Accessibility of General Adult Education An Analysis of the Restructuring of Adult Education Governance in Denmark

In the article, the authors have analyzed the modern adult education system in Germany. The authors have provided several definitions of the following notions: «adult education», «further education», «lifelong education». German pedagogy and the legal system have posted these definitions. The concept of adult education covers all organizational forms of adult education. The adult education system in Germany has a complex and branched structure. The structure of adult education is generalized: formal adult education (vocational education and general education); non-formal adult education (seminars, individual or group courses, lectures and meetings); informal education (self-education and self-development). Regional adult learning centers, private and commercial adult education institutions, adult education institutes and associations operate in Germany. The tasks of adult education institutions in Germany are the following: expanding the network of adult education institutions; extension of the idea of continuing education; development of innovative concepts of education; use of educational programs for adults in different educational institutions; integration of adult education into the training of modern specialists from different fields; control over the quality and effectiveness of adult education. The trends and prospects for adult education in Germany are: increasing participation in European adult education programs; training of appropriate skilled personnel; recognition of different types of education; compatibility of adult education at the national and European levels; participation of large organizations and enterprises in the development of adult education; involving people in lifelong learning; fight against social exclusion; popularization of «Network Education», sub-institutional and transnational cooperation; recognition of all types of educational activities.

Thesis scientific problem: what management aspects in adult education institutions will guarantee its successful activities? Research objectives: to carry out theoretical analysis on the management issues of the adult education institutions, investigate andragogues-managers’, department managers’, deputies’ opinion about the adult education institution management. As the research method there was chose questionnaire aiming at the empirical analysis of andragogues managers, anadrgogues-deputies attitude towards the management of adult education institution. The result revealed that the adult educational institutions managers know very well the basic management functions and the managerial function is a particularly important one in adult education activities. Adult education institution, as a service provider is required leader-andragogue able to manage and lead a team focused toward a common goal, namely qualitative study of adult education services and the transition from education welfare provision to the customer needs, understanding the adult learner, as a customer, and adult education institution, as a service provider, developer of it. Following aspects are very important to lead in the adult education institution: the manager behavior, communication skills, ability to work with groups of people, the ability to manage organizational processes, the ability to monitor and control the activities in an institution’s, ability to provide quality in educational services and the ability to implement a strategic management. KEY WORDS: andragogues-manager, management, adult education institution.

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. 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This article provides an overview of adult learner characteristics, with an emphasis on those characteristics studied in diabetes patient education research. A selected review of the conceptual and research literature on general adult education and adult learning was conducted, with particular attention to diabetes patient education studies. Characteristics reviewed included learning styles, literacy level, age/aging, ethnicity or culture, gender, and knowledge. Studies of the learning style of group vs individual education indicated some positive benefits for group learning; questions remain about optimal size or periodicity. Studies evaluating the benefits of culturally specific interventions for diabetes management have yielded some information. Characteristics related to gender and age have been studied, but often in pilot or feasibility studies without the power to answer the study questions. There continue to be many gaps in knowledge related to adult learner characteristics in diabetes education. Lessons from both general adult learning literature and patient education literature from other chronic diseases should be evaluated and incorporated. The complexities of these learner characteristics create challenges in designing studies. However, evidence to support the need for effective educational interventions is of great importance for implementing change in health care.

V prispevku avtorici obravnavata opredelitev javnega interesa v Nacionalnem programu izobraževanja odraslih na treh prednostnih področjih. Prikazujeta, koliko so k uresničevanju javnega interesa prispevale ljudske univerze, predvsem na prvem prednostnem področju – splošnem neformalnem izobraževanju odraslih. Osredotočili sta se na finančne razmere, v katerih so ljudske univerze v obdobju 2005–2008 izvajale programe v javnem interesu. Analiza je pokazala na izrazito nestabilne finančne razmere poslovanja. To je vodilo v nadaljnje zamiranje splošnega neformalnega izobraževanja odraslih in zmanjševanje udeležbe odraslih v izobraževanju. Po mnenju avtoric je nujno z ustrezno zakonsko ureditvijo in opredelitvami v Nacionalnem programu 2011–2015 zagotoviti uravnoteženo, stabilno, zadostno in učinkovito financiranje javnih izobra­ ževalnih organizacij za izobraževanja na vseh treh prednostnih področjih, še posebno pa na prvem, ki je ključnega pomena za demokratizacijo družbe in aktivno udeležbo odraslih v družbenih procesih. Ljudske univerze so in ostajajo med ključnimi izvajalkami na tem področju.

Covid-19 had tremendously affected the way how people learn. As a general tendency, the sector of adult education has transformed towards digitization offering a wide range of online adult education programmes, including in geosciences. Due to the Covid-19 related restrictions, educational institutions offering adult education programmes were forced to develop their strategies on how to adapt to the new reality. Within this study, a comparative analysis of three adult education institutions representing Latvia, Poland and Sweden is conducted. All three case studies present different approaches to the implementation of online adult education. The paper aims to analyse the approaches of three different adult education institutions to adapt to the pandemics focusing on the concept of online adult education. Used research methods: scientific literature review, expert interviews, statistical analysis. The main findings of the research show that all three adult education institutions used different strategies to adapt to the Covid-19-related restrictions. The digital skills of adult learners are the main factor that affected the strategies of analysed adult education institutions. Low digital skills are the main factor that hinders the development of online adult education. However, at the same time, the research has demonstrated the advantages of online learning and its growing role in the future of adult education.

Thaden (65) explained the low participation in rural areas by pointing out that the one-teacher school is still prevalent in most states but that school district reorganization in populous states can be expected to accelerate the growth of adult education in rural areas. Holden (35) reported that total enrollment for 1946-47 in vocational and general adult education in the public schools of the continental United States was 2,682,786. For 1956-57 it was 4,373,054, an increase of 34.9 percent in vocational adult education and 91.1 percent in general adult education over the 10year period. The two reports of the October 1957 Current Population Survey emphasize the importance of distinguishing between enrollments and number of individuals reached. In most states, total enrollment means cumulative registrations rather than the sum of individuals. Holden (34) stated that in 1957 about 8 million adults attended classes which met three or more

Despite modem and 1920s era assertions that the term "adult education" was practically unknown in the United States prior to 1924, American usage dates at least to the late nineteenth century. By 1899 at least four influential people had used the term. Melvil Dewey, the inventor of the book cataloging system, had even offered a typology of adult education in 1904. Other terms, such as continuation education, home education, popular education, university extension, and educational extension, all dealt with learning by adults. But Henry M. Leipziger's indefatigable advocacy of New York City's Free Lectures program as an "institute of adult education" offered a context in which liberal adult education prospered. More than any other, Leipziger is responsible for the early advocacy and diffusion of the new term.

This paper begins as an historical outline of non-formal education in Thailand, from its inception as the Adult Education Division in 1940 to the present day. The philosophy and curricula of adult and non-formal education are examined, particularly in terms of the overall concept of ‘khit-pen’. The paper gives an overview of activities currently on offer by the Non-Formal Education Department and other involved agencies. There are programs designed to provide basic knowledge and skills, in particular General Adult Education and Functional Literacy Programs; there are programs designed to provide training in vocational and occupational skills; and there are programs designed to provide relevant knowledge and up-to-date information. An attempt is made to view these developments in terms of their relationship with the formal school system, and the paper concludes with some thoughts on future plans and initiatives.

Despite extensive research efforts dedicated to adult education in post-independence five decades, illiteracy remains an enigmatic social challenge with no sustainable solution. This study assessed community awareness and attitudes towards adult education initiatives within the Kigamboni and Temele Municipalities. It employed cross-sectional research, design; it involved 250 respondents using quantitative and qualitative research methods. Quantitative data were analysed through descriptive statistics, with Likert scales, to gauge community awareness and attitudes. The findings revealed that 58.4% of respondents were aware of adult education programmes; however, the concept of "adult education" remained ambiguous in the community's perception. The study suggests that the government must redefine "adult education." Furthermore, negative community sentiments towards adult education were identified, primarily due to the programmes' limited availability for individuals aged 19 and above. The study recommends the importance of political commitment in decision-making, planning, budget allocation, programme implementation, and management of literacy initiatives to enhance community understanding and foster positive attitudes toward adult education. It is also suggested that the Ministry of Education and Vocational Training, Local Government, and the Institute of Adult Education should introduce sustainable programmes that engage individuals aged 19 and above in adult education activities. Key words: adult education, awareness, attitude, programmes

The article summarizes the findings of a study on adult learning professions in Europe (ALPINE) commissioned by DG Education and Culture. It explores the current professional and social situation of staff in non‐vocational adult education in Germany. It describes the structures and organisations of general adult education in Germany and investigates the types of staff in adult learning institutions, their tasks and qualifications as well as their employment situation. Moreover, it highlights the major challenges for professional development in the adult education sector in Germany. The article is based on the results of a literature and Internet research as well as interviews with representatives of adult learning institutions and other experts in adult education.

Throughout contemporary literature, participants in adult education courses have been reported to acquire knowledge and skills, develop understanding and enhance self-confidence, parameters that induce changes in their personal lives, while enabling them to play a more active role in their family, community or work. In this vein, a large-scale, nationally representative survey was conducted, with the aim of recording the views of beneficiaries in Greece on the wider outcomes having derived from their participation in adult education courses. Quantitative data were retrieved through questionnaires administered to a random sample of 1500 individuals having participated in general adult education courses, at pan-Hellenic level, whilst data underwent descriptive statistical analysis as well as multidimensional, multivariate analysis. Findings highlighted that substantial benefits have been realised in the fields of qualifications and skills, self-concept and social relations, whilst ‘disadvantaged’ individuals appear to have reported increased benefits, as a result of their participation in educational courses. The findings entail considerable practical and theoretical significance for adult education and its substantial contribution at socio-economic level, as a means of facilitating social inclusion and enhancing economic growth, whilst they provide a basis for further research.

The study aimed at examining the challenges affecting the provision of adult education toward social sustainability. The study was conducted at the Institute of Adult Education in Morogoro Campus where fifty adult learners, four adult education teachers and one administrator were involved as respondents. Respondents were obtained by using simple random and purposive sampling techniques. A mixed research approach with a sequential explanatory design was employed. Data were collected through questionnaires, interviews, document review and observation. The collected data were analysed through thematic content analysis and descriptive statistics. The findings of the study show that the provision of adult education toward social sustainability was challenged by several factors, such as insufficient funds, shortage of time for studies, lack of political will, language barrier, family problems, and contextual misinterpretation of the term adult education. These findings implies that apart from the substantial role that adult education play to promote wellbeing of the society, it is still hindered holistically. The study recommends that strategic initiatives should be taken by the government to address the challenges of its provision. Adult education institutions should be given enough funds to enhance their operation. Further, adult education institutions should initiate income-generating venues for creating more income, and there should be equality between the provision of adult education and formal education for social sustainability of communities.

Under the influence of the pandemic, adult education institutions around the world were forced to switch to a distance learning mode, which culminated in the unprecedented rapid digitization of the adult education sector, including in Latvia. Adult education institutions have adapted to changing circumstances by converting current programmes to online mode and creating new programmes to meet the needs of learners during the pandemic. Even after the lifting of restrictions set by the pandemic, most Latvian adult education institutions continue to implement online courses, and also include online components in the face-to-face learning process. The aim of the study is to analyse the future development perspectives of adult education in Latvia in the context of solving the challenge of inclusion. During the research, the author concluded that online learning can contribute to the development of inclusive education, which has been put forward as one of the main education priorities in Latvia, because learners can participate in learning, regardless of their location. However, not all learners have the necessary skills and equipment to participate in online learning. The results of the expert interviews showed that the pandemic has generally promoted the development of online adult education programmes. Taking into account the advantages of online learning (saving time and various resources, etc.), this form will continue to develop even after the pandemic. According to experts, the combined form of adult education, when the face-to-face form is supplemented, or in certain cases replaced, by online learning, would be optimal for adult learners in Latvia. At the same time, experts pointed out that adult education in Latvia needs to address various challenges, such as the quality assurance system, development and implementation of adult education policy, and raising the qualifications of pedagogues.

This qualitative case study explored how learning management systems influence adult learners' method of acquiring higher education, how learning management systems influence adult learners transformative learning and how learning management systems is a game-changer for traditional teaching and learning at adult and higher education institutions. This empirical study focused on the perspectives of faculty members, students, and academic leadership concerning learning management systems utilization, benefits, preference, and satisfaction that influenced traditional teaching and learning at adult and higher education institutions. The qualitative and quantitative research methods conducted by the scholars in this empirical study shows positive and optimistic responses from faculty members and students regarding learning management system preference, utilization, appreciation, and satisfaction for online teaching-learning at adult and Higher education institutions. The study shows the trend, and directions adult and higher education institutions are taking to meet the demands and competition to deliver online education to adult learners.