scholarly journals Organizational and content aspects of providers of adult education functioning in the USA and Canada

2018 ◽  
pp. 111-115
Author(s):  
Olena Terenko
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Career Development ◽  
General Education ◽  
Professional Training ◽  
Basic Skills ◽  
Workforce Training ◽  
Practical Skills ◽  
Administrative Personnel ◽  
The Usa

The article deals organizational and content aspects of providers of adult education functioning in the USA and Canada. Comparative analysis of understanding of concept «content of education» by Ukrainian and foreign scientists is conducted. Content of education is experience, which is acquired by personality and becomes subjective. Peculiarities of concept «curriculum» are analyzed. In Ukrainian pedagogics content of education is viewed a system of knowledge, practical skills and ways of activity, experience of creative work, outlook, moral and aesthetic ideas. Specifics of Canadian and American centers of education functioning is analyzed. Every state in the USA and every province in Canada have center of adult education and center of knowledge spreading. Interconnection between centers of adult education and centers of knowledge spreading is traced. Centers of adult education are aimed at creating conditions for personal and professional development of every man. Functions of adult centers of education are singled out. The main functions are the following: monitoring and analysis of adults’ educational needs. Differences between programs of general education and programs of professional training and career development are traced. Five blocks of programs of corporate education are analyzed. Programs of general education are aimed at acquisition of knowledge that was not obtained at school in reading, counting and writing. Programs for professional development of adults are aimed at workforce training, development of small business, increasing opportunities for skills development, integration of practical skills and theoretical knowledge at workplace, training of adults for changes in their career. Peculiarities of programs for professional and career development are practical orientation, personalization, openness, binary adaptation. Key components of programs of corporate learning are the following: development of basic skills and knowledge, training of managers and administrative personnel, investigation of science and technologies, selling of commodities and work with clients, general education. Basic skills presuppose not only reading, writing and counting, but also knowledge of sciences, skills of reading, writing and critical thinking. Second block is aimed at training of managers and administrative personnel. The third block is aimed at learning science and technologies, which is rather important in conditions of information society. The fourth block is aimed at teaching how to work with clients in coordination with technical and management education. The fifth block presupposes personal and professional development of workers.

scholarly journals A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Viktória Beszédes
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Empirical Research ◽  
International Research ◽  
Professional Training ◽  
Education Professionals ◽  
European Area ◽  
Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

scholarly journals The tasks of training and continuous professional development of administrative managerial health personnel in the system of supplementary professional education

2019 ◽  
Vol 60 (1) ◽  
pp. 35-40 ◽  
Author(s):  
N. B. Naygovzina ◽  
A. K. Konanykhina ◽  
Adelina V. Kochubey
Keyword(s):  
Professional Development ◽  
Health Care ◽  
Professional Education ◽  
Professional Training ◽  
Professional Community ◽  
Continuous Professional Development ◽  
Educational Organizations ◽  
Major Purpose ◽  
Administrative Personnel ◽  
Health Administrators

The major purpose of the system of training and continuous professional development is training of competent professionals capable to adequate response to challenges of health care. In health care, the system of training and continuous professional development of administrative and managerial personnel is to be implemented through competence approach. The employer determines working functions and working conditions. The educational organizations determine level of knowledge and skills. The competences are to be a connecting link between them. The successful process of formation and development of competences is needed in designing model of key and professional competences and upgrading actual trajectory of supplementary professional education of health care administrators. The training of health care administrative personnel is to be targeted to mastering integrated standard professional competences which are to be come the basis of educational programs of supplementary professional education in all educational organizations. The development of each competence requires different approaches, means and methods of training which are to be selected by educational organizations independently with observance of main principles of adragogics. The selection of the most effective technologies of education for development of each competence plays an important role in the system of training of health administrative personnel. The practice of common programs of supplementary professional education for health administrators with different set of working functions is to be eradicated. It is appropriate to return to successful national practice of differentiated programs of supplementary professional education addressed to every administrative position. The purpose of concluding qualifying evaluation is to become estimation of level of mastering of competences required in administration activities. The concluding qualifying evaluation is to be carried out by educational organizations conjoint with professional community. The subsequent “monitoring” of administrators is to become as an obligatory component of continuous professional development of health administrators. The consulting by educational organization is an effective form of continuous professional training.

Issues of HR-Experts Professional Development in the USA

10.12737/7296 ◽  
2014 ◽  
Vol 3 (6) ◽  
pp. 23-25
Author(s):  
Жильцов ◽  
Vladimir Zhiltsov ◽  
Пахомов ◽  
A. Pakhomov
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Special Interest ◽  
Professional Training ◽  
Business Community ◽  
Professional Organization ◽  
Professional Organizations ◽  
Entry Barrier ◽  
The Us ◽  
The Usa

The paper is concerns problems of professionalization HR-experts in USA. Information on structure of professional organizations in the ­ eld of HR practices and ways to outreach HR-experts are described. Of special interest is the assessment of HR-experts performance, undertaken on the basis of Friedson’s model. Of interest is also description of methods, HR-experts currently use to assess their own performance and speci­ cs of professional training. As the authors show, the need for entry control to the profession in terms of certi­ cation or acquiring higher education I relatively weak. The very fact of low entry barrier for HR practices may relate to low recognition of signi­ cance of HR-activities by public and business community. Despite the claims of the US HR-experts that they enjoy some autonomy of operation, in fact they tend to consider their work as being intrinsically controllable by their professional organization.

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 INCREASING OF THE STUDY PROCESS ORGANIZATION EFFICIENCY IN MILITARIZED EDUCATIONAL INSTITUTION

2018 ◽  
Vol 6 ◽  
pp. 609-615
Author(s):  
Alens Indriksons
Keyword(s):  
General Education ◽  
Professional Training ◽  
Educational Institution ◽  
Training System ◽  
The State ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Study Process ◽  
General Education Courses ◽  
Education Courses

The correct organization of the study process serves as a basis for the development of theoretical knowledge and practical skills in students. The present paper explores the specificity of the study process organization in the militarized educational institution with hierarchy, discipline and one way communication. Therefore, the study process and pedagogical work is diverted into a second place, thereby reducing their effectiveness. The aim of the research is to perform a study of the professional training system of border guards to detect the factors that influence the training system and to determine the possibilities to improve and increase the organization and efficiency of the study process in the State Border Guard College. In order to explore the possibilities to increase the organization and efficiency of the study process, questionnaires for the teachers were created and factors that influence the professional training system of border guards were detected. The author brought forward the conclusion that increasing the organization and efficiency of the study process in militarized educational institution is not possible without correct and planned organization of the study process, giving priority to the study process, reducing the involvement of the students in internal service duties, and applying "subject-subject" communication in the implementation of professional and general education courses.

Technological Challenges in Implementing TVET Programmes in Nigeria

2017 ◽  
pp. 65-84
Author(s):  
B. N. Ezekoye
Keyword(s):  
Professional Development ◽  
General Education ◽  
Technology Implementation ◽  
Social Life ◽  
Institutional Structure ◽  
Educational Process ◽  
Practical Skills ◽  
Key Factors ◽  
Positive Role ◽  
Integrating Technology

This chapter discussed technological challenges in implementing TVET Programmes in Nigeria. It presented TVET as a comprehensive term referring to those aspects of educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. Concept of Technology and Technology in TVET were discussed with focus on the present challenges to the integrating technology in Nigerian TVET programmes. The chapter offered key factors for Technology implementation in TVET Programmes in Nigeria and beyond such as professional development, leadership, organizational and institutional structure, resources and support. The listed and discussed factors, which facilitate implementation of TVET Programmes will play positive role in every stage of the intervention, from the initial planning and exploration phases to helping to sustain the intervention once fully implemented.

Comparative Analysis of Legislative Provision of Adult Education in the USA and Canada (Case Study: Professional Development of Tourism Employees)

2014 ◽  
Vol 4 (2) ◽  
pp. 52-57
Author(s):  
Svitlana Babushko
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
Adult Education ◽  
Vocational Training ◽  
Geographical Location ◽  
Continuous Learning ◽  
Common Features ◽  
Federal Program ◽  
The Usa

Abstract Today Ukraine is in the process of establishing an integral base for adult education and the system of employees’ professional development. Hence, the research of the experience of the countries with a fixed, ramified, but integral system of normative and juridical documents in the above-mentioned fields can be of great use. Addressing to the USA and Canada is caused by the fact that in these countries the questions of vocational training and professional development of employees are juridically regulated. The article represents the results of the comparative analysis of legislative provision of professional development of employees in the USA and Canada in general, and tourism employees, in particular. Laws for analysis were taken from official sites of state and federal bodies. All of them have been systemized into 4 categories: laws on employment, on human resources, on vocational training and professional development, adult education. Common and different features of both countries have been defined. It has been determined that legislative bases of the USA and Canada are ramified and diverse, but at the same time they are integral and coherent. The analysis has shown that they have a lot of common features, similarity of normative and juridical documents, which is caused, mainly, by the geographical location of these countries, by the market economy which they both have, by similar social problems and common development trends. It has also been found out that Canada has a unique federal program EMERIT aimed at continuous learning of tourism employees and their professional development. The study of foreign experience allowed us to distinguish the progressive ideas to be applied to the development of Ukrainian legislative provision.

scholarly journals Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada

2019 ◽  
Vol 9 (2) ◽  
pp. 7-12
Author(s):  
Olena Terenko
Keyword(s):  
Professional Development ◽  
Labor Market ◽  
Adult Education ◽  
Multicultural Education ◽  
Personal Development ◽  
Professional Growth ◽  
Professional Competence ◽  
The United States ◽  
University Education ◽  
The Usa

AbstractTypes of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University colleges, community colleges, colleges of general and vocational education, colleges of applied arts are an alternative to university education of adults in Canada and the USA. Specifics of programs in American and Canadian colleges is analyzed. Colleges and institutes introduce programs aimed at solving social problems, taking into account labor market demands. They offer training programs for development of applied skills in business, art, technology, agriculture, social and educational fields, medicine. A special place in non-formal education for professional development is given to education for the labor market, which is aimed at obtaining specific professional competencies that are necessary at labor market. Adults are involved in professional programs, trainings, courses, seminars, internships.

Associations between motivation to learn, basic skills, and adult education and training participation among older adults in the USA

2019 ◽  
Vol 38 (5) ◽  
pp. 538-552
Author(s):  
Takashi Yamashita ◽  
Phyllis A. Cummins ◽  
Roberto J. Millar ◽  
Shalini Sahoo ◽  
Thomas J. Smith
Keyword(s):  
Older Adults ◽  
Adult Education ◽  
Basic Skills ◽  
Education And Training ◽  
Motivation To Learn ◽  
The Usa ◽  
And Training

scholarly journals Using Information Technologies in Professional Training of Future Security Specialists in the USA, Great Britain, Poland and Israel

2017 ◽  
Vol 7 (4) ◽  
pp. 58-66
Author(s):  
Dmytro Kyslenko
Keyword(s):  
United States ◽  
Great Britain ◽  
Education Reform ◽  
Web Sites ◽  
Information Technologies ◽  
Professional Training ◽  
The United States ◽  
Practical Training ◽  
Practical Skills ◽  
The Usa

AbstractThe paper discusses the use of information technologies in professional training of future security specialists in the United States, Great Britain, Poland and Israel. The probable use of computer-based techniques being available within the integrated Web-sites have been systematized. It has been suggested that the presented scheme may be of great significance for organization of security specialists’ professional training in Ukrainian higher education institutions as it promotes searching for an individual paradigm in processing various data and adjusting to modern challenges of an information soceity. The process of expanding learning techniques through information technologies has been emphasized; four directions of US Education Reform have been outlined; the distinctive features of theory and methodology of using information technologies in the United States have been highlighted. The learning models in Israel have been described; the aim of future specialists’ training in Poland has been formulated. The methodological and practical components offuture security specialists’ training of have been analyzed. It has been indicated that nowadays Great Britain has the most detailed education standards in Europe. It has been pointed out that studying experience of other countries contributes to determining a strategy for using information technologies in education. It has been concluded that methodical and practical training of future security specialists for using information technologies should be related to practical skills. It has been found out that motivation play an important role in developing future security specialists’ practical skills. It has been proved that pedagogical professionalism promotes achievements of science and technology. Prospects for further researches are seen in studying the peculiarities of professional training of future security specialists in leading European countries.

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