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 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 Introduction and Editorial

2019 ◽  
Vol 21 (3) ◽  
pp. 1-4
Author(s):  
John Butcher ◽  
Samantha Broadhead
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Significant Contribution ◽  
Learning Opportunities ◽  
Widening Participation ◽  
Access To Higher Education ◽  
Innovative Practice ◽  
Value Of Learning

I am delighted to introduce a new edition of Widening Participation and Lifelong Learning, and to thank our colleague on the editorial board, Dr Samantha Broadhead, for her sterling work in bringing this wide-ranging collection to publication. As Sam suggests in her editorial, the articles, reports of innovative practice and book review demonstrate a lively and buoyant interest across the sector in access to higher education and the value of learning opportunities for adults. I am lucky to have just returned from a conference in Madrid at which there was much discussion amongst European colleagues of inclusive teaching and personalised support to enable more students from disadvantaged backgrounds to succeed in their studies. This edition of the journal makes a significant contribution to those debates.

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 Institutions of higher education and the idea of lifelong learning

2020 ◽  
Vol 2 (1) ◽  
pp. 5-18
Author(s):  
Aleksandra Marcinkiewicz
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Institutions Of Higher Education ◽  
Management Styles

The idea of lifelong learning is very popular in the XXI century. This paper presents how Polish universities reflect this idea. The main theories of andragogy were compared with each other and a relationship was shown, between this concept and adult education. Moreover, it analyses the effectiveness of different management styles continuing education in Polish universities and their implications for institutions of higher education. It also describes the main programs of the European Commission to promote lifelong learning in Europe.

scholarly journals A Conversation with Sharan Merriam: Globalization and Adult Education

2013 ◽  
Vol 22 (2) ◽  
Author(s):  
Mary Gene Saudelli ◽  
Dolana Mogadime ◽  
Nancy Taber
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Lifelong Learning ◽  
Knowledge Economy ◽  
Global Education ◽  
Educational Context ◽  
Special Issue ◽  
Global Context ◽  
Challenges And Opportunities ◽  
The Impact

On September 22, 2011, Sharan Merriam visited Brock University to give a Distinguished Speaker Lecture entitled "Globalization: Challenges and Opportunities for Adult Education." Based on her research about the future of adult education within a global context, Merriam’s lecture sets the tone for this special issue on the impact of globalization for adult education and higher education. Merriam (2010) unpacked the phenomenon of globalization, connected it to the knowledge economy, and situated it within a contemporary, political, social, cultural, and educational context. Merriam (2010) highlighted the need for consideration of the trends and trajectories in adult education related to globalization as "adult education does not occur in a vacuum" (p. 408). She emphasized the need to consider research on lifelong learning that has been impacted by global education. Merriam’s work further highlighted the need for the sharing of knowledge among international educators in a global context.

Lifelong Learning in Europe

2014 ◽  
pp. 857-873
Author(s):  
Harun Yilmaz ◽  
Sami Şahin
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 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.

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