Understanding Lifelong Learning and Adult Education Policy in Estonia: Tendencies and Contradictions

2012 ◽  
Vol 18 (2) ◽  
pp. 44-60 ◽  
Author(s):  
Larissa Jõgi
Keyword(s):  
Adult Education ◽  
Education Policy ◽  
Lifelong Learning

scholarly journals UNESCO ROLE IN ADULT EDUCATION POLICY DEVELOPMENT AT THE END OF THE XX CENTURY – THE BEGINNING OF THE XXI CENTURY

2020 ◽  
pp. 7-12
Author(s):  
Наталія Авшенюк
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Education Policy ◽  
Educational Policy ◽  
Lifelong Learning ◽  
Education System ◽  
Theory And Practice ◽  
Individual Development ◽  
Integrated Analysis ◽  
The Impact

The article is based on an integrated analysis of key UNESCO documents (Recommendations of the International Conference on Adult Education CONFINTEA (1985, 1997, 2003, 2009), Global Reports on Adult Learning and Education (2009, 2013, 2016, 2019) that outlines the impact of evidence-based research on educational policy in supporting the development of educational policy in adult learning in the global ed-ucational environment at the end of the XX and at the beginning of the XXI century. It is found that the development of adult education is necessary due to the dynamics of social, scientific and technological improvement; changes in the content and nature of work and social activities of people; increased free time and opportunities for its effective use; labor market demands, the main requirements of which are to increase the competence and skills of the professional. Adult involvement in lifelong learning not only encourages meeting own needs, but also ensures self-fulfillment to a free choice of a place, time and a pathway of improvement. It is proved that since the 1970s up to now UNESCO has played a key role in shaping and disseminating the concept of lifelong learning in education policy. The concept, in essence, involves the restructuring of the existing education system and use of educational perspectives of adults externally the traditional education system in order to influence the development of different social groups and individual development of each person. The world has accumulated considerable meaningful experience in the development of the theory and practice of adult education, which is accumulated, disseminated and implemented through the activities of international organizations on a global scale, including UNESCO. This international organization generates ideas and builds educational policies that are based on reliable statistics and the results of global empirical research.

Adult education policy projections in the delors report

Prospects ◽  
1997 ◽  
Vol 27 (2) ◽  
pp. 207-222 ◽  
Author(s):  
H. S. Bhola
Keyword(s):  
Adult Education ◽  
Education Policy ◽  
Delors Report

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 The Transition enabling Lifelong Learning: A thematic generalization of the national education policy 2020 in India

2021 ◽  
Author(s):  
Manasa Chandramouli ◽  
K B Vinay ◽  
G V Naveen Prakash ◽  
N S Lingegowda ◽  
Madhusudhan H S, ◽  
...  
Keyword(s):  
Education Policy ◽  
Empirical Study ◽  
Lifelong Learning ◽  
Specific Area ◽  
National Education ◽  
National Education Policy ◽  
New Education

<p>Changes in the education policy is normally viewed with apprehension by the teachers, as it brings a change to a higher or lower level, involving novel skills of learning and running through for the improvisation of the tasks done routinely. This paper scouts the new education policy 2020 and its empirical study in which the data is investigated about the earlier policies in depth. It is a framework, helpful for developing expertise in the specific area where the teachers have often felt anxiety.</p>

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.

scholarly journals Museums and lifelong learning: The adult dimension

1970 ◽  
pp. 79
Author(s):  
Alan Chadwick
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Final Report ◽  
Education Committee ◽  
Two Sectors

It is worth reminding ourselves that the notion of museums and adult education bodies co-operating together is not unfamiliar. Indeed, the two major Adult Education Reports this century, the Adult Education Committee Final Report (1919) and Adult Education: a plan for development (1973), both considered the roles of museums and adult education providers. In the museums sector, the Report by Sir Henry Miers of 1928 and Sir Frank Markham's Report of 1938 also linked the two roles together, although in the case of the former Report the lack of co-operation between the two sectors was noted. 

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.

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