scholarly journals GLOBAL TRENDS OF ADULT EDUCATION IN THE UNESCO’S DOCUMENTS

2019 ◽  
Vol 2 (16) ◽  
pp. 28-38
Author(s):  
Олена Василенко
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Community Education ◽  
Learning Activity ◽  
Global Trends ◽  
Knowledge Based ◽  
Formal And Informal Learning ◽  
Citizenship Skills

The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication. The author summarizes that UNESCO as a world international organization has a crucial significance in promoting and developing adult learning and education through adopting a number of documents, concepts and reports that define mainstream trends and development directions. The latest may be referred to the following: replacement the concept of Development of Adult Education with the Adult Learning and Education, widening by this way sphere of its implementation; defining three core learning domains in the field of ALE as: literacy and basic skills; continuing education and professional development; liberal and community education (active citizenship skills); confirming the paradigm of traditional distinction between three basic categories of learning activity: formal, non-formal and informal learning; noting, however, that there should be a distinction between purposeful informal learning and random informal learning. It is noted in the article that the efforts of numerous UNESCO organizations are focused on specific areas that need improvement, such as: giving everyone a fair chance at education so that everyone has equal access to adult education; a significant increase in participation in adult learning and education in order to achieve equal progress in adult education and learning in different countries, etc. Key words: the UNESCO, lifelong learning, adult education, adult learning and education, formal, non-formal and informal learning, equal participation

scholarly journals The Conceptual Foundations of Lifelong Learning in Kazakhstan: Process Modeling

2021 ◽  
Vol 16 (17) ◽  
pp. 60
Author(s):  
Serik Omirbayev ◽  
Darkhan Akhmed-Zaki ◽  
Aidos Mukhatayev ◽  
Andrii Biloshchytskyi ◽  
Khanat Kassenov ◽  
...  
Keyword(s):  
Best Practices ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Informal Education ◽  
Well Being ◽  
Global Trends ◽  
Formal And Informal Learning ◽  
Basic Competencies ◽  
The Republic ◽  
Conceptual Foundations

Considering the increased interest in ensuring the well-being of a person, lifelong learning takes a leading place in society. The purpose of this study is to build the concept of the LLL system for the Republic of Kazakhstan based on the methodology of education and international best practices, as well as global trends in the development of education. The key idea of the study is to justify the LLL system, which provides coverage of the country's population with formal, non-formal and informal learning to increase its competitiveness and basic competencies to the level of the OECD countries. To do this, we propose mechanisms that allow us to fully recognize the learning outcomes of formal, non-formal and informal education. These ideas were proposed by the authors to the Kazakhstan’s Government on the development of the Concept of Lifelong Learning.

scholarly journals ADULT LEARNING: TRENDS AND OPPORTUNITIES IN THE ORGANIZATION

2016 ◽  
Vol 4 ◽  
pp. 35 ◽  
Author(s):  
Janina Čižikienė ◽  
Audronė Urmanavičienė
Keyword(s):  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Market Research ◽  
Professional Training ◽  
New Technologies ◽  
Scientific Literature ◽  
Document Analysis ◽  
Continuous Learning ◽  
Highly Qualified

The European Union's education and lifelong learning policy stresses informal learning within the society. The article aims to review the concept of lifelong learning and to analyze opportunities for continuous learning process in organizations. New technologies, innovations in the workplace and professional training encourage employees to improve constantly and awareness of the importance of lifelong learning can help to secure their future in a changing labor market. Research methods applied were as following:  literature and document analysis, expert interviews, analysis of the results and interpretation. The article presents a review of scientific literature and research data reveals leaders’ approach to employees' willingness to raise their qualification constantly and the organization's opportunities. The survey showed that employers want to have a highly qualified staff meeting the requirements of the organization, but do not always have sufficient funds for professional development. 

Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes

2021 ◽  
pp. 959-970
Author(s):  
Aras Bozkurt ◽  
Hasan Ucar
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Educational Experiences ◽  
Learning Processes ◽  
Web 3.0 ◽  
Blockchain Technology ◽  
Distributed Ledger ◽  
Distributed Ledger Technology ◽  
Educational Processes ◽  
Formal And Informal Learning

Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web 3.0, which offers great potential for lifelong learning. This chapter explains the different modalities of learning (formal, non-formal, informal), blockchain technology, and its current use in educational processes. Based on the findings, the authors suggest that blockchain technology can be used to connect and interlink different educational experiences that occur in different educational modalities, enabling us to evaluate educational processes holistically and thus promote lifelong learning through the use of cutting-edge technologies.

scholarly journals Learning in Museums and Art Galleries in Nigeria: Exploring Arts-Based Adult Learning through Collections

Collections ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 42-61
Author(s):  
Paul Young Akpomuje
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Informal Learning ◽  
Culturally Diverse ◽  
Qualitative Data ◽  
Focus Attention ◽  
Art Galleries ◽  
History Museum ◽  
Cultural Contexts ◽  
Diverse World

The importance of arts-based adult education in today’s culturally diverse world cannot be overemphasized. Arts-based adult learning provides some of the important cultural contexts for informal learning. Other forms of adult learning—formal and nonformal—have also been immensely enriched by this form of adult education. Museums and art galleries are at the heart of arts-based learning. Whereas learning in the museum has gained attention in western climes, adult education researchers in Nigeria are yet to focus attention on this area of research. The aim of this study was to explore how collections in art galleries and museums provide important opportunities for adult learning in Nigeria. The specific objectives were to explore what adults learn when they interact with collections while visiting museums and art galleries and to highlight how they learn from these collections. Qualitative data were collected from five participants comprising visitors and curators in Natural History Museum, Obafemi Awolowo University, Ile-Ife, Nigeria, and the National Gallery of Arts, Osogbo, Nigeria, through interviews. The data were analyzed using content analysis.

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.

scholarly journals Adult Self-Concept

2020 ◽  
Vol 6 ◽  
pp. 00001
Author(s):  
Wirdatul ‘Aini
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Formal Education ◽  
Daily Life ◽  
Learning Activities ◽  
Self Concept ◽  
Learning Activity ◽  
Learning Needs ◽  
Formal Schooling ◽  
Formal School

Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.

scholarly journals UNESCO ROLE IN ADULT EDUCATION POLICY DEVELOPMENT AT THE END OF THE XX CENTURY – THE BEGINNING OF THE XXI CENTURY

2020 ◽  
pp. 7-12
Author(s):  
Наталія Авшенюк
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Education Policy ◽  
Educational Policy ◽  
Lifelong Learning ◽  
Education System ◽  
Theory And Practice ◽  
Individual Development ◽  
Integrated Analysis ◽  
The Impact

The article is based on an integrated analysis of key UNESCO documents (Recommendations of the International Conference on Adult Education CONFINTEA (1985, 1997, 2003, 2009), Global Reports on Adult Learning and Education (2009, 2013, 2016, 2019) that outlines the impact of evidence-based research on educational policy in supporting the development of educational policy in adult learning in the global ed-ucational environment at the end of the XX and at the beginning of the XXI century. It is found that the development of adult education is necessary due to the dynamics of social, scientific and technological improvement; changes in the content and nature of work and social activities of people; increased free time and opportunities for its effective use; labor market demands, the main requirements of which are to increase the competence and skills of the professional. Adult involvement in lifelong learning not only encourages meeting own needs, but also ensures self-fulfillment to a free choice of a place, time and a pathway of improvement. It is proved that since the 1970s up to now UNESCO has played a key role in shaping and disseminating the concept of lifelong learning in education policy. The concept, in essence, involves the restructuring of the existing education system and use of educational perspectives of adults externally the traditional education system in order to influence the development of different social groups and individual development of each person. The world has accumulated considerable meaningful experience in the development of the theory and practice of adult education, which is accumulated, disseminated and implemented through the activities of international organizations on a global scale, including UNESCO. This international organization generates ideas and builds educational policies that are based on reliable statistics and the results of global empirical research.

scholarly journals Open Badges in Education and Training in Europe

2019 ◽  
Vol 5 (4) ◽  
Author(s):  
Ferencz Tátrai ◽  
Kriszta Mihályi
Keyword(s):  
Critical Thinking ◽  
Adult Learning ◽  
Informal Learning ◽  
21St Century ◽  
Education System ◽  
Formal Education ◽  
Know How ◽  
Formal And Informal Learning ◽  
And Training

The article gives an overview of open badges, a type of micro-credentials spreading lately in Europe applied to recognize non-formal and informal learning actions and outcomes. Open badges are viewed by many experts as the greatest potential for a reliable presentation of skills gained outside the formal education system, in many cases in adult learning. Specifically, open badges very often record and prove the acquisition of so called 21st century skills (i.e. communication, creativity, cooperation and critical thinking) considered by a large majority of the employers as a significant aspect of selection.What exactly digital open badges are? How, by whom and to whom are they awarded? How is the validity of information and the quality of content represented by the badges assured? To what extent are the employers aware of the value of open badges, and how much individuals know how they can capitalize on the collection of their badges?The article attempts to offer some views on the above questions by structuring the relevant findings and outcomes of the Open Badge Network and the ReOpen projects.

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