Language, Power, and the Construction of Adult Education Programs

1997 ◽  
Vol 47 (2) ◽  
pp. 63-77 ◽  
Author(s):  
E. Frances Rees ◽  
Ronald M. Cervero ◽  
Lioba Moshi ◽  
Arthur L. Wilson
Keyword(s):  
Adult Education ◽  
Education Programs

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.

Adult Courses through Cooperation

1951 ◽  
Vol 134 (5) ◽  
pp. 130-131
Author(s):  
Kenneth C. Parker
Keyword(s):  
Adult Education ◽  
Private School ◽  
American Education ◽  
Education Programs ◽  
Public And Private ◽  
New Horizons ◽  
Recreation Programs

When taxpayer groups demand that frills be trimmed from the educational petticoat for economy reasons, adult education programs are often exempted from criticism. Adults who have benefited from classes that open new horizons of knowledge or from recreation programs that really recreated the tired mind would be reluctant to dispense with this phase of American education. On these pages, Kenneth Parker, who played a large part in getting public and private school authorities to cooperate for the benefit of the community, describes an unusual adult education venture.

scholarly journals "Többször nekifutottunk, de lepattantunk mindig a közöny miatt"

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Dóra Hangya
Keyword(s):  
Adult Education ◽  
Equal Opportunity ◽  
Further Education ◽  
Reference Points ◽  
Specific Information ◽  
Education Programs ◽  
The Subject ◽  
Open Point ◽  
Structured Questionnaire ◽  
Do So

Az ÚNKP kutatás célja annak vizsgálata, hogy a szakértői nyilvántartásban szereplő felnőttképzési szakértők és programszakértők kötelező továbbképzéseinek moduljai (14/2014. (III. 31.) NGM rendelet) tartalmaznak-e ismereteket a fogyatékossággal élő felnőttek képzésben való részvételének feltételrendszeréről, valamint hogy a felnőttképzési szakértők számára nehézséget okoz-e, ha a felnőttképzési intézmények munkatársai a témát érintő kérdésekkel fordulnak hozzájuk. Előzmény a KJM Alapítvány 2016. évi Phd pályázata keretében lefolytatott kutatás, amely eredményei szerint a válaszadó engedéllyel rendelkező felnőttképzési intézmények 95%-a úgy véli, hogy a felnőttképzési szakértők számára szükséges volna olyan tartalmú továbbképzés biztosítása, mely támpontokkal látja el őket annak érdekében, hogy segíteni tudják őket az egyenlő esélyű hozzáférés biztosításának megteremtésében (n=136). (Hangya, 2016, Hangya, 2017)A kutatás módszere teljes körű mintavételen alapuló félig strukturált kérdőíves lekérdezés. 314 fő válaszolt a kutatás kérdőívére, mely a tisztított minta 41%-a. A szakértők 80%-a jelezte, hogy a kötelező továbbképzések nem tartalmaztak fogyatékosság-specifikus ismereteket. A válaszadó szakértők több mint 90%-a egyetért azzal, hogy szükséges volna ennek pótlása (n=312). 227 fő nem vett még részt ilyen témájú továbbképzésen, de 78%-uk szívesen tenné, amennyiben rendelkezésre állna ilyen (n=227). A válaszadók (n=308) 59,4%-a nem találkozott még olyan kérdésekkel a felnőttképzési intézmények részéről, melyek a fogyatékossággal élő felnőttek egyenlő esélyű hozzáférését érintik, 46,5%-uk számára ez nehézséget jelentene.  84 fő (27%) fogalmazott meg nyitott kérdés keretében a témával kapcsolatban fejlesztési javaslatokat. The aim of the ÚNKP research is the investigation of whether the obligatory further education modules for adult education experts and program experts (14/2014. (III. 31.) NGM regulation) contain information regarding the conditionality for adults living with disabilities participating in education and the level of difficulty for adult education experts to inform colleges from adult education institutions on questions regarding this subject. A precursor is a research conducted within the framework of the 2016 Phd application of the KJM Foundation, according to which 95% of adult education institutions authorized for a response is of the opinion that the provision of a further education program for adult education experts which contains reference points to facilitate the provision of equal opportunity access would be necessary (n=136). (Hangya, 2016, Hangya, 2017)The method of research is a semi-structured questionnaire survey based on comprehensive sampling. 314 persons answered to the research questionnaire, which makes up 41% of the purified sample. 80% of experts indicated a lack of disability-specific information within the obligatory further education programs. More than 90% of respondents agree that supplementation of such information is necessary (n=312). 227 persons did not yet participate in further education programs within this subject, however, 78% would gladly do so if given the opportunity (n=227). 59,4% of respondents (n=308) did not yet encounter questions from adult education institutions regarding the equal access of adults living with disabilities, 46,5% would consider this a difficulty.  84 persons (27%) formulated developmental suggestions regarding the subject within the framework of an open point.

Online Education Programs for Adult Learners in Higher Education

2014 ◽  
pp. 250-274
Author(s):  
Victor X. Wang ◽  
Valerie A. Storey
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Education Programs ◽  
Future Technology ◽  
E Learning ◽  
Technology Trends

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners, such as policy, access, completion, and equity, are addressed in this chapter. The purpose of this chapter is to identify future technology trends, and then show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs, especially among adult learners. Policy, access, completion, and equity must be well addressed if online adult education is to be employed effectively and efficiently.

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.

Superintendent And Teacher Perceptions Of Adult Education Programs In Agriculture

1989 ◽  
Vol 30 (4) ◽  
pp. 47-51
Author(s):  
Ali M. Nur ◽  
Robert J. Birkenholz ◽  
Bob R. Stewart
Keyword(s):  
Adult Education ◽  
Teacher Perceptions ◽  
Education Programs
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