scholarly journals The internationalisation of studies in adult education. The Example of COMPALL: Comparative Studies in Adult Education and Lifelong Learning

2017 ◽  
Vol 23 (4) ◽  
pp. 121-134
Author(s):  
Regina Egetenmeyer
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Lifelong Learning ◽  
Research Methods ◽  
Comparative Studies ◽  
Comparative Research ◽  
International Perspectives ◽  
Young Students ◽  
International Knowledge ◽  
Work Contexts

This paper analyses international contexts of adult education and higher education as a framework for the COMPALL Joint Module. The module is designed to develop international knowledge, comparative research methods, intercultural competences, didactical insights, and networking experiences. The paper outlines the structure of the module and describes how such internationalisation impacts the participants. The evaluation shows that participants of the Joint Module develop not only intercultural competences, but also methodological, didactical, and networking competences. Furthermore, the module forges close partnerships between the respective universities as well as sustainable networks that extend beyond those of young students in adult education. The Joint Module gave several participants a fresh outlook on employability by integrating international perspectives into their prospective work contexts.

scholarly journals Comparative adult and continuing education: A guiding essay

2020 ◽  
pp. 17-30
Author(s):  
Regina Egetenmeyer
Keyword(s):  
Comparative Analysis ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Comparative Studies ◽  
Research Question ◽  
Reference Points ◽  
Adult And Continuing Education ◽  
Research Fields ◽  
Adult And Continuing

This paper provides a guide for developing a research design for comparative studies in adult and continuing education. To that end, a research methodology will be presented that was developed at the COMPALL and INTALL Winter Schools on Comparative Studies in Adult Education and Lifelong Learning. Central elements for systematic comparisons in adult and continuing education are (1) the object of comparison, (2) research fields for comparison, and (3) inductive comparative categories. These elements form the reference points for the development of a comparative research question in adult and continuing education. The comparative analysis proposes a three-step approach from juxtaposition to interpretation: step 1 – descriptive juxtaposition; step 2 – analytical juxtaposition; and step 3 – analytical interpretation.

scholarly journals Training of Adult Trainers: Implementation and Evaluation of a Higher Education Program in Greece

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Azarias A Mavropoulos ◽  
Aikaterini Sipitanou ◽  
Anastasia Pampouri
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Education Program ◽  
Educational Programs ◽  
Educational Material ◽  
Learning Program ◽  
Implementation Methodology ◽  
High Level

This article presents the implementation and the evaluation of the blended learning program Training of Lifelong Learning Adult Trainers, which was organized by the Center of Training and Lifelong Learning of the Aristotle University of Thessaloniki in Greece, during the last two years (2016-2017). The aim of the training program was to give the opportunity to adult trainers to certify their educational competence and update their knowledge in the field of adult education, enhancing their employability. After the completion of the program, the trainees assessed the implementation methodology, the educational content, the microteachings, the quality, and the organization of the program. The results of the evaluation showed that the program was of a high level, flawlessly organized, and with excellent educational material, while the blended learning model worked effectively, receiving positive reviews by the participants. It was concluded that blended learning is indeed adequate in adult educational programs increasing the participation and facilitating adult trainees to better integrate their learning experiences.

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 Globalisation and europeanisation of adult education

2017 ◽  
Vol 23 (4) ◽  
pp. 3-18
Author(s):  
Mikulec Borut
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Lifelong Learning ◽  
Turn Of The Century ◽  
Thematic Issue ◽  
International Attention

This thematic issue of Andragogic Perspectives brings to the fore a topic which has, since the turn of the century, enjoyed considerable international attention in the field of (adult) education and lifelong learning. In Slovenia, however, the influence of globalisation and/ or Europeanisation on adult education has not in fact been systematically addressed. The editorial board made the decision to encourage a wide-ranging discussion about the influence and impact of globalisation and/or Europeanisation processes on adult education and learning, lifelong learning and higher education, hence the current thematic issue.

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.

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