scholarly journals Comparing the American and European perspectives on the roles of adult educators for the development of adult education theory and practice in Ukraine

Author(s):  
Nataliya Horuk ◽  

The article describes differences in the implementation of adult education practice in the American and European traditions (the USA and the UK mainly) and the competences of those who provide the adult education process. The study draws upon the existing theories on adult education which include continuing (the USA) or further (the UK) education, community education, recurrent education, non-formal education, popular education, lifelong education etc. This diversity makes it difficult to describe the profession of adult educators and their roles, because their activity defines itself in terms of their clientele. Comparative analysis reveals that in American and European countries adult educator’s roles have overlapping meanings, which depends mostly on the activity the educators perform. It is argued that in both analyzed countries researchers indicate a lack of training for adult educators, and a huge number of volunteers and part-time educators, who often do not view themselves as adult educators. Among the roles that are recognized in the UK, except the traditional teaching role, adult educators are often involved as tutors, organizers, administrators, managers, entrepreneurs, animators, advisors, campaigners, leaders of the group, moral leaders, and “change agents”. In the USA the roles of adult educators are distinguished within the context they appear in. Their spectrum is wider and the responsibilities are better defined. They include teaching, program development, training and human resources development, community actions, but those roles also mean active participation in the educational process, where educators of adults perform as critical analysts, provocateurs, co-learners, consultants, activators and “change agents”, whose responsibility is to empower. The description and comparison of those overlapping adult educators’ roles are vital and very important for promoting the concept of adult education “professionalization” in Ukraine. Those roles should be reflected also in training that adult educators receive. Keywords: adult education, adult educator, adults, adult educators’ roles and competencies.

2015 ◽  
Vol 21 (3) ◽  
pp. 65-73
Author(s):  
Natalija Vrečer

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.


2015 ◽  
Vol 33 (6) ◽  
pp. 485-490 ◽  
Author(s):  
Kehua Zhou ◽  
Yan Ma ◽  
Michael S Brogan

Although Western medical acupuncture (WMA) is commonly practised in the UK, a particular approach called dry needling (DN) is becoming increasingly popular in other countries. The legitimacy of the use of DN by conventional non-physician healthcare professionals is questioned by acupuncturists. This article describes the ongoing debate over the practice of DN between physical therapists and acupuncturists, with a particular emphasis on the USA. DN and acupuncture share many similarities but may differ in certain aspects. Currently, little information is available from the literature regarding the relationship between the two needling techniques. Through reviewing their origins, theory, and practice, we found that DN and acupuncture overlap in terms of needling technique with solid filiform needles as well as some fundamental theories. Both WMA and DN are based on modern biomedical understandings of the human body, although DN arguably represents only one subcategory of WMA. The increasing volume of research into needling therapy explains its growing popularity in the musculoskeletal field including sports medicine. To resolve the debate over DN practice, we call for the establishment of a regulatory body to accredit DN courses and a formal, comprehensive educational component and training for healthcare professionals who are not physicians or acupuncturists. Because of the close relationship between DN and acupuncture, collaboration rather than dispute between acupuncturists and other healthcare professionals should be encouraged with respect to education, research, and practice for the benefit of patients with musculoskeletal conditions who require needling therapy.


2018 ◽  
Vol 8 (2) ◽  
pp. 95-100
Author(s):  
Tetiana Tron

Abstract Nowadays the issue of border protection is vitally important for national security of every country to guarantee protection of citizens. In this regard, it is important to study positive experience of world practices in this field. The current article deals with the comparative analysis of the system of border protection specialists’ training in the United States and Ukraine. The article focuses on specifying learning methods, forms of border protection specialists’ training. Moreover, the issue of border protection specialists’ training within the framework of pedagogical theory and practice has been presented; main stages of development of the USA and Ukrainian border protection training system have been processed and presented; professional requirements of American and Ukrainian border protection specialists have been described and compared. Additionally, curriculum standards of physical, firearm, law, operational and communicative aspects of professional training in the field of border protection in the USA and Ukraine have been mentioned. Furthermore, the research investigates principles and specifics of future border protection specialist’ professional training with detailed description of the educational process in the USA and Ukraine. Great attention has also been paid to the specific forms, methods and strategies of professional border protection training. The comparative analysis of American and Ukrainian professional training system in the field of border protection has been conducted. Basing on criteria of different training aspects, the conducted analysis enables to state new possibilities of progressive American ideas in the field of border protection issues to be implemented into the practice of Ukrainian future border protection specialists’ training.


2020 ◽  
Vol 1 (7) ◽  
pp. 18-20
Author(s):  
E. A. Mamaeva ◽  
T. N. Suvorova

The article is devoted to the use of 3D modeling and rapid prototyping in the process of teaching schoolchildren abroad. The relevance of this approach is shown on the example of the UK, Singapore, Japan and the USA, where the implementation of additive technologies is becoming one of the priority areas of education development. Various formats of using 3D modeling in the educational process are considered. The potential of 3D modeling and prototyping as an object of study and a teaching tool, as a tool to increase the involvement of schoolchildren and their motivation is analyzed. The methodological techniques used in foreign pedagogical practice of using 3D technologies are considered. Difficulties arising in the implementation of 3D modeling and prototyping in the educational process are indicated. The prospects for further research in this direction are shown. They are associated with the need for a more detailed study, understanding and systematization of foreign experience in order to further adapt to the conditions of the Russian school and develop, on its basis, original author's methods that are most effective for the formation of digital competencies of students.


Author(s):  
Ilhan Kucukaydin ◽  
Patricia Cranton

Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.


2003 ◽  
Vol 32 (1) ◽  
pp. 19-35 ◽  
Author(s):  
ALEX WADDAN

The Personal Responsibility and Work Opportunity Act of 1996 was a landmark in American social policy. There were a number of objectives, but the primary purpose was to end the Aid to Families with Dependent Children programme which was a cash benefit paid to poor, very largely single-parent, families. The underlying theme was that AFDC had constituted a ‘something for nothing’ programme which had violated the primacy of work. The Act acknowledged that government had an initial duty to aid those falling on hard times, but also stated that there comes a time when government's obligation diminishes. This legislation has generated much interest in the UK, but there is a danger of important elements of the American story being overlooked. In order to understand, therefore, just what is going on this paper looks at the US welfare-to-work experiment on its own terms. The article looks at the movement behind reform and at why, despite evidence of increased hardship for some, five years on from passage the conventional wisdom is that PRWORA has been a success.


2017 ◽  
Vol 2 (2) ◽  
pp. 83
Author(s):  
Łukasz Marzec

ROMAN LAW AS A PART OF THE ENGLISH DOCTRINE AND PRACTICE OF THE INTERNATIONAL LAWSummary This paper presents views on the role played by Roman Law as a factor in creating the roots of international law which developed within the English legal doctrine from the 16,h to the 19th century. In addition, it exemplifies applications of the institutions of Roman law in international legal practice. The general theory discounts the influence of Roman law on the British system of law. This, however, should be reviewed, as the evidence shows that Roman law has always played a vital role in the English legal system (e. g. Courts of Chancery, Admiralty, Constable and Marshall, Ecclesiastical Courts, Doctors’ Commons organisation). The Roman influences on the doctrine of English international law (Gentilis, Zouche, Duck, Wiseman, Westlake, Maine, Phillimore) indicate a positive, or even enthusiastic attitude towards the use of Roman law as a source of international law. One of the public branches where English practitioners and theorists of civil law could always find employment was in HM Foreign Service, which had a strong need for lawyers qualified in Roman law who were often educated and trained at English universities.One of the earliest authors describing the use of the theory and practice of Roman law in international law was Alberigo Gentili. Although he was Italian, his professional life and career was bound to England as both a Regius Professor at Oxford University and as a legal counsellor for the Privy Council. He gained much prominence and his works on international law, De Jure Belli, De Legationibus and Advocationis Hispanicae have become frequently quoted in the theory of international law. Another Oxford Regius Professor, and a judge in the Admiralty Court, Sir Richard Zouche, together with Gentili and Grotius, is regarded as the father of international law. Among his many works, Jus inter Gentes and Juris et Judicii Fecialis illustrate the influences of Roman law on the developing theory (and practice) of international law. The Roman ideas are particularly visible in Jus Inter Gentes, where Zouche had used the Roman systematic of status, dominium., delictum and judicium to classify and explain international law theory. Another 17th century civil lawyer, Sir Robert Wiseman, in The Excellency o f the Civil Law above all other Human Law glorifies the Roman law as universal law for all nations, applicable to many international debates. One of the most famous British civilians and international law experts, Sir Henry Maine considered the Roman law as an important resource and element of the 19th century doctrine of international law. According to Sir Robert Phillimore, the Roman law could be used in the controversies between independent States. As an example he described the cases between the USA and Spain concerning navigation in the Mississipi River, boundary disputes and arbitration. He proposed application of the Roman law to numerous cases concerning overseas properties.Apart from theory, hundreds of international cases bear traces of successful application of the Roman law to resolve situations when there was no actual law institution to bridge the legal divide. This paper presents five international cases in which an important role was played by Roman law. Arbitration of the Behring Sea dispute in 1893, where the UK and the USA argued about the UK’s right to hunt seals outside the three miles boundary area of the Pribilof s Isles. Both sides used arguments based on Roman law. The Americans view was that seals born on the isles would always return to the shore, not losing animus revertendi of Roman law, thus not becoming res nullius and not subject to „occupation” by the UK fishermen. The British delegates claimed that the seals were born ferae naturae (another Roman law category), and so everyone should be entitled to hunt them.The Alaskan Boundary Tribunal proceedings of 1903 declared that Roman law rules, as a source of international law, should take precedence over the rules of common law.During the Venezuelan arbitration before the Hague Tribunal in 1903, the opponents dealt with many Roman law institutes (like pignus> hypotheca, cessio bonorum, negotiorum gestio and others), trying to adjust them to their actual position.In 1910 the Arbitration Tribunal concerning fishing on the North Atlantic coast allowed the Roman definition of servitude and attempted to treat a state’s territory as a Roman property.The last case dealt with in the paper is the famous Indian Oil Corp. Ltd v. Greenstone Shipping dispute of 1987. The British judge applied the Roman law of confusioy declaring that no previous common law precedent was applicable to this case in which crude oil had been accidentally mixed on board the tanker.Taking into consideration these examples, one may draw the conclusion that Roman law has been an inspiration for European lawyers, as well as English common lawyers, in both the theory and practice of international law.


Author(s):  
Jean Johnson ◽  
Jonny Dyer ◽  
Ben Lockyer

This chapter examines students’ views of learning with technologies through four related case studies that utilized online learning with marginalized young people. The studies were carried out in the UK, Austria, Ireland, Sweden and the USA with young people aged 14-21 who had dropped out of formal education. Ethnographic research was used but quantitative data was also gathered to contextualize the qualitative approach. The views and opinions of these young people were used to aid the development of online learning platforms and their content for use both with static computers and mobile devices. The results suggested that the young people embrace new technologies in such a way that they evidence deep thinking and deep learning. However, use of technologies in this way is not possible on a large scale within the existing school system. Further research should examine how the school system can better embrace the way that young people use Information and Communication Technologies (ICT) tools into their learning.


Author(s):  
Lawrence A. Tomei

There is no commonly accepted definition of an adult learner. The best that most educators are able to do (and still feel relatively satisfied with the attempt) is to recognize certain characteristics commonly attributed to adults. For example, adult students characteristically engage is multiple roles that affect both the amount and quality of time they devote to learning. Too, adults typically bring more life experiences to the classroom than traditional students. Experiences often provide a rich source for grounding their learning and for building a basis for new knowledge. Sometimes, these experiences interfere with learning and must be set aside, replaced with new schemata for acting on novel situations. Many adults find that formal education (especially returning to school after years spent in pursuit of career goals) serves as an especially uneasy transition point in their lives. As adults move through a series of stages such as education, insecurity and uncertainty is commonplace. Adult students frequently have established educational goals (especially when compared to their traditional counterparts). They are more likely paying for their education, focused on off-campus activities, and are likely to be peers (age-wise) or even older than their instructors. Adult education constitutes those interested in teaching adult learners or who are already working with adults in an educational capacity and would like further certification and professional credentials. Studying adult education gives candidates further knowledge, training, skills, understanding and appreciation of adult education as its own unique area of practice and study. Although many of the philosophies, psychologies, and leadership traits for the adult educator are similar to those focused on the traditional learner, the history and sociology of adult learning is different. Topics particular to adult education include administration, curriculum development, learning and teaching methods and adult education as it relates to social change, current trends and global context. Those interested in focusing on adult education at whatever level find themselves as adult English as a second language (ESL) teachers, continuing education teachers and professors, or teachers of adults seeking a high-school diploma. Others provide General Educational Development (GED) preparation, literacy


2019 ◽  
Vol 34 (2) ◽  
pp. 399-404
Author(s):  
Gjorgina Kjimova

Pedagogy as a science of human upbringing needs to be innovated and changed in parallel with changes in science and society, аs at the same time she must be basis for change in both personality and society. The process of upbringing in practice is a reflection of the scientific findings from pedagogy and related sciences. The innovations produced from new knowledge in science have a central force in any science towards advancing the practice, and so in pedagogy. They aim to provide new approaches in the educational process and new quality in practice. Innovation aims to bring dynamics to science and continuous development. The upbringing with the enormous role of positive modifying human behavior and development is essential to the progress of the whole society. Education as a process that takes place from birth to the end of life, have a particular importance in the formal education phase, especially in school. Education within the school period has an pedagogical as well as educational character. Through all its components the upbringing of the intellectual, moral, aesthetic, working and bodily component influences the entire human development. Therefore, every new approach that will be applied in the educational process is important for refreshing the teaching and for enhancing the quality of education in every society. For this reason, it is necessary to look for innovation. Through the globalization of the world, knowledge from other cultures and civilizations is included in the teaching and acquisition of knowledge that enables innovative advancement ways in the educational process. The occurrence of drones related to technological development has enriched visualization opportunities as an important aspect of the educational process. There are also new learning opportunities through unusual themes and imaginations that stimulate thinking and are extremely important for the development of young people. These innovations and many more new approaches that change pedagogical theory and practice have been essential in the educational process of futuristic generations. The paper deals with the topic of innovation in the pedagogical process in primary education in the Republic of North Macedonia. It is a descriptive research wich elaborate the level of application of innovation in the process of education in primary education.


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