Residency education

1993 ◽  
Vol 83 (6) ◽  
pp. 352-354
Author(s):  
PG Bashook
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Training Programs ◽  
Current Knowledge ◽  
Residency Education ◽  
Theory And Practice ◽  
Education Programs ◽  
The Us ◽  
Education Theory ◽  
History Of

Residency education has an interesting history in the US that speaks clearly about some of the cherished beliefs still perpetuated in today's residency training programs. The history also provides a foundation for considering how the current knowledge of adult education theory and practice can be incorporated into residency education programs. The author presents a brief overview of the history of residency education in the US followed by a recommendation for applying a conception of adult learning to residency education.

COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE

2021 ◽  
Author(s):  
Tacettin Açıkgöz ◽  
Mustafa Cem Babadoğan
Keyword(s):  
Mixed Methods Research ◽  
Traditional Education ◽  
Theory And Practice ◽  
Formative Assessments ◽  
Competency Based Education ◽  
Education Theory ◽  
History Of ◽  
Competency Based ◽  
Convergent Design ◽  
Structured Questionnaire

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

European Studies and Research in Adult Learning and Education

2017 ◽  
Author(s):  
Oriol Rios-Gonzalez
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Information And Communication Technologies ◽  
Current Knowledge ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Educational Opportunities ◽  
Information And Communication ◽  
Underserved Groups

The European Commission launched a renewed agenda for adult learning with the objective of ensuring access to high-quality educational opportunities to adult learners for the promotion of their personal and professional development. Thus, European researchers in this field are paying attention to lifelong learning actions in order to address this challenge. Studies in this area are exploring how adult education can strengthen adults’ skills, in particular those required in the current knowledge society (information and communication technologies, problem solving, foreign languages, etc.). Simultaneously, some investigations focus in depth on the role that adult education can play in overcoming social exclusion for the most underserved groups. This paper describes the contributions of these investigations as well as the steps carried out by programs and theories that have contributed the most to adult learning. Lastly, future developments and challenges on this field are explained.

The Role of Information Communication Technologies in Enriching Adult Education Theory Building

2010 ◽  
pp. 1-16
Author(s):  
Judith Parker
Keyword(s):  
Adult Education ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Theory Building ◽  
Jack Mezirow ◽  
Education Theory ◽  
History Of ◽  
History Of Adult Education ◽  
The Impact

Communication technology has influenced every aspect of our personal and professional lives. Yet, much of the literature on this influence focuses on the impact it has had on our actions and on the practice of teaching and learning. Little has addressed the impact of communication technology on the theory building in the field of adult education. How has it influenced the movement forward of the field itself? How has it changed the communication among professionals and between professionals and students? It has been almost 100 years since Adult Education made its entry into the arena of professions and fields of study. In recent decades, Malcolm Knowles is credited with popularizing adult learning theory, yet Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward. Along with this progression in theory, the utilization and sophistication of communication technology has escalated. This chapter will focus on the influence of communication technology throughout this history of adult education, particularly its influence on communities of learning and communities of practice for the experienced and the emerging adult educational professional and how it might enrich the future of the profession.

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.

scholarly journals Allen Tough – raziskovalec učenja in spreminjanja odraslih ter vizionar

2015 ◽  
Vol 21 (3) ◽  
pp. 99-105
Author(s):  
Zoran Jelenc
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Theory And Practice ◽  
Education Association ◽  
Learning Projects

Ko sem brskal po internetu, sem naletel na informacijo, ki me ni le presenetila, temveč tudi prizadela. Nisem si mogel misliti, da nas v Sloveniji nihče ni obvestil o smrti tega velikana andragogike, ki je s svojimi raziskavami, zlasti tistimi o učnih projektih odraslih, naredil epohalen premik v razumevanju filozofije in prakse učenja in izobraževanja odraslih. Danes očitno še nismo v celoti dojeli daljnosežnosti njegovega vpliva na celotno izobraževanje. O njegovem pomenu in vplivu na razvoj veliko povedo že podatki o citiranosti.[1] Najbolj znana njegova knjiga Učni projekti odraslih: Nov pristop v teoriji in praksi učenja odraslih (Adult's Learning Projects: A Fresh Approach to Theory and Practice in Adult Learning), ki je izšla v dveh izdajah (1971 in 1979), je navedena v 1.867 virih. Tudi druge njegove knjige so pogosto citirane. Po raziskavi Združenja za izobraževanje odraslih (Adult Education Association) iz leta 1978 je bil Allen Tough označen za enega od šestih najpogosteje citiranih in uporabljenih avtorjev. Njegovo zgodnje delo je spodbudilo 90 poglavitnih raziskav, ki so izhajale iz Toughovega dela, zapiše Shuch (2012) na spletni strani.[1] A le kvantitativni podatki seveda niso tako pomembni kot vsebina Toughovega dela, ki jo bomo podrobneje spoznali v nadaljevanju. 

scholarly journals Creative potential of Jan Amos Komensky’s universal scientific and pedagogical heritage

2021 ◽  
pp. 156-165
Author(s):  
Anatolii Pavko ◽  
◽  
Lyudmyla Kurylo ◽  
Keyword(s):  
Education System ◽  
Critical Analysis ◽  
Laws Of Nature ◽  
Theory And Practice ◽  
Creative Potential ◽  
Training And Education ◽  
Education Theory ◽  
History Of ◽  
Human Education ◽  
First Time

The article emphasizes that J. A. Komensky as one of the creators of the modern pedagogical system showed himself in his numerous works as a passionate and consistent supporter of education general democratization. For the first time in the history of world pedagogical thought he created a system of rational and progressive didactics, substantiated the significant influence of native language on training and education. From the standpoint of democracy and humanism, he made a profound and substantiated critical analysis of the entire medieval and scholastic system of education. He thoroughly studied, and according to his social, pedagogical and philosophical outlook critically reworked those valuables that his predecessors and contemporaries accumulated in the theory and practice of education. J. Komensky developed a progressive pedagogical doctrine permeated with the idea of nationality. On the basis of Komensky’s fundamental philosophical and pedagogical work “Great Didacticsˮ the paper analyses the authorʼs contribution to the development of the education theory and practice. It proclaims the exceptional importance of the work, which substantiates a new system of human education based on the carefully learned laws of nature, and addressed to the eternal values. The focus is laid on the scientist’s basic innovative approaches, namely to the development of methods, didactic principles, rules of teaching, the provisions of the education system and school studies, etc. The authors of the article conclude that in modern conditions of modernizing, renewing the various segments of the Ukrainian education system according to the European requirements and criteria the idea of the creative, constructive and critical comprehension and reception of the unique and diverse pedagogical heritage of Jan Amos Komensky by specialists, theorists and practitioners remains relevant. Keywords: Jan Amos Komensky, “Great Didacticsˮ, scientific and pedagogical heritage, European cultural heritage.

Učenje odraslih i strategije suočavanja sa stresom: Andragoška upotreba BASIC Ph modela

2020 ◽  
pp. 55-86
Author(s):  
Mirjana Mavrak ◽  
Stjepana Komšić ◽  
Emina Kapetanović
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Behavioral Change ◽  
Chronically Ill ◽  
Theoretical Concept ◽  
Learning And Teaching ◽  
Self Development ◽  
Education Theory ◽  
Comprehensive Study

Adult learning and phenomena of stress and trauma are not often connected within scientific entities or integrated into practical teaching. However, adult education theory and multidimensional model of coping - BASIC Ph - have a mutual subject: work with humans. During the process of learning and teaching adults gain insights and self-insights, which often lead to behavioral change and BASIC Ph insists exactly on the fact that humans can learn about coping strategies and therefore can support self-development. Based on comprehensive study on quality of communication with chronically ill children, their families, schools and medical staff, two dissertations and postgraduate pedagogy studies, with different research tasks, have applied the same theoretical concept and brought valuable insights on practical use of BASIC Ph in work with ill children. Thus this paper interprets the results of all three studies from the perspective of adult education and aims to demonstrate the utilization of BASIC Ph model in adult learning and teaching.

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