Adult Students in the European Higher Educational Environment

Objective To explore the strategies and methods of training teachers of adult higher medical education. Methods Through three levels management the perfect system of teachers＇ training of adult higher medical education is established. The college of adult education develops the plan and target for the teachers＇ training, and implements management by objectives, target controlling, supervision, coor-dination, evaluation, inspection, strict examination and giving rewards and punishments. The teachers who are with professor title, recommended by the department, enthusiastic in teaching, and willing to accept a teacher training are selected and examined. Results It improves the quality of teaching, and the students are satisfied with the teachers gradually. The satisfaction percentage runs up to 94. 2 in 2011. Conclusions It is a systematic engineering to train adult higher teachers. It is an important measure to improve the level of adult higher education and also an important guarantee for promoting quality education. Key words: Adult higher medical education; Teacher training; Access system; Practice

The Chinese always say “We walk on two legs” to describe their educational system. The expression has been used to describe the parallel existence of formal schools and informal adult education, two systems (the regular school and the work-study system) corresponding to two working systems. Recently it has also been used to refer to the coexistence of public schools and private schools. Closely involved with these, Chinese adult education has developed as one of the two legs and independently supports the Chinese educational system. What is more, adult higher education, a constituent of the adult education system, is rapidly developing as the Chinese economy develops, while also drastically changing its role and objectives. Thus, it is increasingly essential for us to keep track of Chinese adult education, especially adult higher education, to understand the evolution of Chinese education or even Chinese society.

This article examines an important and yet neglected aspect of the relationship between higher education and the labour market in contemporary China. It does this through a detailed case study of student motivations, quality and status in adult higher education (AHE) in the city of Taiyuan, Shanxi Province. This is a region which has seen major economic and social changes as China makes the transition from a centrally planned to a market‐oriented economy. The case study is placed in that context. Using the theoretical perspective of human capital theory, the article examines the role of education in labour markets. It then considers the relevance of lifelong learning to the research and provides an account of the methodological approach used in the study. The findings of the research are then presented according to the key research questions. These are that the utilitarianism which exists in AHE provision and demand in China has had an impact upon the quality of provision and learning in this sector. This will definitely not help to develop a lifelong‐learning‐based society and promote citizens’ all‐round development as suggested by government regulations on lifelong learning.

According to the characteristics of adult education students and the advantages of the credit system, the necessary of implementing credit system in adult higher education reform was demonstrated, and several suggestions were put forward in implementing adult education credits.

The traditional teaching model can't satisfy the need of the adult personnel training because it seriously lacks teaching time in the adult higher education,so the teaching reform must be implemented.It is found that the problem-based learning has great advantages in pharmacology teaching,because it can make full use of the adult students' acquired knowledge of pharmacology and their practical experience,raise their interest in learning,develop their self-learning ability,and enhance their problem-solving skills.Thus,the adult students will become competent for the clinical and the related work.

The degree of social specialization demands the improvement of talents’ specialization level, which is manifested in the Adult Higher education. One of the most important aspects is the degree of trainee’s English specialization. It is English itself not the language teachers that decided its destiny and has become accountable to the scrutiny of the wider world. The traditional leisurely and purpose-free stroll through the landscape of the English language seemed no longer appropriate in the harsher realities of the social development, which arouse the development of ESP teaching in the adult higher education. How to tackle the fundamental questions in ESP practice and how to design and implement the ESP courses are the most important problems in EFL setting. This research focuses on the principles and practices in ESP course development and the implementation of ESP approach, including pedagogy, to provide the learners professional development with the background of internationalization. Keywords—ESP; English for Specific Purpose; Adult HigherEducation; course design; pedagogy

There is limited evidence about how culturally responsive teaching and learning (CRTL) is implemented in adult education. Departing from this gap, this study aimed to reveal culturally responsive adult education practices in a public education centre in Türkiye by investigating the perspectives of adult educators and students. This study was designed as a case study. Seven adult educators with experience teaching culturally and linguistically diverse adult learners and six of their students participated in this study. The data were gathered through semi-structured interviews and analysed through content analysis. Six themes emerged during the study: adult educators’ conceptualisation of culturally responsive education, adult students’ needs and ideas, educators’ role and expectations, CRTL practices implemented by adult educators, changes conducted implementing training modules, and problems encountered. The findings revealed that adult educators’ conceptualisation of CRTL was restricted to considering all students equal. The cultural background of the adult students was rarely integrated into the teaching strategies of adult educators. In addition, adult educators depicted several problems such as language problems, lack of training and teaching material, and national policies. Turkish adult educators and students’ perspectives may offer valuable guidelines for planning and conducting CRTL.

Adult education is an important part of lifelong learning; with the rapid development of economy in recent years, the society has put forward many new requirements for lifelong education; and many new problems have emerged in adult higher education. Online education is the medium of distance learning. Due to the continuous development of Internet+ and the continuous growth and rapid development of online education, it provides unprecedented opportunities for the development and utilization of high-quality education resources. Based on the research on the recommendation method of online courses in adult higher education, this paper designs and develops an online education platform for Adult Higher Education. The intelligence of mobile devices has made mobile phones an indispensable device in people’s lives, excellent human-computer interaction design, and open-source kernel code that make Android the best choice for developing mobile applications. Therefore, in this paper, we will build an adult online education framework based on Android voice for Internet of things technology, design a monitoring node for Internet of things, design and implement an online education monitoring system for adult NB people, and research, collect, and send the learning status information of Internet of things technology. The results show that the function of the system can be effectively realized, the operation efficiency is high, and the personalized course design can be provided.

To further enhance basic capacity of medical adult students for improving clinical skills,Continuing Education College of Shanghai Jiaotong University Medical School began to reform in undergraduate teaching for adult education in clinical medicine, medical technology and nursing etc in 2000. According to the cluster-style course structure model, all courses were divided into three modules, the public and basic medical courses, specialized basic courses and specilaized courses, and graduate internships. We modified the teaching plan, adjusted the curriculum and teaching program. Based on ensuring increased levels of professional theory and technical skills, we focused on new knowledge, new progress and methodology in teaching It had a significant role in improving the teaching quality of medical adult education for bachelor degree. We have achieved good results after three batches of students to practice. Key words: Medicine; Adult higher education; Graduate; Ability

With the progress of the whole society and the continuous innovation and development of science and technology, the education cause in China is constantly improving and changing. The continuous adjustment of the education system makes the educational achievements more and more close to the needs of the society for talents, and the high-quality education can train high-quality talents for the society. In recent years, adult higher education has developed rapidly, which provides a good opportunity for the reeducation of adults. Adult higher education has the same and great difference with other age education. Because the educated people are adults, their thinking and knowledge acceptance ability are relatively strong. Therefore, the education needs to adjust the teaching plan according to the characteristics of the educated. The rapid development of science and technology provides a relatively perfect modern education technology for higher adult education. The use of modern educational technology in adult higher education will make the efficiency and achievements of education greatly improved.

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This study provides a causal investigation into how Adult Higher Education (AHE) stimulates innovation capabilities and facilitates entrepreneurial pathways within Kyrgyzstan's evolving economic landscape. By compiling a unique panel dataset spanning 2010–2023 that integrates Labor Force Survey data, Ministry of Education records, and Social Security Fund information, we leverage three significant education policy reforms as quasi-natural experiments. Applying the multi-period difference-in-differences (MP-DID) framework developed by Callaway and Sant'Anna (2021), we quantify AHE enrollment effects on critical developmental metrics: income potential, occupational stability, and transitions into innovation-intensive sectors. Our results demonstrate a substantial but gradually emerging impact: statistically significant benefits materialize by the third year following enrollment. By the fifth year, AHE participants achieve a 12.3% wage premium (95% CI: [9.1, 15.6])—establishing crucial entrepreneurial capital—alongside an 8.7% reduction in employment volatility and a 6.1% increased probability of entering innovation-conducive industries. Treatment effect heterogeneity reveals strongest impacts among younger cohorts, service sector workers, and urban residents, indicating targeted opportunities for ecosystem enhancement. Mechanism analysis demonstrates that human capital accumulation (measured through standardized skill assessments) explains 43% of observed gains, while credential signaling (evaluated via resume audit experiments) accounts for 21%. Economic evaluation confirms AHE's viability, showing a 14.2% private internal rate of return that exceeds conventional higher education benchmarks (12.1%), validating its strategic position as a high-leverage investment for entrepreneurial ecosystem development. This study offers robust, causally-identified evidence that repositions adult education as a strategic catalyst for building innovation capacity and entrepreneurial dynamism in transitional economies.

Adult higher education, the active participation of adults in formal degree or certificate programs of study in higher education, has become an important movement internationally. This movement is focused upon adults who are typically 25 years of age or older and who have had a previous interruption in their formal schooling, have assumed adult life responsibilities such as work, family, or military commitments, and are now enrolled in formal higher education programs. This article will present a synthesis of current international policies, programs, and perspectives in adult higher education. As a background overview, key societal forces, local characterizing terminology, and select national descriptive statistics of adult student enrolments will be presented. Three organizational patterns of international adult higher education will be suggested.

As one of the important branches of our country, medical adult higher education has made great contributions to the development of Chinese medical and health undertakings and train a large number of health professionals. Due to various reasons, the development of adult higher education in frontier minority areas has been behind the development of the country. This paper, taking Kumming Medical Univer in the frontier minority areas as an example, analyzes the enrollment changes, students’ learning motivation and learning needs of the medical adult higher education in minority nationality areas in the border areas from 2011 to 2015 through the questionnaire survey and data analysis. It discusses the development trend of medical adult higher education, and put forward the idea of solving the problem. Key words: Frontier ethnic areas; Medical adult higher education; Status; Trends

The theory of lifelong education have made a significant impact on China's adult higher education, it confirms the value of the adult higher education, guides the development direction of adult higher education, and pointes out the changes of adult higher education. Adult higher education need to make positive changes on the thoughts, the teaching contents and methods under the life-long education idea.