Comparative Study of Adult Education Practitioners and Professors on Future Knowledge and Skills Needed by Adult Educators

The main objective of this research is to investigate the significance of adult educators’ mentoring in the application of experiential and participatory teaching techniques. Bearing in mind that teaching techniques play a major role in adult education, emphasis is given on examining whether adult educators need mentoring for a more effective implementation of these techniques. More specifically, the study focuses on researching a sample of 337 educators’ opinions concerning the extent they need mentoring and in which particularly teaching techniques. According to participants in the research, mentoring process has a significant impact on the effective use of experiential and participatory teaching techniques. Thus, research findings indicate that mentoring can become a useful tool for enhancing their knowledge and skills helping them become “better educators”.

Download Full-text

Migrants and the Labor Market: The Role and Tasks of Adult Education

Adult Learning ◽

10.1177/1045159520977713 ◽

2021 ◽

Vol 32 (1) ◽

pp. 29-39

Author(s):

Tetyana Kloubert ◽

Chad Hoggan

Keyword(s):

Labor Market ◽

Adult Education ◽

Adult Educators ◽

Learning Needs ◽

Integration Process ◽

Multiple Forms ◽

Education Programs ◽

Successful Integration

The process of migration to a new country brings with it a host of challenges, and therefore also learning needs. Some countries have systems in place to facilitate the transition of migrants into society, often including adult education programs. Those programs, however, cannot be effective if blithely designed in ignorance of the interrelationship between established systems for facilitating integration and the experiences of migrants during the integration process. Focusing on the transition into the labor market and drawing on the expertise of adult educators who work in these systems in Germany, this article explores several stumbling blocks that make a successful integration for migrants more difficult and describes three strategies to address them: challenging the logic of the labor market, dealing with failure, and acknowledging multiple forms of discrimination. The analysis of Germany can provide insights that are useful in other national contexts.

Download Full-text

The Intersection of Confucianism and Western Teaching in Taiwanese Adult Education

International Journal of Adult Education and Technology ◽

10.4018/ijaet.2021100104 ◽

2021 ◽

Vol 12 (4) ◽

pp. 47-61

Author(s):

Viktor Wang ◽

Geraldine Torrisi-Steele ◽

Shuyan Li ◽

Pi-Chi Han

Keyword(s):

Economic Development ◽

Adult Education ◽

Present Article ◽

Teaching Practices ◽

Significant Feature ◽

Adult Educators ◽

Teaching Approaches ◽

Subsequent Evolution ◽

National Economic ◽

National Economic Development

Adult education is a significant feature of the Taiwanese education landscape and is recognized as significantly contributing to national economic development. Given the importance of adult education in Taiwan, an investigation of teaching approaches and an understanding of interplay of teaching approaches with Taiwanese culture is worthwhile because such investigations provide a platform for reflection and subsequent evolution of teaching approaches. In the present article, the authors delve into the heritage of Taiwan to explore teaching practices from the standpoint of the teachings of Confucius and Western teaching approaches. Data were collected via survey of 39 randomly selected adult educators from premium universities in Tapai along with interviews. The results point to the persistent dominance of Confucian instructional methods despite some use of Western teaching approaches.

Download Full-text

The use of personality tests as a pre-employment tool: A comparative study

SHS Web of Conferences ◽

10.1051/shsconf/202111905007 ◽

2021 ◽

Vol 119 ◽

pp. 05007

Author(s):

Ahmed Remaida ◽

Aniss Moumen ◽

Youness El Bouzekri El Idrissi ◽

Benyoussef Abdellaoui ◽

Youssef Harraki

Keyword(s):

Comparative Study ◽

Educational System ◽

Personality Testing ◽

Recruitment Process ◽

Personality Tests ◽

Knowledge And Skills ◽

Open Debate ◽

The Right ◽

A Company ◽

Selection Of

The mechanisms of professional selection of young graduates in the labour market remain an open debate and involve all stakeholders: students, educational system, companies and administrations. These mechanisms play a crucial role in the future performances of an institution or a company, as the selection of the wrong candidate can ruin an organization. In contrast, the right candidate can take the organization to new heights. The interview presents a short interaction that may reflect the candidate knowledge and skills; however, there are many other hidden facets such as personality traits that are difficult to measure only by interviewing. Today, many countries already use personality testing during the recruitment phase. Our objective through this work is to determine the possible links between the personality of future young employees and their performance within the company. To achieve this objective, we carried out a comparative study of the different personality tests used in the recruitment process.

Download Full-text

Empathy in Adult Education

Andragoška spoznanja ◽

10.4312/as.21.3.65-73 ◽

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.

Download Full-text

Social Justice and Adult Education

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch009 ◽

2014 ◽

pp. 143-153 ◽

Cited By ~ 2

Author(s):

Marianne Robin Russo

Keyword(s):

Social Justice ◽

Public Opinion ◽

Adult Education ◽

Teaching And Learning ◽

Social Roles ◽

Adult Educators ◽

History Of ◽

Current Context ◽

Class Hegemony ◽

History Of Adult Education

It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton's philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.

Download Full-text

Towards Blended Learning Designs Fostering Adults' Social Capital

Ubiquitous Inclusive Learning in a Digital Era - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-6292-4.ch003 ◽

2019 ◽

pp. 55-80

Author(s):

Celine Cocquyt ◽

Anh Nguyet Diep ◽

Chang Zhu ◽

Maurice De Greef ◽

Tom Vanwing

Keyword(s):

Social Capital ◽

Instructional Design ◽

Adult Education ◽

Adult Learners ◽

Blended Learning ◽

Adult Educators ◽

Learning Design ◽

Information And Communication ◽

Ubiquitous Presence ◽

Practical Recommendations

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

Download Full-text

From Social Learning to Norm Validation

Advances in Standardization Research - Critical Theory and Transformative Learning ◽

10.4018/978-1-5225-6086-9.ch007 ◽

2018 ◽

pp. 85-96

Author(s):

Donovan Plumb

Keyword(s):

Adult Education ◽

Social Learning ◽

Theoretical Basis ◽

Critical Realism ◽

Communicative Action ◽

Adult Educators ◽

Theory Of Communicative Action ◽

Normative Foundations ◽

Colonization Of Lifeworld ◽

Insight Into

This chapter asserts that the emergent ontology of critical realism especially as mobilized by sociologist Dave Elder-Vass in his discussion of norm circles provides a powerful theoretical basis for supporting the emancipatory aspirations of critical adult education. According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Michael Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable people to resist the destructive colonization of lifeworld contexts. This chapter argues that, while Habermas provides important insight into the normative foundations of critical adult education, his theory of communicative action cannot alone illuminate the ways human learning shapes and is shaped by lifeworld contexts. Elder-Vass's exploration of norm-circles helps identify weaknesses in the concept of “social learning” and identify how, in addition to supporting individual learning, emancipatory adult educators can also support the distinctive emergent power of norm-circles to form and enforce epistemic, discursive, ethical, and practical norms.

Download Full-text