Perceived Effectiveness of Adult Education as a Contributor to National Development in Southern Africa Today

2005 ◽  
Vol 11 (1) ◽  
pp. 80-90
Author(s):  
Akpovire Oduaran ◽  
Lucy Okukpon
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
21St Century ◽  
Southern Africa ◽  
National Development ◽  
Adult Educators ◽  
Perceived Effectiveness ◽  
Enabling Environment ◽  
Global Trend ◽  
Purposive Sample

This qualitative interpretivist study analyses the perceptions of a stratified and purposive sample of university-based adult educators with a view to understanding how they perceive the effectiveness of adult education as a contributor to national development in southern Africa at the beginning of the 21st century. These perceptions of university-based adult educators are investigated against the background of the current global trend to project adult education as a component of the configuration of lifelong learning. Among the findings are that university-based adult educators in southern Africa differ to some extent as to whether or not the discipline has contributed significantly to southern African national development, and that the need for an enabling environment for the utilisation of adult education is as yet unappreciated.

scholarly journals Empathy in Adult Education

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.

scholarly journals Factors Affecting the Use of Andragogical Principles in Adult Education Programs in Lagos State, Nigeria

2020 ◽  
Vol 4 (1) ◽  
pp. 23-34
Author(s):  
Tewo V. Bakare
Keyword(s):  
Adult Education ◽  
National Development ◽  
Adult Educators ◽  
Education Programs ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Lagos State ◽  
Chi Squared ◽  
Teaching Learning ◽  
Andragogical Principles

The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators, spearheaded by Malcolm Knowles’ notion of andragogy.   Knowles asserted that adults require certain conditions to learn.   Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. There are several adult education programs in the Lagos State of Nigeria. This study examined the level of awareness of, and factors that affect the use of andragogical principles in these programs; facilitators and learners’ perception of their roles in teaching/learning, as well as method used. Some 361 participants from six different Adult Education programs and 132 facilitators were used for the study. Interviews and Sit-in-observations, together with the questionnaire, were used to gather data. Chi-squared statistical analysis revealed that facilitators were mostly aware of, but did not make use of andragogical principles in helping adults to learn due to several factors. Suggestions made for improvement include that appropriate training for adult educators be encouraged, as well as expanded use of technology to facilitate adult learning towards national development.

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.

Ultraversity-Integrating Technology in Adult Education

2010 ◽  
pp. 221-237 ◽  
Author(s):  
Geraint Lang
Keyword(s):  
United Kingdom ◽  
Adult Education ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Innovative Technology ◽  
Work Place ◽  
Adult Educators ◽  
The United Kingdom ◽  
Integrating Technology ◽  
Technology Tools

The influence of technology in our daily live grows unabated and exponentially; some see it as a culture in itself. It has been hailed variously as a universal panacea for enabling lifelong learning; a means of opening the doors to knowledge barred by the education gatekeepers. Recent research has revealed that the metaphoric barriers put in place to obstruct the use of the innovative technology tools for the purposes of engaging in lifelong learning, particularly with reference to adult education may not be due to the often perceived intransigence of adult educators, but to potential learners themselves. Recent research into adult uses of technology draw out interesting results, but do not take into account, nor acknowledge recent and successful wholly online undergraduate degree courses, based upon adult experiential learning in the work place. This chapter outlines one such degree course in the United Kingdom, Ultraversity.

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

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.

The Intersection of Confucianism and Western Teaching in Taiwanese Adult Education

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.

scholarly journals Tasks and Social Functions of Adult Educationin the Perspective of Learning in Adulthood

2019 ◽  
pp. 117-132
Author(s):  
Zofia Szarota
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Social Functions ◽  
The Subject ◽  
Content Range

The subject of the study are contemporary social functions of adult education included in the context of lifelong learning. I presented their determinants and consequences. These functions are significantly different from those set out by historical socio-economic and cultural circumstances. I present a proposition of a proprietary view of the typology and content range of these functions.

scholarly journals A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Viktória Beszédes
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Empirical Research ◽  
International Research ◽  
Professional Training ◽  
Education Professionals ◽  
European Area ◽  
Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

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