Non-formal adult education in Latvia: opportunities and challenges

2020 ◽  
pp. 127-136
Author(s):  
Anita Zaļaiskalne
Keyword(s):  
European Union ◽  
Adult Education ◽  
Adult Learning ◽  
Education Policy ◽  
Formal Education ◽  
The European Union ◽  
Policy Documents ◽  
Education Planning ◽  
Adult Participation

The article “Non-formal adult education in Latvia: opportunities and challenges” includes a presentation of adult education planning in the European Union and Latvian education policy documents. Based on data on adult participation in education and theoretical aspects of adult learning, methodological recommendations for developing the content of adult non-formal education programmes are developed.

In support of plurilingual people living in multilingual societies: Policies and frameworks of European language education

2011 ◽  
Vol 2 ◽  
Author(s):  
Waldemar Martyniuk
Keyword(s):  
European Union ◽  
Education Policy ◽  
Linguistic Diversity ◽  
Language Education ◽  
The European Union ◽  
Language Education Policy ◽  
European Language ◽  
Council Of Europe ◽  
Policy Documents ◽  
Multilingual Societies

This article focuses on current European language education policy. It reviews relevant policy documents of the European Union and the Council of Europe. It also refers to the range of tools offered by the two intergovernmental organisations in support of linguistic diversity in contemporary European societies and the development of plurilingual abilities of their citizens

Competences of adult education professionals in the European and Slovene context

2018 ◽  
Vol 25 (1) ◽  
pp. 25-44
Author(s):  
Borut Mikulec
Keyword(s):  
European Union ◽  
Education Research ◽  
Adult Education ◽  
Research Community ◽  
Adult Educators ◽  
The European Union ◽  
Policy Documents ◽  
Education Professionals ◽  
The Core ◽  
Documentary Analysis

International and European intergovernmental organisations and the adult education research community all emphasise the importance of well-qualified personal working in the field of adult education. However, as previous research has shown, the diversity of the field is a ‘challenge’ to the greater professionalisation of adult education. Therefore, this paper investigates how the European Union conceptualises adult education professionalisation in the 21st century and how this is reflected in the Slovene adult education policy. For this purpose, the core official European Union and Slovene policy documents on the professionalisation of adult educators were analysed using documentary analysis. The theoretical framework of the Europeanisation of education was used, along with international and comparative perspectives in studies of adult education. Our findings indicate that in the Slovene context, the emphasis is on the recognition of different professional roles and competences that adult educators need to work successfully in different contexts rather than on the unification of their competences, which can be found in the European context.

scholarly journals Qualification of Adult Educators in Europe: Insights From the Portuguese Case

2015 ◽  
Vol 2 (1) ◽  
pp. 25-38
Author(s):  
Catarina Paulos
Keyword(s):  
European Union ◽  
Adult Education ◽  
Education Policy ◽  
Adult Educators ◽  
The European Union ◽  
Prior Learning ◽  
Professional Activities ◽  
Educational Professionals ◽  
Recognition Of Prior Learning

This article explores the role of the European Union in defining an adult education policy and the way European countries appropriate those guidelines and implement them in their realities. These policies have been widening and diversifying adult education, creating the necessity of qualifying educational professionals. With the implementation of some adult education political measures, new educational practices were developed and new professional activities were born. This investigation is about the qualification of adult educators working in the processes of recognition of prior learning.

scholarly journals Adult education in Croatia after 1990

2018 ◽  
Vol 24 (4) ◽  
pp. 53-68
Author(s):  
Tihomir Žiljak
Keyword(s):  
European Union ◽  
Adult Education ◽  
Education Policy ◽  
Education System ◽  
Policy Instruments ◽  
The European Union ◽  
The Third ◽  
Policy Goals ◽  
Education Science ◽  
The Eu

The main goal of the paper is to explain key elements of three cycles of adult education policy in Croatia from 1990 to 2018. The first cycles encompasses changes in the 1990s. The second begins in 2000 and is marked by the process of Europeanization within the process of Croatia’s accession to the European Union. The third begins with the accession of Croatia into the EU (2013) and with the passing of the Strategy of Education, Science and Technology (2014). In each cycle adult education policy instruments, actors, goals are analysed. In the last two cycles similar policy goals, instruments, actors as part of Europeanisation adult education policy are maintained, while first cycle is marked by political, ideological and institutional severing ties from the socialist education system. Final results of those processes are not satisfactory, and adult education is still marginalized with small participation in adult education. 

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