scholarly journals 100 Years of Volkshochschule – 50 Years of DVV International. Local and global perspectives on adult education and lifelong learning

2020 ◽  
pp. 199-211
Author(s):  
Heribert Hinzen
Keyword(s):  
High Schools ◽  
Adult Education ◽  
Lifelong Learning ◽  
High Importance ◽  
Global Perspectives ◽  
The Past ◽  
The Future ◽  
International Activities ◽  
Adult Education Centres ◽  
Folk High Schools

Adult education has multiple histories in countries around the globe. In the case of Germany, the year 1919 is of high importance, as the Volkshochschulen (vhs)—literally translated as folk high schools, more broadly as adult education centres—became a constitutional matter. Today, they are the largest institutionalized form of adult education in Germany with millions of participants every year. In 1969, the ongoing international activities of the vhs were insti-tutionalized into what is known today as DVV International. This year’s celebrations are used for contextualizing the development of adult education and thus for remembering the past with a view to the future of our profession.

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

2017 ◽  
Vol 8 (4) ◽  
pp. 38-51
Author(s):  
Suwithida Charungkaittikul ◽  
John A. Henschke
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Academic Discipline ◽  
Lessons Learned ◽  
Practical Application ◽  
Learning Society ◽  
Facilitating Factors ◽  
The World ◽  
The Future

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance ‘andragogy' as a scientific academic discipline and to expand on the horizon of andragogical assumptions and processes put forth by Malcolm Knowles. The literature on andragogy demonstrates the need to consider the future of andragogy, which may strengthen the theory and allow for the assumptions and processes to further guide this aspect of adult education. While the journey towards a lifelong learning society will continue to evolve, the lessons learned may help to identify key facilitating factors as well as pitfalls to be avoided in formulating more comprehensive lifelong learning society development strategies in the future.

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

2021 ◽  
pp. 576-590
Author(s):  
Suwithida Charungkaittikul ◽  
John A. Henschke
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Academic Discipline ◽  
Development Strategies ◽  
Lessons Learned ◽  
Learning Society ◽  
Facilitating Factors ◽  
The World ◽  
The Future

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance ‘andragogy' as a scientific academic discipline and to expand on the horizon of andragogical assumptions and processes put forth by Malcolm Knowles. The literature on andragogy demonstrates the need to consider the future of andragogy, which may strengthen the theory and allow for the assumptions and processes to further guide this aspect of adult education. While the journey towards a lifelong learning society will continue to evolve, the lessons learned may help to identify key facilitating factors as well as pitfalls to be avoided in formulating more comprehensive lifelong learning society development strategies in the future.

scholarly journals Graph clustering based size varying rules for lifelong topic modelling

2018 ◽  
Vol 8 (3) ◽  
pp. 111-119
Author(s):  
Muhammad Taimoor Khan ◽  
Shehzad Khalid ◽  
Furqan Aziz
Keyword(s):  
Lifelong Learning ◽  
Research Work ◽  
Topic Models ◽  
Automatic Learning ◽  
The Past ◽  
Statistical Measures ◽  
Learning Rules ◽  
The Future ◽  
Networks Analysis

Lifelong learning topic models identify the hidden concepts discussed in the collection of documents. Lifelong learning models have an automatic learning mechanism. In the learning process, the model gets more knowledgeable with experience as it learns from the past in the form of rules. It carries rules to the future and utilises them when a similar scenario arise in the future. The existing lifelong learning topic models heavily rely on statistical measures to learn rules that lead to two limitations. In this research work, we introduce complex networks analysis for learning rules. The rules are obtained through hierarchical clustering of the complex network that has different number of words within a rule and has directed orientation. The proposed approach improves the utilisation of rules for improved quality of topics at higher performance with unidirectional rules on the standard lifelong learning dataset. Keywords: networks, lifelong, models, networks analysis

scholarly journals Rollekonflikter i mødet mellem arbejdsliv og uddannelse

2008 ◽  
Vol 19 (3) ◽  
pp. 27-48
Author(s):  
Annette Rasmussen
Keyword(s):  
Adult Education ◽  
Educational Policy ◽  
Lifelong Learning ◽  
Key Words ◽  
Working Life ◽  
Public Enterprises ◽  
Skilled Workers ◽  
Workplace Education ◽  
Pedagogical Strategies ◽  
Adult Education Centres

Gennem de seneste årtier har der været en stigende opmærksomhed på læring og kompetenceudvikling i arbejdslivet. Både ud fra lærings- og effektivitetsmæssige og ud fra demokratiske og emancipatoriske perspektiver kan der argumenteres for ideen om at knytte uddannelsesaktiviteter til arbejdslivet. Arbejdsmarkedets parter er da generelt også enige om, at der er et behov for kompetenceudvikling og en styrkelse af voksen- og efteruddannelsesindsatsen. Til gengæld er det ikke entydigt, hvad der ligger bag ordene, når virksomheder og deres medarbejdere definerer kompetenceudvikling og læring, som også ovennævnte perspektivers forskellighed antyder. Artiklen sætter ud fra en uddannelsessociologisk vinkel fokus på, hvordan virksomheder og medarbejdere ser forskelligt på den almene kursusundervisning, der knytter an til arbejdslivet. Med udgangspunkt i en empirisk analyse belyses det, hvilken betydning betingelserne i arbejdslivet, specielt for de kortuddannede, spiller for deltagelsen i almen kursusundervisning, samt hvorvidt og hvordan mødet mellem rollen som medarbejder og kursist skaber konflikter og særlige læringsrum. ENGELSK ABSTRACT: Annette Rasmussen: Perspectives and Conflicts Between Working Life and Education Lifelong learning has become a mantra of educational policy. Therefore, the development of general competences in working life has enjoyed growing attention, and several projects have been undertaken to increase the participation of low skilled workers in general adult education in Denmark. This article draws on findings from a recent research project which focused on the encounter between working life and education. It considers cases in which low skilled workers attended courses that were established by adult education centres and private or public enterprises. It focuses on the conflicting logics of work and education and the sometimes divergent perspectives of employers and employees on the meaning of such courses. It illustrates how meaning attached to adult and workplace education and learning reflects the perspectives of the various stakeholders; and it shows how power relations are implicitly part of the pedagogical strategies employed in the educations. The concepts of interests and investments are important tools in this analysis. Observations from the courses and interviews with participants outline the tensions and contradictions which have arisen from the meeting of working life and education. Key words: Adult and workplace education, interests, conflicts, lifelong learning.

Lifelong Learning Chic in the Modern Practice of Adult Education: Historical and Contemporary Perspectives

2005 ◽  
Vol 11 (1) ◽  
pp. 62-79 ◽  
Author(s):  
André P Grace
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Federal Government ◽  
Government Policy ◽  
Critical Reflection ◽  
The Past ◽  
The Social ◽  
History Of ◽  
Change Forces ◽  
Over Time

This article turns to the history of the modern practice of adult education to speak to the versatility of lifelong learning as a fluid and indeterminate concept that some have viewed as a learner's way out and others have viewed as a learner's burden. It identifies change forces that have shaped particular purposes and functions of lifelong learning over time and tides. In the wake of such forces, the article emphasises the need for a critical practice of lifelong learning that would engage citizen learner-workers in holistic practices that attend to their instrumental, social, and cultural needs. In doing so, it speaks to the importance of remembering history by using the lens of the past to consider the conceptualisation and parameters of contemporary lifelong learning and to critique a discernable culture of learner-worker neglect in Canada. Considering the plight of Canadian young adults as an example, the article provides critical reflection on federal government policy that abets privatisation of lifelong learning and aggravates the situation for learner-workers by blaming individuals for any failure in lifelong learning. It concludes with a perspective suggesting it may well be time for a critical (re)turn in Canadian adult education to help salvage lifelong learning as a formation and project of the social.

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