scholarly journals Tasks and Social Functions of Adult Educationin the Perspective of Learning in Adulthood

2019 ◽  
pp. 117-132
Author(s):  
Zofia Szarota
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Social Functions ◽  
The Subject ◽  
Content Range

The subject of the study are contemporary social functions of adult education included in the context of lifelong learning. I presented their determinants and consequences. These functions are significantly different from those set out by historical socio-economic and cultural circumstances. I present a proposition of a proprietary view of the typology and content range of these functions.

Professional Activities of Teacher-Andragogue (Foreign Experience)

2014 ◽  
Vol 4 (3) ◽  
pp. 26-30 ◽  
Author(s):  
Larysa Lukianova
Keyword(s):  
Adult Education ◽  
Education System ◽  
Professional Activity ◽  
Social Functions ◽  
Foreign Experience ◽  
Professional Activities ◽  
Technological Organization ◽  
Integral Role ◽  
Role Position ◽  
Self Learning

Abstract The idea of the conceptualization of adult education has been postulated in the article including its significant differences. The leading distinguishing feature is the personality of pedagogical staff that works with adults. It has been substantiated the dependence of the functions which are performed by pedagogical staff in the adult education system, on the main characteristics of the society. It has been shown the content of the integral-role position of a pedagogue-andragogue which has 3 elements: subject and content, project and technological, organization and diagnostic. The professional activity of a pedagogue-andragogue has been analyzed as the specialist who professionally organizes and conducts adult training and learning, helps create individual programs of training. At the same time, in his/her activity he/she combines different social functions as well. The most typical are to provide the help in renovating the motivation towards learning and professional activity, to combine the content both andragogical and professional activity of his/her learners, to share the methods of supervising adult self-learning.

The Oxford Handbook of Lifelong Learning

2011 ◽  
Keyword(s):  
Lifelong Learning ◽  
Cultural Anthropology ◽  
Theory And Practice ◽  
Learning Needs ◽  
Executive Development ◽  
International Perspectives ◽  
Developmental Theories ◽  
Learning Programs ◽  
The Subject ◽  
Vocational Learning

The Oxford Handbook of Lifelong Learning is a comprehensive and interdisciplinary examination of the theory and practice of lifelong learning, encompassing perspectives from human resources development, adult learning, psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. Individual chapters address the most relevant topics on the subject, including: continuous learning as it relates to technological, economic, and organizational changes; developmental theories and research, models of lifelong learning, and the neurological bases for learning across the lifespan; examples of learning programs, tools, and technologies, with a focus on corporate programs and business education; international perspectives on lifelong learning and learning across cultures; and assessment of learning needs and outcomes.

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 Museums and lifelong learning: The adult dimension

1970 ◽  
pp. 79
Author(s):  
Alan Chadwick
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Final Report ◽  
Education Committee ◽  
Two Sectors

It is worth reminding ourselves that the notion of museums and adult education bodies co-operating together is not unfamiliar. Indeed, the two major Adult Education Reports this century, the Adult Education Committee Final Report (1919) and Adult Education: a plan for development (1973), both considered the roles of museums and adult education providers. In the museums sector, the Report by Sir Henry Miers of 1928 and Sir Frank Markham's Report of 1938 also linked the two roles together, although in the case of the former Report the lack of co-operation between the two sectors was noted. 

scholarly journals "Többször nekifutottunk, de lepattantunk mindig a közöny miatt"

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Dóra Hangya
Keyword(s):  
Adult Education ◽  
Equal Opportunity ◽  
Further Education ◽  
Reference Points ◽  
Specific Information ◽  
Education Programs ◽  
The Subject ◽  
Open Point ◽  
Structured Questionnaire ◽  
Do So

Az ÚNKP kutatás célja annak vizsgálata, hogy a szakértői nyilvántartásban szereplő felnőttképzési szakértők és programszakértők kötelező továbbképzéseinek moduljai (14/2014. (III. 31.) NGM rendelet) tartalmaznak-e ismereteket a fogyatékossággal élő felnőttek képzésben való részvételének feltételrendszeréről, valamint hogy a felnőttképzési szakértők számára nehézséget okoz-e, ha a felnőttképzési intézmények munkatársai a témát érintő kérdésekkel fordulnak hozzájuk. Előzmény a KJM Alapítvány 2016. évi Phd pályázata keretében lefolytatott kutatás, amely eredményei szerint a válaszadó engedéllyel rendelkező felnőttképzési intézmények 95%-a úgy véli, hogy a felnőttképzési szakértők számára szükséges volna olyan tartalmú továbbképzés biztosítása, mely támpontokkal látja el őket annak érdekében, hogy segíteni tudják őket az egyenlő esélyű hozzáférés biztosításának megteremtésében (n=136). (Hangya, 2016, Hangya, 2017)A kutatás módszere teljes körű mintavételen alapuló félig strukturált kérdőíves lekérdezés. 314 fő válaszolt a kutatás kérdőívére, mely a tisztított minta 41%-a. A szakértők 80%-a jelezte, hogy a kötelező továbbképzések nem tartalmaztak fogyatékosság-specifikus ismereteket. A válaszadó szakértők több mint 90%-a egyetért azzal, hogy szükséges volna ennek pótlása (n=312). 227 fő nem vett még részt ilyen témájú továbbképzésen, de 78%-uk szívesen tenné, amennyiben rendelkezésre állna ilyen (n=227). A válaszadók (n=308) 59,4%-a nem találkozott még olyan kérdésekkel a felnőttképzési intézmények részéről, melyek a fogyatékossággal élő felnőttek egyenlő esélyű hozzáférését érintik, 46,5%-uk számára ez nehézséget jelentene.  84 fő (27%) fogalmazott meg nyitott kérdés keretében a témával kapcsolatban fejlesztési javaslatokat. The aim of the ÚNKP research is the investigation of whether the obligatory further education modules for adult education experts and program experts (14/2014. (III. 31.) NGM regulation) contain information regarding the conditionality for adults living with disabilities participating in education and the level of difficulty for adult education experts to inform colleges from adult education institutions on questions regarding this subject. A precursor is a research conducted within the framework of the 2016 Phd application of the KJM Foundation, according to which 95% of adult education institutions authorized for a response is of the opinion that the provision of a further education program for adult education experts which contains reference points to facilitate the provision of equal opportunity access would be necessary (n=136). (Hangya, 2016, Hangya, 2017)The method of research is a semi-structured questionnaire survey based on comprehensive sampling. 314 persons answered to the research questionnaire, which makes up 41% of the purified sample. 80% of experts indicated a lack of disability-specific information within the obligatory further education programs. More than 90% of respondents agree that supplementation of such information is necessary (n=312). 227 persons did not yet participate in further education programs within this subject, however, 78% would gladly do so if given the opportunity (n=227). 59,4% of respondents (n=308) did not yet encounter questions from adult education institutions regarding the equal access of adults living with disabilities, 46,5% would consider this a difficulty.  84 persons (27%) formulated developmental suggestions regarding the subject within the framework of an open point.

scholarly journals Empathy in Adult Education

2015 ◽  
Vol 21 (3) ◽  
pp. 65-73
Author(s):  
Natalija Vrečer
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Process ◽  
Interpersonal Relations ◽  
Educational Process ◽  
Intercultural Dialogue ◽  
Adult Educators ◽  
Human Relations ◽  
Full Extent ◽  
Intercultural Competencies

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.

scholarly journals The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

2017 ◽  
Vol 68 (1) ◽  
pp. 63-79 ◽  
Author(s):  
Ellen Boeren
Keyword(s):  
Data Mining ◽  
Qualitative Research ◽  
Education Research ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Quantitative Research ◽  
Critical Discussion ◽  
Journal Articles ◽  
Quantitative And Qualitative Research

An examination of articles published in leading adult education journals demonstrates that qualitative research dominates. To better understand this situation, a review of journal articles reporting on quantitative research has been undertaken by the author of this article. Differences in methodological strengths and weaknesses between quantitative and qualitative research are discussed, followed by a data mining exercise on 1,089 journal articles published in Adult Education Quarterly, Studies in Continuing Education, and International Journal of Lifelong Learning. A categorization of quantitative adult education research is presented, as well as a critical discussion on why quantitative adult education does not seem to be widespread in the key adult education journals.

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