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.

Adult Education for Democratic Citizenship in Europe

CADMO ◽  
2009 ◽  
pp. 73-84
Author(s):  
Marcella Milana
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Strategy ◽  
Democratic Citizenship ◽  
The European Union ◽  
European Area ◽  
School Learning ◽  
Equal Recognition ◽  
To Come ◽  
Civic Competence

- In 2001 a new emphasis on learning for democratic citizenship has been championed by the European Commission's Communication on Making a European area of lifelong learning a reality. The communication recognizes active citizenship as one of the four "broad and mutually supporting objectives" of the lifelong learning strategy. Accordingly, civic competence, which "equips individuals to fully participate in civic life", has been identified by the European Parliament and the Council of the European Union as a key competence to be given priority in all member states in the years to come. The article introduces the core principles of a European study aiming at investigating, from a comparative perspective, ways in which adults can achieve competencies relevant for democratic citizenship. Furthermore it presents and discusses selected of findings. The findings suggest that, in spite of the shift from education to learning for democratic citizenship within the European discourse, the emphasis on lifelong learning and the consequent equal recognition of in-school and out-of-school learning activities, most empirical research in the field of education for democratic citizenship remains primarily concerned with school-aged pupils. When available, research which focuses on the links between adult education and learning for democratic citizenship is highly theoretical and rarely supported by empirical evidence.Keywords lifelong learning, democratic citizenship, adult education, European Commission, civic competence.

scholarly journals EAEA Younger Staff Training as a learning journey

2020 ◽  
pp. 221-229
Author(s):  
Silvia Tursi ◽  
Aleksandra Kozyra
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Adult Learning ◽  
Staff Training ◽  
Training Programme ◽  
Policy And Practice ◽  
Education Professionals ◽  
Learning Journey

The EAEA Younger Staff Training is a good example of a successful initiative that encour-ages the professional development of adult education staff, builds new collaborations, and explores the diversity of policy and practice in adult learning in Europe. Organized annually since 2011, the training programme has undergone several modifications over the years to adapt to the changing needs of adult education professionals. The paper looks at the content and structure of the programme, with specific attention to how these have evolved and the rationale behind the changes. It also briefly describes why the training programme continues to be successful and its benefits for both the participants and the organizers.

scholarly journals Systematic reviews of in-service training effectiveness. A prior comparative analysis of the terms used

2021 ◽  
Vol 16 (3) ◽  
pp. 167-178
Author(s):  
Laura Agrati ◽  
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
European Commission ◽  
Systematic Reviews ◽  
Professional Training ◽  
Further Education ◽  
Knowledge Domain ◽  
Service Training ◽  
The Impact

The professional development of teachers has a definite impact on the improvement of the entire educational system (OECD, 2018; Darling-Hammond, 2017). For this reason, the main international organizations - OECD (2013 ), European Commission (2012 ) - ask countries to establish feedback and accountability procedures for in-service training (ITT), for the ‘process by which teachers engage in further education or training to refresh or upgrade their professional knowledge, skills and practices in the course of their employment’ (UNESCO, 2019). Researchers state that here are numerous factors to be considered in carrying out this work: the type and quality of training, school climate, students’ skills, knowledge domain, etc. (Lipowsky & Rzejak, 2015). After a brief presentation of how the most recent systematic reviews on the topic have been conducted (Filges et al, 2019; Egert et al, 2018; Kalinowski et al., 2019), this article presents the results of a study on the terms and constructs in use in the context of the researches into in-service teacher/continuing professional training, impact/effect, and programs/instructions. The data and information collected offer a comparative analysis (Esser & Hanitzsch, 2012), based on systematic reviews (Polanin et al., 2019) and a meta-analysis, useful for setting up further meta-analytical investigations on the topic especially in terms of the disambiguation of terms and the narrowing of the field. The training of in-service teachers in many countries has been made compulsory and structural and is conceived as an opportunity for growth and professional development for the entire school community, and a strategic and functional logic for improving the quality of the school system (Perla, 2019). However, ministries of education do not yet have a univocal model and shared procedures capable of describing and analysing the impact that the training provided has in the terms set out in the European Commission (2020): output - results achieved immediately, i.e. increase in skillsfocus subject to training; outcome - wider benefits for involved teachers - improvement of teaching practices of teachers involved in training; outreach - effects on the institutional and social context of the school where and of the territory within which the teachers involved in the training.

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 Designing an Individual Trajectory of Educator’s Professional Development in the Context of the Concept of «Lifelong Learning»

2021 ◽  
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Professional Training ◽  
Postgraduate Education ◽  
Training And Development ◽  
Educational Concept ◽  
Key Issues ◽  
Methodological Approaches ◽  
Teachers Professional Development ◽  
The Individual

The monograph is devoted to the problem of development and functioning of postgraduate pedagogical education which is considered in the context of the general educational concept outlined as lifelong learning. The authors of the monograph identified the key issues that need to be addressed by solving this problem: theoretical principles of quality management of postgraduate education; theoretical and methodological approaches to the study of postgraduate pedagogical education, world trends in its development in a "crisis" society and a society of "knowledge"; organizational and pedagogical conditions for modeling the individual educational trajectory of teachers’ professional development; development and implementation of innovative technologies for teachers’ professional training and development. The highlighted materials will be useful for representatives of the scientific and educational community.

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 Professional Training Programs of Masters in Adult Education at Universities of Germany

2015 ◽  
Vol 5 (1) ◽  
pp. 98-104
Author(s):  
Tetiana Hizhynska
Keyword(s):  
Adult Education ◽  
Professional Training ◽  
Teaching Staff ◽  
Practical Training ◽  
Academic Education ◽  
Structural Elements ◽  
Master's Programs ◽  
Basic Principles ◽  
Continuous Education ◽  
Education Professional

Abstract The German experience in professional training of teaching staff in adult education has been analyzed; it has been clarified that modern educational programs of Bachelor and Master specialties are based on the basic educational program offered by Adult Education Sectional Commission of Pedagogical Sciences in Germany (DGfE); value-targeted and organizational and semantic issues of Masters’ in Adult Education professional training in universities of Germany, defined according to andragogue profession’s modern roles and functions have been considered. The purpose of Masters’ in Adult Education professional training and the content of professional competencies have been revealed, the limits of andragogues’ academic education at the graduate level have been outlined. Based on the theoretical analysis of university reference books common features of Master’s programs of academic education in Adult Education / Continuous Education in universities of Germany have been found; the basic principles of the Master’s programs realisation in German universities have been indicated. Special attention is paid to research and justification of organisation and structural elements of Master’s programs in Adult Education / Continuous Education in Otto Friedrich University in Bamberg; the purpose and subject specialty have been revealed; the relation between theory and practical training has been established, the organization and the purpose of practical training abovementioned university have been described, professional prospects of graduates have been outlined.

scholarly journals Researches in Adult Learning and Education: the European Dimension

2017 ◽  
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Lifelong Learning ◽  
Empirical Research ◽  
Research Methodology ◽  
Lifelong Education ◽  
European Studies ◽  
Paradigmatic Shift ◽  
European Dimension

The book represents several contributions that guide the readers in the comprehension of the paradigmatic shift from adult/lifelong education, to adult/lifelong learning. At the same time it presents the contexts where adults learn: the organized contexts, such as the institutions and services, and the informal contexts. The book is one of a series dedicated to adult learning and education developed under the auspices of ESRALE (European Studies and Research in Adult Learning and Education) an EU supported project. Its companion books are Maria Slowey (ed.) Comparative Adult Education and Learning. Authors and Texts and Vanna Boffo, Paolo Federighi, Ekkehard Nuissl, Empirical Research Methodology in Adult Learning and Education. Authors and Texts.

How Teachers Change: A Study of Professional Development in Adult Education: A NCSALL Research Brief

2003 ◽  
Author(s):  
Cristine Smith ◽  
◽  
Judy Hofer ◽  
Marilyn Gillespie ◽  
Marla Solomon ◽  
...  
Keyword(s):  
Professional Development ◽  
Adult Education
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