scholarly journals Problemy oświaty pozaszkolnej w schyłku dwudziestolecia międzywojennego w świetle materiałów źródłowych inspektora szkolnego miejskiego we Lwowie

2021 ◽  
Vol 1 (26) ◽  
pp. 421-428
Author(s):  
Małgorzata Skotnicka-Palka
Keyword(s):  
High School ◽  
Adult Education ◽  
Interwar Period ◽  
Folk High School ◽  
Source Materials

[The problems of extracurricular education in the 2nd half of the 1930s in view of the source materials of the municipal school inspector in Lviv] The source materials by Jan Hipolit Majewski, the Municipal School Inspector in Lviv, present the plan of extracurricular work for 1936/1937, and also contain a report on the organization of the Folk High School in Lviv. They show the problems of adult education in the late twenties of the interwar period.

scholarly journals Depressive Symptom Trajectories and Early Adult Education and Employment: Comparing Longitudinal Cohorts in Canada and the United States

2021 ◽  
Vol 18 (8) ◽  
pp. 4279
Author(s):  
Anita Minh ◽  
Ute Bültmann ◽  
Sijmen A. Reijneveld ◽  
Sander K. R. van Zon ◽  
Christopher B. McLeod
Keyword(s):  
High School ◽  
Depressive Symptom ◽  
Adult Education ◽  
The United States ◽  
Longitudinal Survey ◽  
National Longitudinal Survey ◽  
Post Secondary ◽  
High School Degree ◽  
The Usa ◽  
Education And Employment

Adolescent depressive symptoms are risk factors for lower education and unemployment in early adulthood. This study examines how the course of symptoms from ages 16–25 influences early adult education and employment in Canada and the USA. Using data from the National Longitudinal Survey of Children and Youth (n = 2348) and the National Longitudinal Survey of Youth 79 Child/Young Adult (n = 3961), four trajectories (low-stable; increasing; decreasing; and increasing then decreasing, i.e., mid-peak) were linked to five outcomes (working with a post-secondary degree; a high school degree; no degree; in school; and NEET, i.e., not in employment, education, or training). In both countries, increasing, decreasing, and mid-peak trajectories were associated with higher odds of working with low educational credentials, and/or NEET relative to low-stable trajectories. In Canada, however, all trajectories had a higher predicted probability of either being in school or working with a post-secondary degree than the other outcomes; in the USA, all trajectory groups were most likely to be working with a high school degree. Higher depressive symptom levels at various points between adolescent and adulthood are associated with working with low education and NEET in Canada and the USA, but Canadians are more likely to have better education and employment outcomes.

Iz istorije obrazovanja odraslih u Bosni i Hercegovini i najznačajnije ustanove i delatnosti (1918-1941)

2019 ◽  
pp. 75-102
Author(s):  
Željko Bralić ◽  
Ljubinka Katić
Keyword(s):  
Adult Education ◽  
Bosnia And Herzegovina ◽  
Interwar Period ◽  
General Level ◽  
Educational Goals ◽  
Educational Activities ◽  
Education Practice ◽  
Archival Documents

The work contents a presentation of the main outcomes of an extensive historical-andragogical research, mainly based on the archival documents kept in Archives of Yugoslavia. An overview of adult education practice in Bosnia and Herzegovina is shaped from the documents data concerning the most signifcant institutions and activities organized as an attempt to contribute to general educational goals in Kingdom of Serbs, Croats and Slovenes – Yugoslavia between two wars, through andragogical educational activities: raising the general level of literacy and education of wide sections of the population. Institutional basis of adult education praxis at the time mostly rested upon literacy courses, people’s universities, cultural-educational societies, etc. This paper especially distinguishes andragogical activity of momentous and respectable Sarajevo-based cultural-educational establishments (People’s university, Gajret, Prosveta, Napredak), that were amongst the most signifcant and successful in Yugoslavia, and represented example of model work in adult education of the interwar period.

Ten-year follow-up of young aphasic participants in a 34-week course at a Folk High School

Aphasiology ◽  
1997 ◽  
Vol 11 (7) ◽  
pp. 709-715 ◽  
Author(s):  
P. Währborg ◽  
P. Borenstein ◽  
S. Linell ◽  
E. Hedberg-borenstein ◽  
M. Asking
Keyword(s):  
High School ◽  
Folk High School

Adult Education Need vs. Capacity

2020 ◽  
pp. 76-93
Keyword(s):  
High School ◽  
Adult Education ◽  
Test Scores ◽  
English Language ◽  
Basic Education ◽  
Skills Training ◽  
Assessment System ◽  
National Assessment ◽  
High School Degree ◽  
Ged Credential

The 2004-2014 findings from the District of Columbia Comprehensive Assessment System (DC CAS) and the National Assessment of Educational Progress showed that the District's 4th and 9th graders scored 49th out of 51 states and territories in 2016. The District had switched to the federal PAARC test, and in 2017 it began to implement the Integrated Basic Education and Skills Training (I-BEST) model. Implementing this model means that students will work with two teachers in the classroom: one provides job-training and another who teaches basic skills in reading, math, or English language. The students' historically-low test scores and the implementation of the I-BEST model suggest that CSOSA clients referred to the District's public and charter schools or nonprofit adult education contractors would have been unlikely to have been able to obtain a high school degree or GED credential.

‘Bais Yaakov, Let Us Walk in the Light of the Lord’

2019 ◽  
pp. 205-224
Author(s):  
Naomi Seidman
Keyword(s):  
High School ◽  
North America ◽  
Interwar Period ◽  
Second World War ◽  
Rapid Rate ◽  
World War ◽  
The Holocaust ◽  
The World ◽  
To Come ◽  
Second World

This chapter details the phenomenology of the Bais Yaakov movement during the Holocaust and after. The experiment that was Bais Yaakov was still expanding at a rapid rate and had hardly had a chance to come into its own when it fell victim to the destruction of European Jewry. Despite the disbanding of Bais Yaakov schools with the outbreak of the Second World War, numerous memoirs and histories of the movement attest to its continued clandestine activity during the war years. The networks forged in the interwar movement aided in the rapid re-emergence of Bais Yaakov schools and Bnos groups in the immediate aftermath of the war. Bais Yaakov established itself more permanently after the Holocaust in the centres of Orthodox life throughout the world, particularly in North America and Israel. Bais Yaakov schools had already been founded in both countries during the interwar period, and the Beth Jacob High School established in 1938 by Sarah Schenirer's student Vichna Kaplan operated under the authority of the Central Office in Europe.

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