Creative adaptation of Grundtvigian educational concept in Indian Adult Education: a lab to line educational effort in rural India

2020 ◽  
Vol 13 (1) ◽  
pp. 88-107
Author(s):  
SUBRATA GANGULY
Keyword(s):  
Adult Education ◽  
Alternative Education ◽  
Education System ◽  
Community Education ◽  
Rural India ◽  
Pedagogical Strategies ◽  
Educational Effort ◽  
Educational Anthropology ◽  
Educational Concept ◽  
Learning Ecology

This ethnographic research attempts to find relevance of Grundtvigian educational philosophy in the promotion of lifelong learning opportunities and the institutionalisation of community education for the adults in rural India. The researcher analyses thoroughly the concept of Grundtvig’s social and educational anthropology in Indian context, which comprises pedagogical strategies and people’s enlightenment though education and social development. The research utilizes relevant literatures, case-study and educational model in order to analyse the contemporaneity, relevance and creative adaptation and assimilation of Grundtvigian philosophy in Indian adult education. The research argues - if the Grundtvigian alternative education and social concept could be creatively adopted and assimilated in the adult education system in rural India, the core of learning ecology in the Grundtvigian concept would be able to bring significant improvement in the traditionally rigid adult education system and support learners in exposing their inherited potentials to a greater extent.

Professional Activities of Teacher-Andragogue (Foreign Experience)

2014 ◽  
Vol 4 (3) ◽  
pp. 26-30 ◽  
Author(s):  
Larysa Lukianova
Keyword(s):  
Adult Education ◽  
Education System ◽  
Professional Activity ◽  
Social Functions ◽  
Foreign Experience ◽  
Professional Activities ◽  
Technological Organization ◽  
Integral Role ◽  
Role Position ◽  
Self Learning

Abstract The idea of the conceptualization of adult education has been postulated in the article including its significant differences. The leading distinguishing feature is the personality of pedagogical staff that works with adults. It has been substantiated the dependence of the functions which are performed by pedagogical staff in the adult education system, on the main characteristics of the society. It has been shown the content of the integral-role position of a pedagogue-andragogue which has 3 elements: subject and content, project and technological, organization and diagnostic. The professional activity of a pedagogue-andragogue has been analyzed as the specialist who professionally organizes and conducts adult training and learning, helps create individual programs of training. At the same time, in his/her activity he/she combines different social functions as well. The most typical are to provide the help in renovating the motivation towards learning and professional activity, to combine the content both andragogical and professional activity of his/her learners, to share the methods of supervising adult self-learning.

scholarly journals Efektifitas Community Education System (CUBES) dengan Pendekatan Peer Group Education terhadap Kemampuan Bystander CPR

2021 ◽  
Vol 12 (2) ◽  
pp. 183-192
Author(s):  
Nove Lestari ◽  
Vela Purnamasari
Keyword(s):  
Education System ◽  
Community Education ◽  
Peer Group ◽  
T Test ◽  
P Value ◽  
Group Education ◽  
Probability Sampling ◽  
Purposive Sampling ◽  
Post Test ◽  
Bystander Cpr

Latar Belakang dan Tujuan: Kejadian henti jantung ditandai dengan tidak adanya tanda – tanda sirkulasi seringkali ditemukan terjadi diluar rumah sakit yang membutuhkan pertolongan pertama dari orang – orang yang berada di sekitar korban (Bystander). Community Education System (CUBES) dengan pendekatan Peer Group Education merupakan pemberian pendidikan kesehatan yang diberikan  sasaran dengan jumlah yang banyak dengan karakteristik sasaran yang hampir sama, yang dilaksanakan secara kontinue dan dalam periode tertentu yang dalam rentang waktu yang telah direncanakan tersebut ada evaluasi hasil secara berkala.  Tujuan penelitian ini untuk mengetahui adayaitu sejumlah 8 respondenbulannya efektifitas Cubes dengan pendekatan peer grup education terhadap kemampuan bystander CPR. Metode: Metode penelitian yang digunakan quasy eksperiment melalui pendekatan  Pre dan Post Test Without Control dengan teknik Non Probability Sampling tipe Purposive Sampling dengan populasi 41 orang dan didapatkan sejumlah 8 responden. Hasil: Dari hasil uji T-Test berpasangan tersebut didapatkan hasil Significancy  0,000 dimana nilai p-value 0,05. Simpulan dan Implikasi: Terdapat perbedaan rerata kemampuan responden dalam melakukan CPR  yang bermakna sebelum dan sesudah dilakukan intervensi Community Education System (CUBES) dengan pendekatan Peer Group. Diharapkan masyarakat selaku bystander CPR lebih berinsiatif serta berperan serta dalam pemberian bantuan hidup dasar kepada pasien henti jantung sehingga komplikasi bisa diminimalisir.

Integration of e-Consumer Elements in Adult and Community Education

2021 ◽  
Vol 11 (3) ◽  
pp. 101
Author(s):  
Anastasia Nyawira Gakuru ◽  
Joseph Mwinzi ◽  
Joseph Nungu ◽  
Samson Gunga
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Mixed Method ◽  
Research Study ◽  
Community Education ◽  
Mixed Method Research ◽  
Technological Advances ◽  
The World ◽  
Consumer Services ◽  
Pertinent Question

Kenya, like other countries in Africa and across the world is in the grip of technological advances leading its agencies and parastatals to digitize their operations. A pertinent question, therefore, is whether adult and community education, in its current packaging in Kenya, is empowering the participants to engage in using e-consumer services actively, meaningfully, and in beneficial ways in their daily transactions. This study, therefore, sought to investigate the level of integration of e-Consumer elements in Adult and Community Education. The study adopted a mixed-method research study targeting adult learners in Nairobi County, adult education officers, and adult education instructors. The study collected data using interviews and questionnaires. The study established that integration of ICT services in adult centers is still facing numerous challenges which are evident by the poor use of e-consumer services by the adult learners.

Managing the Utilization of Technologies in Adult Education, Training, and Administration

2020 ◽  
pp. 1-19
Author(s):  
Mehmet Durnali
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Education System ◽  
Theoretical Basis ◽  
The Internet ◽  
Web Based ◽  
Technological Capacity ◽  
Education Training ◽  
The Web

This study aimed to investigate and discuss the technologies in Turkey's adult education system in a holistic, systematic way and within a framework with a theoretical basis for the use of the computer, the internet, and web-based technologies in adult education, training, and administration. The web-based applications such as EBA and A-Okul can be very useful for enabling adult learners to acquire a diploma or some certificate. Being able to use technological applications considering all functions and subdivisions can mean learning many tasks, activities, processes, and requirements in adult education. Therefore, it is important to acquire the skills necessary to use these technologies since the algorithms contained in these technological applications are a reflection of the steps of necessary and inclusive tasks, activities, processes in the administration of adult education. The development of the technological capacity of the organization may mean increasing the productivity of the organization.

scholarly journals When Investment in Basic Skills Gives Negative Returns

2017 ◽  
Vol 67 (2) ◽  
pp. 136-154
Author(s):  
Mary Genevieve Billington ◽  
Kari Nissinen ◽  
Egil Gabrielsen
Keyword(s):  
Adult Education ◽  
Education System ◽  
Adult Literacy ◽  
Basic Skills ◽  
Adult Population ◽  
Policy Implications ◽  
Age Group ◽  
Foreign Born ◽  
Education Programs ◽  
National Boundaries

In recent years, the Norwegian government has invested heavily in improving basic skills in the adult population. Initiatives have included legislation, the introduction of work-based adult education programs, and reforms in schooling. In light of this investment, we explore trends in adult literacy and numeracy, by comparing data from two international surveys of adult skills, conducted in 2003 and 2012. Paradoxically, the proportion of low-performing adults appears to have increased, most significantly in the 16- to 24-year age group and in the foreign-born population. The profile of the lowest performing group has changed in the intervening years. These findings suggest that adult education programs and the education system more generally may not be in concord with the goal of including all in the communities of the literate. We discuss policy implications, in the context of the Scandinavian model, but argue that the discussion is applicable beyond national boundaries.

scholarly journals Continuing Education in Italy: A Case Study

2018 ◽  
Vol 7 (5) ◽  
pp. 29
Author(s):  
Sha Ha
Keyword(s):  
Adult Education ◽  
Continuing Education ◽  
Education System ◽  
Tertiary Education ◽  
Education And Training ◽  
Training System ◽  
Upper Secondary Education ◽  
Education Courses ◽  
And Training ◽  
The Eu

According to the ‘International Standard Classification of Education’ (ISCED), ‘Continuing Education’ is composed of the ‘Continuing Primary and Lower Secondary Adult Education’ (ISCED1, ISCED2), followed by the ‘Adult Education and Training’ System (ISCED3), including an ‘Upper Secondary Education System’ (ISCED4 and finally, the ‘Tertiary Education’ (ISCED5, ISCED6 and above). In 2016 the percent of ‘early leavers’ from education and training amounted in Italy to 13.8%, while the EU average amounted to 10.7%. In the same period the attendance to ISCED1-ISCED3 Adult Education Courses (age 25-64) amounted to 8.3%, while the EU average amounted to 10.8%. As for ‘Tertiary Education’, the percent attainment of a university degree amounted to 29.5% among Italians and to 13.4% among foreigners residing in Italy, while the EU averages amounted to 39.9% and 35.4% respectively. According to the Author, the relatively higher percent of early leavers from education and training in Italy and the relatively low attendance to ‘Continuing Education’ programs is due to the low employment rate in the Country, particularly significant in the age range 20-34, as a consequence of the severe economic crisis which hit the country in 2008 and still persists, causing the closure of many private enterprises and the block of the turn-over at public educational institutions. In spite of all that, the quality of the Italian Primary, Secondary and Tertiary Education System is of an excellent level, as compared with that of similar institutions all over the world. In Author’s opinion, increasing the investment in the educational system would increase the attendance to Secondary and Tertiary Adult Education courses, with a positive feedback on productivity.

scholarly journals The rise of lifelong learning and fall of adult education in India

2019 ◽  
Author(s):  
Sayantan Mandal
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
National Level ◽  
Educational Policies ◽  
Traditional Learning ◽  
New Paradigm ◽  
Economic Competitiveness ◽  
Education In India ◽  
Dynamic Relationships ◽  
Learning Ecology

This article focuses on the dynamic relationships between the growing importance of lifelong learning (LLL) and consequent devaluation of adult education in national level educational policies, plans and programmes in India. It argues that by adapting the new paradigm of LLL, which is largely driven by marketcentric neoliberal principles, Indian adult education has lost its core and traditional learning ecology as there is a gradual submission to the pursuit of global economic competitiveness. It identifies three main reasons for the submission: (1) the metamorphosis from welfare to market principles in reforming education; (2) blind acceptance and misunderstanding of LLL as an educational and not a political discourse; (3) fragmented reforms in revamping adult education in India in the last decades.

scholarly journals Efecto del ambiente digital SIMAS en la comunicación, la actitud y las estrategias pedagógicas utilizadas por docentes: validación de dos áreas y niveles del sistema educativo / Effect of the SIMAS Digital Environment in the Communication, Attitude and the Pedagogical Strategies Used by Teachers: Validation of two Areas and Levels of the Education System

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Paola Lucumi Useda ◽  
Martha Alexandra González Castañeda
Keyword(s):  
Education System ◽  
Educación Superior ◽  
Digital Environment ◽  
Learning Spaces ◽  
Control Groups ◽  
Pedagogical Strategies ◽  
Educacion Superior ◽  
Definition Of ◽  
And Control

ABSTRACTThe article shows the project "effect of digital ambient SIMAS  in the communication, the attitude and the pedagogics strategies used by teachers: validation  of two areas and levels of educative system" It has been developed with experimental groups (used SIMAS) and control groups (using plane text in the Escuela Normal Superior de Ubate (ENSU) and the Fundacion de Educacion Superior Nueva America (FESNA) The advances are: 1. Definition of categories of strategies of study of teachers communication, teachers actitudes in learning spaces  and practices of pedagogics strategies used by teachers. 2. Make and application of instruments for collected datas.RESUMENEl proyecto “Efecto del ambiente digital SIMAS (Sistema de Marcos para el Aprendizaje Significativo) en la comunicación, la actitud y las estrategias pedagógicas utilizadas por docentes: validación de dos áreas y niveles del sistema educativo”, Se desarrolla en dos escenarios; uno es la Escuela Normal Superior Ubaté (ENSU) con cuatro grupos experimentales (usan SIMAS) cuya población objeto de estudio se distribuye así: un grupo de preescolar, un grupo del III Semestre del Programa de Formación Continua PFC, un grupo grado 706 y un grupo grado 1102; y tres grupos control (usan texto plano): un grupo grado 702, un grupo grado 1103 y un grupo I Semestre del PFC. El otro escenario es la Fundación de Educación Superior Nueva América (FESNA) y la población de esta institución se traduce en un grupo experimental, I Semestre de Fundamentos de Mercadeo y un grupo control I semestre de Habilidades Comunicativas. Como principales avances del proyecto a la fecha se pueden citar dos: 1) la definición de tres categorías de estudio, Estrategias de comunicación docente en ambientes de aprendizaje; Actitud de docentes en ambientes de aprendizaje mediados por tecnología; y, Prácticas y estrategias pedagógicas utilizadas por los docentes. Estas categorías sirvieron como insumo importante para la construcción del estado del arte, que próximamente será publicado en la revista Tecné, Episteme y Didaxis: TED de la Universidad Pedagógica Nacional. 2) Elaboración y aplicación de los instrumentos para la recolección de datos en campo, entrevista a docentes, prueba de percepción docente, encuesta a estudiantes y plantilla para el registro de observaciones. Contacto principal: [email protected]

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