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 FROM ELEMENTARY SCHOOL TO UNIVERSITY EDUCATIONAL PROGRAMMES: A COMPREHENSIVE STUDY OF THE ADULT EDUCATION IN SPAIN

2013 ◽  
Vol 51 (1) ◽  
pp. 113-125
Author(s):  
Gonzalo Sacristán-Pérez-Minayo ◽  
Ruth María Martín-Moro
Keyword(s):  
Adult Education ◽  
Adult Students ◽  
Lifelong Learning ◽  
Learning Process ◽  
Educational Process ◽  
Point Of View ◽  
Teaching Methodology ◽  
Knowledge Based Economy ◽  
Teaching Learning ◽  
Developing Society

Lifelong learning plays an important role due to the actual needs that we have in terms of knowledge-based economy. It provides education both to working and non-working people who want to be part of this developing society. In this study, two different levels of the Spanish Adult Education are assessed but not only from an individual point of view, but also from the point of view of cooperation between them in order to improve the teaching-learning process. Both the Education Centre of Olmedo (Olmedo, Spain) and the University of Burgos (Burgos, Spain) are described deep inside and likewise, the activities that they two are developing to interconnect both the two centres and the educational levels so that the learning process is never interrupted. Activities such as seminars, web pages management, oral presentations and questionnaires showing different aspects of the educational process will be discussed in the present study. The use of the new Information Technology and Communication (ICT) should be enhanced for effective learning of our adult students. From our results, it will be demonstrated that adults can be part of the education system and therefore gain new skills and knowledge that let them succeed in their lives. Key words: adult education, developing society, lifelong learning, teaching-learning process, teaching methodology.

scholarly journals Understanding an Importance of Interculturalism in the Learning Process

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Sarina Bak ◽  
Keyword(s):  
Cultural Diversity ◽  
Information Literacy ◽  
Learning Process ◽  
Process Research ◽  
Educational Process ◽  
Intercultural Education ◽  
Intercultural Dialogue ◽  
Intercultural Competencies ◽  
Interactive Workshop

Authors of this article aimed to research an understanding importance of interculturalism within learning process and beliefs related to intercultural education together with the level of intercultural education implementation in the learning process. Research has been conducted on the pattern of 163 teachers and librarians who participated in the interactive workshop “Enhancing capacities of teachers/trainers for promotion of cultural diversity, intercultural dialogue and tolerance through media and information literacy”. This article represents concrete organized effort and an attempt for promoting importance related to development of an adequate intercultural competencies of teachers and librarians that are directly involved in the learning and educational process.

Perceived Effectiveness of Adult Education as a Contributor to National Development in Southern Africa Today

2005 ◽  
Vol 11 (1) ◽  
pp. 80-90
Author(s):  
Akpovire Oduaran ◽  
Lucy Okukpon
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
21St Century ◽  
Southern Africa ◽  
National Development ◽  
Adult Educators ◽  
Perceived Effectiveness ◽  
Enabling Environment ◽  
Global Trend ◽  
Purposive Sample

This qualitative interpretivist study analyses the perceptions of a stratified and purposive sample of university-based adult educators with a view to understanding how they perceive the effectiveness of adult education as a contributor to national development in southern Africa at the beginning of the 21st century. These perceptions of university-based adult educators are investigated against the background of the current global trend to project adult education as a component of the configuration of lifelong learning. Among the findings are that university-based adult educators in southern Africa differ to some extent as to whether or not the discipline has contributed significantly to southern African national development, and that the need for an enabling environment for the utilisation of adult education is as yet unappreciated.

scholarly journals LIFELONG LEARNING MANAGEMENT SYSTEM IN VIDZEME REGION

2016 ◽  
Vol 2 ◽  
pp. 517 ◽  
Author(s):  
Sarma Cakula ◽  
Kaspars Osis ◽  
Atis Kapenieks
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Process ◽  
Family Life ◽  
Theoretical Framework ◽  
Comprehensive Strategy ◽  
Technological Support ◽  
Learning Management ◽  
Technological Platforms ◽  
Technological Model

In today’s rapidly changing environment, lifelong learning is becoming an important part of education system. There is no comprehensive strategy or technological support for lifelong learning in the Latvian regions which could upgrade people’s competences and allow them to combine learning with workand family life. It is significant to develop a framework encompassing identification of required competencies, technological support for lifelong learning and make it as part of an ongoing process. The goal of the paper is to create a theoretical framework lifelong learning management technological model and prototype for the Vidzeme region. The focus of the paper is identifying the major steps and elements required to design and incorporate latter mentioned lifelong learning process and particularly adult education perspective supporting technological model in the Vidzeme region. Theoretical framework has been conducted regarding different adult education supporting technological platforms and adult education processing in European Union’s regional context. The paper represents the theoretical preconditions for qualitative development of lifelong learning in the region and presents a technological model prototype which would provide the lifelong learning process with ongoing technological support.

scholarly journals Canadian Adult Education: Still a Movement

2010 ◽  
Vol 37 (1) ◽  
Author(s):  
Tom Nesbit
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Collective Action ◽  
Lifelong Learning ◽  
Adult Educators ◽  
Institutions Of Higher Education ◽  
Canadian Society ◽  
Education Movement ◽  
Collaborative Activities

Writing recently in this journal, two of Canada’s veteran adult educators contemplated the “death” of the Canadian adult education movement. I disagree and argue that adult education in Canada is as vital an activity as ever and one that still fully justifies being called a movement. Specifically, Selman and Selman (2009) list five trends that they assert have brought about the adult education movement’s demise: a general retreat from collaborative activities and collective action; a concern about “missionary” activities; the structure, values, and rewards within universities and other institutions of higher education; a shift toward “lifelong learning” as an organizing concept; and the movement somehow becoming less Canadian. In this paper, I consider each trend in some detail and provide examples to counter the Selmans’ analysis. Instead, I show that adult education continues to be a critical and vital movement in Canadian society and one very far from dead.

scholarly journals Comparing the American and European perspectives on the roles of adult educators for the development of adult education theory and practice in Ukraine

2021 ◽  
pp. 53-61
Author(s):  
Nataliya Horuk ◽  
Keyword(s):  
Adult Education ◽  
Formal Education ◽  
Community Education ◽  
Change Agents ◽  
Educational Process ◽  
Theory And Practice ◽  
Adult Educators ◽  
Adult Educator ◽  
The Usa ◽  
The Uk

The article describes differences in the implementation of adult education practice in the American and European traditions (the USA and the UK mainly) and the competences of those who provide the adult education process. The study draws upon the existing theories on adult education which include continuing (the USA) or further (the UK) education, community education, recurrent education, non-formal education, popular education, lifelong education etc. This diversity makes it difficult to describe the profession of adult educators and their roles, because their activity defines itself in terms of their clientele. Comparative analysis reveals that in American and European countries adult educator’s roles have overlapping meanings, which depends mostly on the activity the educators perform. It is argued that in both analyzed countries researchers indicate a lack of training for adult educators, and a huge number of volunteers and part-time educators, who often do not view themselves as adult educators. Among the roles that are recognized in the UK, except the traditional teaching role, adult educators are often involved as tutors, organizers, administrators, managers, entrepreneurs, animators, advisors, campaigners, leaders of the group, moral leaders, and “change agents”. In the USA the roles of adult educators are distinguished within the context they appear in. Their spectrum is wider and the responsibilities are better defined. They include teaching, program development, training and human resources development, community actions, but those roles also mean active participation in the educational process, where educators of adults perform as critical analysts, provocateurs, co-learners, consultants, activators and “change agents”, whose responsibility is to empower. The description and comparison of those overlapping adult educators’ roles are vital and very important for promoting the concept of adult education “professionalization” in Ukraine. Those roles should be reflected also in training that adult educators receive. Keywords: adult education, adult educator, adults, adult educators’ roles and competencies.

Ultraversity-Integrating Technology in Adult Education

2010 ◽  
pp. 221-237 ◽  
Author(s):  
Geraint Lang
Keyword(s):  
United Kingdom ◽  
Adult Education ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Innovative Technology ◽  
Work Place ◽  
Adult Educators ◽  
The United Kingdom ◽  
Integrating Technology ◽  
Technology Tools

The influence of technology in our daily live grows unabated and exponentially; some see it as a culture in itself. It has been hailed variously as a universal panacea for enabling lifelong learning; a means of opening the doors to knowledge barred by the education gatekeepers. Recent research has revealed that the metaphoric barriers put in place to obstruct the use of the innovative technology tools for the purposes of engaging in lifelong learning, particularly with reference to adult education may not be due to the often perceived intransigence of adult educators, but to potential learners themselves. Recent research into adult uses of technology draw out interesting results, but do not take into account, nor acknowledge recent and successful wholly online undergraduate degree courses, based upon adult experiential learning in the work place. This chapter outlines one such degree course in the United Kingdom, Ultraversity.

scholarly journals ELECTIVITY AS A GUIDING PRINCIPLE OF ADULT EDUCATION

2021 ◽  
pp. 6-11
Author(s):  
L. Khoruzha
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Information Sources ◽  
Learning Opportunities ◽  
Educational Process ◽  
Practical Implementation ◽  
Guiding Principle ◽  
Effective Implementation ◽  
The Individual ◽  
Individual Information

The purpose of the article is to analyse the content, features and identify the ways of effective implementation of the principle of electiveness into practice of adult education. The author analyses the main areas of implementation of such a choice by an adult: goals, content, forms and methods, information sources, resources, place, terms of study, etc. The paper examines one of the most important principles of modern adult education — electivity. As a rule, adults have educational experience, as well as working one. Their requests are more specific and pragmatic, hence, the implementation of the electivity principle in the organisation of adult education can ensure its success. The paper attempts to interpret it scientifically as an individual information request of a person, its choice of various possibilities for this principle implementation in the conditions of lifelong learning. The features of such a choice, the motives that underlie it, are characterised. It is concluded that the success of a person’s implementation of the electivity principle in learning depends, first of all, on the choice freedom of various components of the educational process. It concerns objectives, content, forms and methods, information sources and resources, place of studying, terms of studying, tools for assessing educational outcomes. The author concludes that electiveness as a guiding principle of modern education should find its understanding and study by scientists, identify ways of practical implementation, due to the need for rapid adaptation of citizens to the constant changes in society and economy. Thus, the expansion of human learning opportunities is a positive aspect not only of lifelong learning, but also of socio-economic development of society. These opportunities for human implementation of the principle of electiveness in education relate to the goals, content, forms and methods, information sources and resources, place of study, timing of educational activities, tools for evaluating results. The introduction of the principle of electiveness in adult education corresponds to modern educational trends: individualization, freedom of choice, variability, constant self-improvement of the individual.

scholarly journals Συγκριτική αποτίμηση της ποιότητας της μάθησης και της επικοινωνίας στο πλαίσιο των δια ζώσης και των ηλεκτρονικών Ομαδικών Συμβουλευτικών Συναντήσεων: Απόψεις των φοιτητών των μεταπτυχιακών προγραμμάτων Επιστήμες της Αγωγής και Εκπαίδευση Ενηλίκων του ΕΑΠ A comparative evaluation of learning and communication quality at live and online Group Counselling Sessions, according to students of postgraduate programs in Education Sciences and Adult Education of HOU

2020 ◽  
Vol 10 (1A) ◽  
pp. 45
Author(s):  
ΑΝΑΣΤΑΣΙΑ ΜΑΡΤΣΟΥΚΟΥ ◽  
ΣΟΦΙΑ ΠΑΠΑΔΗΜΗΤΡΙΟΥ
Keyword(s):  
Adult Education ◽  
Learning Process ◽  
Interpersonal Relations ◽  
Postgraduate Students ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Theoretical Approaches ◽  
Teachers And Students ◽  
Degree Of Satisfaction ◽  
The One

ΠΕΡΙΛΗΨΗΣτόχος της έρευνας, είναι να αναδειχθούν τα πλεονεκτήματα και τα μειονεκτήματα των δια ζώσης και των ηλεκτρονικών ΟΣΣ με βάση τους άξονες της μάθησης και της επικοινωνίας. Μέσω επιλογής της σχετικής βιβλιογραφίας, παρουσιάζονται οι βασικές θεωρητικές θέσεις για το θέμα της έρευνας καθώς και τα ευρήματα προγενέστερων σχετικών ερευνών. Ο πληθυσμός από τον οποίο επιλέχθηκε το δείγμα για την έρευνα, αφορά μεταπτυχιακούς φοιτητές του ΕΑΠ από τα προγράμματα «Επιστήμες της Αγωγής» και «Εκπαίδευση Ενηλίκων». Με τη μέθοδο της βολικής δειγματοληψίας και τη χρήση ερωτηματολογίων και ατομικών  γραπτών συνεντεύξεων, συγκεντρώθηκαν ποσοτικά και ποιοτικά δεδομένα, τα οποία αναλύθηκαν στη συνέχεια μέσω του στατιστικού προγράμματος SPSS. Ερμηνεύοντας τα αποτελέσματα της έρευνας όσον αφορά την αποτελεσματικότητα των δια ζώσης ΟΣΣ του ΕΑΠ στη μαθησιακή διαδικασία, το μεγαλύτερο ποσοστό των συμμετεχόντων δήλωσε υψηλό βαθμό ικανοποίησης και το ίδιο ισχύει και για τις ηλεκτρονικές ΟΣΣ του ΕΑΠ. Όσον αφορά την αποτελεσματικότητα της επικοινωνίας στις δια ζώσης ΟΣΣ του ΕΑΠ, το μεγαλύτερο ποσοστό των συμμετεχόντων δήλωσε την ικανοποίησή του και μάλιστα προτιμά την «πρόσωπο με πρόσωπο» επικοινωνία για τη δημιουργία διαπροσωπικών σχέσεων και συνεργασίας με τους διδάσκοντες και τους συμφοιτητές του. Σχετικά με την ποιότητα της επικοινωνίας στις ηλεκτρονικές ΟΣΣ του ΕΑΠ, οι συμμετέχοντες δήλωσαν ικανοποίηση αφενός, αφετέρου υπήρξαν και αντίθετες απόψεις ανάλογα με τις προσωπικές εμπειρίες. Ωστόσο, από τα αποτελέσματα της έρευνας αναδείχθηκε ο καίριος ρόλος των ηλεκτρονικών ΟΣΣ του ΕΑΠ όσον αφορά τη χρήση τους ως εργαλείο υποστήριξης της μάθησης και ψυχολογικής ενθάρρυνσης των φοιτητών συμπληρωματικά προς τις δια ζώσης ΟΣΣ και επιπλέον, η χρήση τους ως εργαλεία διασύνδεσης του ΕΑΠ, των διδασκόντων και των φοιτητών με τα υπόλοιπα εκπαιδευτικά ιδρύματα της χώρας και του εξωτερικού για μαθησιακά θέματα. ABSTRACTThis research aims at highlighting the advantages and disadvantages of face to face Group Consulting Sessions (GCS) and the online ones, on the basis of learning process and communication. Through  selection of  the relative bibliography, the basic theoretical approaches of  the research topic  and the results of  prior research are presented. The population from which the sample of this research was selected, includes postgraduate students of Hellenic Open University (HOU) attending the “Education Sciences” and “Adult Education” programs. The quantitative and qualitative data were collected through the convenient sampling method and the use of  questionnaires and personal interviews. The data were analyzed through the SPSS statistical software. Subsequently, the interpretation of the research results is presented. More specifically, as far as the effectiveness of the learning process in face to face GCS of HOU is concerned, the higher percentage of the research participants has declared a high degree of satisfaction and the same applies to the electronic GSS of HOU. As far as the effectiveness of communication in face to face GCS of HOU is concerned, the higher percentage of the participants has declared its satisfaction and  declared its preference for “face to face” communication for the creation of interpersonal relations and  cooperation with the teachers and the rest of the students. Furthermore, as far as the quality of communication in GCS of HOU is concerned, participants declared their satisfaction on the one hand but on the other there were contrary views  depending on personal experiences. However, the crucial role of the electronic GCS of HOU was highlighted as far as their use as supportive tools of learning and psychological encouragement  of students complementary to face to face GCS is concerned. Furthermore, the same applies to their use as interconnection tools of HOU, teachers and students with the rest of educational institutions of Greece and abroad for learning issues.

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