision and development of lifelong learning within institutions of higher education in British Columbia and explored some of the institutional characteristics that enable or discourage it. The results suggest that most lifelong learning opportunities are directed toward enhancing employment and career opportunities rather than citizenship development. Yet, as the demand for higher education and the number of adult learners enrolling in programs continue to increase, these institutions are well-positioned to develop new forms of education that acknowledge, accommodate, and respect the concerns and interests of lifelong learners.

scholarly journals Globalisation and europeanisation of adult education

2017 ◽  
Vol 23 (4) ◽  
pp. 3-18
Author(s):  
Mikulec Borut
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Lifelong Learning ◽  
Turn Of The Century ◽  
Thematic Issue ◽  
International Attention

This thematic issue of Andragogic Perspectives brings to the fore a topic which has, since the turn of the century, enjoyed considerable international attention in the field of (adult) education and lifelong learning. In Slovenia, however, the influence of globalisation and/ or Europeanisation on adult education has not in fact been systematically addressed. The editorial board made the decision to encourage a wide-ranging discussion about the influence and impact of globalisation and/or Europeanisation processes on adult education and learning, lifelong learning and higher education, hence the current thematic issue.

scholarly journals Information-communications Competencies of Teachers as a Requirement of Contemporary Teaching and the Lifelong Learning Concept

2021 ◽  
pp. 273-298
Author(s):  
Merjem Sušić
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Research Work ◽  
Public Higher Education ◽  
Institutions Of Higher Education ◽  
The Public ◽  
Scientific Research Work ◽  
Role Of Teachers ◽  
Learning Concept

This article aimed to make a theoretical review of the importance of ICT education of teachers in service of preparation for more efficient performances required by their profession in the context of general globalization changes they are exposed to. In that sense, a review of the advantages of ICT utilization and the requirements of lifelong learning which sets informatical skills as an imperative had been presented, emphasizing the role of teachers, since it requires working on self-improvement, as well as directing others towards competent, critically observed and purposeful usage of modern technological achievements. Some of the priorities for the development of higher education in B&H have been presented, where in the context of scientific research work for the 2016-2026 period, providing all of the public higher education institutions with ICT equipment is planned, which indicates that the teachers working in these institutions must possess the competencies for their utilization, especially because institutions of higher education should play the role of one of the main promoters of lifelong learning.

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