Post-secondary and Adult Education

1971 ◽  
Author(s):  
W.G. Fleming
Keyword(s):  
Adult Education ◽  
Post Secondary

scholarly journals Depressive Symptom Trajectories and Early Adult Education and Employment: Comparing Longitudinal Cohorts in Canada and the United States

2021 ◽  
Vol 18 (8) ◽  
pp. 4279
Author(s):  
Anita Minh ◽  
Ute Bültmann ◽  
Sijmen A. Reijneveld ◽  
Sander K. R. van Zon ◽  
Christopher B. McLeod
Keyword(s):  
High School ◽  
Depressive Symptom ◽  
Adult Education ◽  
The United States ◽  
Longitudinal Survey ◽  
National Longitudinal Survey ◽  
Post Secondary ◽  
High School Degree ◽  
The Usa ◽  
Education And Employment

Adolescent depressive symptoms are risk factors for lower education and unemployment in early adulthood. This study examines how the course of symptoms from ages 16–25 influences early adult education and employment in Canada and the USA. Using data from the National Longitudinal Survey of Children and Youth (n = 2348) and the National Longitudinal Survey of Youth 79 Child/Young Adult (n = 3961), four trajectories (low-stable; increasing; decreasing; and increasing then decreasing, i.e., mid-peak) were linked to five outcomes (working with a post-secondary degree; a high school degree; no degree; in school; and NEET, i.e., not in employment, education, or training). In both countries, increasing, decreasing, and mid-peak trajectories were associated with higher odds of working with low educational credentials, and/or NEET relative to low-stable trajectories. In Canada, however, all trajectories had a higher predicted probability of either being in school or working with a post-secondary degree than the other outcomes; in the USA, all trajectory groups were most likely to be working with a high school degree. Higher depressive symptom levels at various points between adolescent and adulthood are associated with working with low education and NEET in Canada and the USA, but Canadians are more likely to have better education and employment outcomes.

scholarly journals Shopping for Knowledge: An Alternative Environment for Learning

2013 ◽  
Vol 22 (1) ◽  
Author(s):  
Gillian Joseph
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Sense Of Community ◽  
Radical Change ◽  
Shopping Mall ◽  
The Internet ◽  
Universities And Colleges ◽  
Post Secondary ◽  
Set Up ◽  
Definition Of

Educators who provide only traditional environments for post-secondary adult education often overlook the fact that a diverse mature student population requires a variety of formats and environments in which to learn effectively. Moreover, although universities and colleges continue to emphasize their mandates to serve the community, the definition of "community" itself is undergoing radical change. This paper suggests that the shopping mall has become an environment in which many North American adults seek out and find a strong sense of community. Furthermore, because people perceive the mall as a pleasant place to be, it is potentially an ideal milieu in which to facilitate adult learning, particularly via the Internet. As private agencies increasingly move to set up and tap the commercial value of such ventures, it is becoming increasingly important for universities and colleges to provide leadership.

Adult education and the impacts of the COVID-19 pandemic: an international perspective

2021 ◽  
Vol 23 (1) ◽  
pp. 201-210
Author(s):  
Oksana Dikhtyar ◽  
Abigail Helsinger ◽  
Phyllis Cummins
Keyword(s):  
Adult Education ◽  
Secondary Students ◽  
Education And Training ◽  
International Perspective ◽  
Displaced Workers ◽  
Skilled Workers ◽  
Post Secondary ◽  
The Great Depression ◽  
International Experts ◽  
And Training

The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression. Although countries responded quickly to support displaced workers with assistance packages and funding for education and training, additional measures might be needed. Each country's economic recovery will most likely depend on how well its workforce is prepared to meet the needs of the changed labour market. Providing workers with opportunities to upskill or reskill is of major importance in meeting these challenges and improving low- and middle-skilled workers' re-employment prospects. This qualitative study examines measures taken in response to COVID19 in adult education and training (AET) in seven countries. The findings are based on key informant interviews with international experts and online sources they provided. Some countries have increased government funding for vocational and continuing education or offered financial support for post-secondary students while others have provided funds to employers to offer training and retraining for their employees.

Partnerships between University and Adult Education Providers

2013 ◽  
pp. 267-280
Author(s):  
Maria Martinez Witte ◽  
Azzam Abd-El Naby Ahmed ◽  
James E. Witte
Keyword(s):  
Education Research ◽  
Adult Education ◽  
Learning Environment ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Research Training ◽  
Post Secondary ◽  
Teaching And Learning Environment ◽  
The Individual ◽  
Individual Adult

Lifelong learning can be enhanced through the establishment of academic and societal community partnerships. Adults face a multitude of challenges and roles that impact their ability to succeed in a teaching and learning environment. The motivation to pursue learning experiences will also vary and needs to be accounted for when working with the individual adult education learner. Post-secondary institutions can serve to bridge education, research, training, and service to the community. This chapter discusses current practices and advances within partnerships that have been established between university and adult education providers.

Partnerships between University and Adult Education Providers

2014 ◽  
pp. 1422-1436
Author(s):  
Maria Martinez Witte ◽  
Azzam Abd-El Naby Ahmed ◽  
James E. Witte
Keyword(s):  
Education Research ◽  
Adult Education ◽  
Learning Environment ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Research Training ◽  
Post Secondary ◽  
Teaching And Learning Environment ◽  
The Individual ◽  
Individual Adult

Lifelong learning can be enhanced through the establishment of academic and societal community partnerships. Adults face a multitude of challenges and roles that impact their ability to succeed in a teaching and learning environment. The motivation to pursue learning experiences will also vary and needs to be accounted for when working with the individual adult education learner. Post-secondary institutions can serve to bridge education, research, training, and service to the community. This chapter discusses current practices and advances within partnerships that have been established between university and adult education providers.

scholarly journals The Boomers are Coming: Trends in Older Adult Education

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Gordon Thompson ◽  
Dennis Foth
Keyword(s):  
Adult Education ◽  
Older Adult ◽  
Support Services ◽  
Baby Boom ◽  
Educational Programs ◽  
Front Edge ◽  
Post Secondary ◽  
Baby Boom Generation ◽  
Older Adult Education ◽  
K 12

The front edge of the baby-boom generation cohort will reach age 65 in 2011. By 2027, when the trailing edge of this cohort reaches that age, people aged 65 and older will comprise 20% of Canada's population, twice as much as today. Boomers at age 65 will be healthier, wealthier, and better educated than the current 65-and-older cohort. They will also be more demanding, as society has been both shaped by and has had to respond to their needs and wants. In particular, the educational system has accommodated the boomers through K-12 and post-secondary institutions. Looking to the year 2030, the authors speculate that some universities will provide educational programs and support services to meet the needs of the boomers and others will not. They further speculate that boomers themselves may create their own learning organizations to meet their needs, particularly if universities are unresponsive.

Determinants of participating in training: a Canadian-based analysis

2017 ◽  
Vol 37 (1/2) ◽  
pp. 69-85
Author(s):  
Robert Weaver ◽  
Nazim Habibov
Keyword(s):  
Adult Education ◽  
Education And Training ◽  
Content Type ◽  
Post Secondary ◽  
Policy Paradigm ◽  
Statistics Canada ◽  
Time Changes ◽  
Developed Nations ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper is to estimate and compare the across-time individual and contextual factors influencing the participation of Canadian residents in adult education and training during the 1990s and the early twenty-first century. This era is characterized by the social investment state (SIS), a policy paradigm adopted by various developed nations throughout the world, including Canada, during the latter part of the twentieth century. Design/methodology/approach The authors analyzed data obtained from the 1994, 1998, and 2003 versions of the Adult Education and Training Survey, which is administered by Statistics Canada. They employed binomial logit regression so as to predict the likelihood of the respondents participating in training. Findings Participants whose level of education was below the post-secondary level were less likely to participate in training, as were adult residents of households in which pre-school children also lived. These findings occurred across all three periods of data collection. Furthermore, urban residents exhibited an increasingly greater likelihood to participate in training across-time. Research limitations/implications Future studies should consider the funding source for training, be it from the public or private sector, and how this may affect participation. The impact that various types of training have on employment and earning patterns in developed nations should also be further assessed. Originality/value This study, with its use of the most recent available data to analyze across-time changes in the determinants of participating in training in Canada, has contributed to the knowledge base regarding the SIS in Canada and how it compares to its European counterparts.

A Cyber-Apple for the Teacher

2010 ◽  
pp. 58-77
Author(s):  
Mark Federman ◽  
Marilyn Laiken
Keyword(s):  
Adult Education ◽  
Post Secondary ◽  
Academic Power ◽  
Graduate Degrees ◽  
Use Of Technology ◽  
Education Environment ◽  
Cyber Education ◽  
Cyber Learning ◽  
Online Distance ◽  
The Many

In an age seemingly defined by near-ubiquitous access to Internet-based communication, there is little wonder that adult educators are turning to online, distance education as a means to reach their participants. In the traditional academy, post-secondary institutions increasingly include online courses and programs as elements, or comprising the entirety, of both undergraduate and graduate degrees (Allen & Seaman, 2006). Even in the realm of non-formal adult education, “hacktivism1” has become one of the most effective mechanisms through which engagement for social change – especially on a global scale – occurs (Day, 2004; Ganesh, Zoller & Cheney, 2005). Ironically, rather than truly integrating the philosophy of emancipatory and transformative adult education, cyber-education environments as typically implemented throughout the academy, overwhelmingly – if unwittingly – reproduce and reinforce the hegemony of traditional teacher-pupil power relations. By examining the mechanism of hegemony, and its pervasive presence in contemporary pedagogical technologies, this chapter will demonstrate how organized power is maintained through these mechanisms. In contrast, a case will be offered that demonstrates how engaged intellectuals can reconstruct the cyber-education environment in order to challenge the pretensions of entrenched academic power, and manifest adult education principles. In particular, the case will explore how the many years of research on how adults learn can be applied with the use of technology, so that the cyber learning milieu is as dynamic, personal and collaborative as the physical presence classroom context can be in the hands of a skilled adult educator.

scholarly journals Shopping for Knowledge: An Alternative Environment for Learning

2013 ◽  
Vol 22 (1) ◽  
Author(s):  
Gillian Joseph
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Sense Of Community ◽  
Radical Change ◽  
Shopping Mall ◽  
The Internet ◽  
Universities And Colleges ◽  
Post Secondary ◽  
Set Up ◽  
Definition Of

Educators who provide only traditional environments for post-secondary adult education often overlook the fact that a diverse mature student population requires a variety of formats and environments in which to learn effectively. Moreover, although universities and colleges continue to emphasize their mandates to serve the community, the definition of "community" itself is undergoing radical change. This paper suggests that the shopping mall has become an environment in which many North American adults seek out and find a strong sense of community. Furthermore, because people perceive the mall as a pleasant place to be, it is potentially an ideal milieu in which to facilitate adult learning, particularly via the Internet. As private agencies increasingly move to set up and tap the commercial value of such ventures, it is becoming increasingly important for universities and colleges to provide leadership.

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