Democratic Civic Engagement in Occupational Therapy

Studies about adult education practices in various settings have recognized that learner needs are an integral component of curriculum design and implementation. Prisons are unique environments for conducting education programs and advancing adult education principles and practices. Canada has advanced adult education practices in its federal prisons since 1936 (Fox, 1994). However, research concerning adult education practices in Canadian federal prisons remains infrequent. This study examines what adult education principles and practices advocated by Knowles (1980) are utilized in the Adult Basic Education (ABE) and General Educational Development (GED) classes in one Canadian federal prison. The research shows that Canada, although committed to advancing adult education in its federal prisons, has failed to implement appropriate adult education practices in at least one of its federal prisons.

This article covers the issue of policy development on adult learning in Mali, West Africa. On January 2007, the Malian government adopted a policy document termed Adult Non-formal Education Policy Document. The document was intended to regulate the adult learning sector and federate the actions of policy makers, adult education providers, and adult learners. The purpose of this article is to critically review the policy document, highlighting its strengths and weaknesses. The article first depicts the context in which the policy was initiated and developed. Later on, it discusses the policy's effect on adult education practice, its limits, and its implication for the future of the field in Mali. Evolution of Adult Education in Mali: Why a Policy? Various terminologies are used to refer to the field of adult education such as literacy, andragogy, continuing education, non-formal education, popular education, adult education, lifelong education, and many more. Until the 1990s, some countries have rather stressed literacy, the acquisition of reading, writing, and numeracy skills. This activity was widespread in countries that had a very high rate of illiteracy. Meanwhile, other countries stressed continuing education through the skill development of working adults (Merriam & Brockett, 2007). The terminology of non-formal education was later used to refer to remedial educational opportunities beyond the formal school arena (Coombs & Ahmed, 1974). The concept of adult education stressing a larger dimension of learning opportunities for adults became popularized and internationalized through the UNESCO conference on adult education in 1976 (Torres, 1990). That definition was clarified further during the fifth edition of the International Conference on Adult Education (CONFINTEA) in 1997 to include all dimensions of learning opportunities for adults in all settings. CONFINTEA is the international adult education forum held by UNESCO every twelve years since 1949. As in many African countries, the concept of adult education is not widespread in Mali. The terminologies of literacy and non-formal education are often used when referring to adult education. The first literacy programs in Mali started in 1962, just a couple of years after the country got its independence (Ministry of Education and Literacy, 2007). From 1962 to 1990, literacy activities were carried out through several programs that were experimental and low in scale. Those programs related to the needs of the young country to undertake mass literacy initiatives. An important step was reached in the 1990s when the national context was influenced by the shift to democracy which saw the rapid growth of civil society organizations and their involvement in literacy. The same era was marked by UNESCO's Education For All conference in Jomtien, Thailand in 1990, setting an international agenda for adult education. The need for developing a policy document on adult learning became pressing in the year 2000. This movement was favored by both the national and international contexts. In the national arena, Mali moved to democracy and a decentralization era which called for reforms in several sectors including education. The Education Orientation Act and the Ten-Year Educational Development Program, both adopted in 1999 introduced the notion of adult nonformal education, which was supported by both technical and legislative organizations of adult education (African Platform for Adult Education, 2008; Doucoure & Diarra, 2006). The Poverty Reduction Strategy Documents adopted in 2002 and 2007 recognized the link between the low access to education among the population and poverty and the need to reorganize the adult learning sector (Ministry of Education and Literacy, 2008). The need for a policy to regulate adult learning was also inspired by the international agenda. Mali engaged in the Millennium Development Goals (MDG) and the Educational For All (EFA) frameworks adopted by the United Nations and UNESCO in 2000, which, among other objectives, stressed the need for improved adult education opportunities. …

This book is designed to assist adult education practitioners in their understanding of the field of adult education as a whole in relation to the multiple roles of adult educators. It introduces issues, debates and literature focusing on several major areas of practice in adult education, taking into account the effects of two major developments since the publication of the first edition in 1995. The first development is global economic restructuring and the effects of these political and economic changes on adult education and training are discussed at various points in the book. Secondly, the emergence of more critical analyses of adult education and training informed by various theoretical frameworks have the potential to contribute to a more effective understanding of the field. These frameworks underpin the discussion throughout the book and detailed examples of their application are included in some chapters. The book contains four major sections: foundational, containing a discussion of knowledge that is fundamental to adult education practice; contextual, in which the central theme that adult learning and education are contextual, complex and contested activities, is illustrated; workplace change and learning; and, other contemporary developments in adult education. Each section begins with an introduction which summarises the content and each chapter, concluding with a short list of recommended reading, is a complete unit. The book also includes an extensive bibliography. The chapters are as follows: A framework for understanding adult learning and education / Griff Foley; Understanding adult learners / Philip Pogson and Mark Tennant; Teaching adults / Griff Foley; Program development in adult education and training / Michael Newman; Evaluating adult education and training / James Athanasou; Research in adult education and training / John McIntyre; Policy formation in adult education and training / Griff Foley, Alastair Crombie, Geof Hawke and Roger Morris; Flexible learning for adults / Richard Edwards and Katherine Nicoll; Reading the discourses of adult basic education teaching / Alison Lee and Rosie Wickert; Organisational learning: basic concepts / Laurie Field; Understanding and achieving successful change in adult education / Geoff Scott; Competency-based education / Clive Chappell, Andrew Gonczi and Paul Hager; Cross-cultural training in the workplace / Daphne Brosnan, Hermine Scheeres and Diana Slade; Experience-based learning / Lee Andresen, David Boud and Ruth Cohen; Women and learning / Susan Knights; Adult education and Indigenous Australians / Michael McDaniel and Rick Flowers; Learning, education and social action / Michael Newman; Conclusion: critical theory and adult education / Griff Foley. Selected papers are indexed from TD/TNC 61.135 to TD/TNC 61.145.

Adult education as a field has long espoused ideals of equity in educational opportunity. In recent years, there has been considerable debate regarding the degree to which our practice lives up to these espoused ideals. This debate has been reflected in a growing literature addressing issues of race, ethnicity, and gender as they relate to adult education practice, research, and theory development. Yet, surprisingly, this debate has rarely included attention to disabilities as a dimension of equity. An interest in the relationships among disability, adult learning, and adult education practice has been reflected, albeit modestly reflected, in adult education literature dating back to the 1970s and 1980s (Travis, 1979; Ross-Gordon, 1989). During the 1990s several book-length discussions of adults with disabilities with the adult educator as the intended audience emerged (Gadbow and Dubois, 1998; Vogel and Reder, 1998; Jordan, 1998). Recently books on disabilities that adult educators would also find useful have emerged from other fields, particularly the fields of learning disabilities and disability studies, (Albrecht, Seelman, & Bury, 2001; Gerber & Reiff, 1995; Gregg, Hoy, & Gay, 1996; Linton, 1998; Marks, 1999). In addition to concerns for equity, an awareness of the relationships between adult learning and disabilities is important from a legal perspective as we become increasingly cognizant of the implications of the Americans with Disabilities Act for adult education practice. This issue of Adult Learning is an attempt to bring disabilities to the forefront as a concern for those planning programs for adult learners across a spectrum of settings. The articles included represent some of the common settings for adult education, and particularly those settings where educators have already devoted some attention to disabilities. Adult Basic Education and GED preparation programs are the focal point for the articles by Poison and White and Sturomski and Auchter. Gadbow, Goss and Rocco have contributed articles that will have the greatest applicability to higher education settings. For those interested in discussions with relevance to the workplace, the articles by Gadbow and Rocco should be of interest. The article least tied to a particular context of adult education practice is that of Plotts. Aside from the practice setting, another way to view the organization of this issue is in terms of three themes represented by the six articles. While they take different approaches, Gloss and Plotts' articles deal with having a disability that may affect one's efforts as an adult learner. Reading these first may help the reader understand Rocco's discussion of disclosure of disability and how the decision of disclosing a disability is an individual choice that must be revisited with every new educational opportunity. Finally, several of the articles deal with what AL readers may be most interested to discover--ways to accommodate the needs of adults with disabilities when making instructional and assessment decisions. Plotts and Gloss focus on what it is like to have a disability that affects one's efforts as an adult learner. Plotts presents the perspective of the diagnostic expert on what it means to have one of three categories of disability which adult educations encounter with some frequency and confusion: Learning disabilities (ED), attention deficit/hyperactivity disorder (ADHD) and traumatic brain injury (TBI). She provides a succinct overview of the frameworks that serve as the basis for diagnosing these disabilities, as well as the legislative bases that necessitate appropriate accommodations for these disabilities across educational environments. She next describes the manifestations of each of these disabilities as they may be observed in the classroom or training setting, noting that while they may co-exist and even share certain indicators, they are each distinct in their characteristics. …

Стаття присвячена аналізу теорії і практики медичної просвіти дорослого насе-лення в умовах неформальної освіти Україні. Обґрунтовано актуальність проблеми освіти дорослих у сучасних соціально-економічних вимірах. Проаналізовано пріоритетні напрями функціонування центрів освіти дорослих в Україні як закладів неформальної освіти. Наголошено на пріоритетності розвитку неформальної освіти дорослих в Україні. Визначено, що підґрунтя розробки нормативної і науково-методичної складових медичної просвіти дорослих складають комплексна оцінка, аналіз тематичного спектру освітніх потреб дорослих в сфері медицини, а також можливостей їх задоволення, оцінка якості, територіальної і фінансової доступності різних типів просвітницьких програм. Акценто-вано увагу на необхідності розширення кола провайдерів медичних послуг з освіти дорослих. Охарактеризовано розвиток освіти дорослих у контексті реалізації міжнародних програм та виявлено перспективні напрями розвитку медичної освіти в структурі неформальної освіти дорослих в Україні.

America is becoming a less educated nation (National Commission on Adult Literacy, 2008). While this is frequently measured through comparisons of the number of adults with college degrees, strategies to address sagging educational attainment statistics in the United States are typically focused on K-12 reforms--mostly through expanded definitions of college readiness. In the past, college readiness has been defined primarily in terms of high school courses taken and grades received along with scores on national tests as its primary metrics (Conley, 2008, p. 5). Creating a more robust definition of college readiness is important, yet K-12 efforts do not provide a model that supports adults attempting to access and succeed in college, especially first-time college-goers. Focusing solely on youth will not fill the nation's widening education and skills gap (Strawn, 2007). Currently, two-thirds of our workforce is beyond the reach of virtually all K-12 reform efforts. Of those, 88 million adults in our current workforce have at least one major barrier to further education: no high school diploma, no college experience, or limited proficiency in English (National Commission on Adult Literacy, 2008). Thinking in terms of college readiness for adults is particularly compelling for U.S. colleges and universities. Over 70% of current undergraduates are considered nontraditional: older students, parents (especially single parents), students who work fulltime, students who are financially independent, and/or students who come to college without a traditional high school diploma (U.S. Department of Education, NCES, 2002). Entering college with basic skills needs requiring more than a year of reading remediation significantly lowers the likelihood of success (Adelman, 1998). This paper examines a subset of those nontraditional students--individuals from adult education programs, and describes a study of program models designed to better prepare adults for college. About Adult Education As required by federal funding, all states provide Adult Basic Education (ABE), Adult Secondary Education (ASE) or General Educational Development (GED) preparation, and English as a Second Language (ESL) programs. State adult education departments may also provide other programs, such as Family Literacy and EL/Civics (integrated instructional programs and services that incorporate both English literacy instruction and civics education). Overall, federal funding represents 25% of the total spending on adult education, with state resources accounting for the remaining funds; seven states account for approximately 80% of total state investment in adult education, giving a range of total cost per student falling between $350 and $2,100. The average yearly total cost per student is $812 (Duke, 2007). Governance and service provision varies from state to state. Thirty-one states administer adult education through their K-12 department, 14 through a postsecondary agency, and 5 through departments of labor (Morest, 2004). Services may be delivered through school districts, colleges and universities, community-based organizations, libraries, housing authorities, correctional facilities, to name a few. Are Adult Education Students Interested in College? Providing formal transition supports and services is a relatively new area of concern for adult education. In looking at this activity, the first question that should be asked is: what evidence do we have that adult education students actually want to go on to college? One way to document student interests is by the goals students set while they are in adult education programs. This is theoretically possible for adults participating in federally-funded adult education programs because federal guidelines require that programs document student goals and outcomes. The National Reporting System (NRS) is the state-administered accountability system used by the Office of Adult and Vocational Education, U. …

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

It is an oft-repeated truism, no less potent for its familiarity, that the United States and United Kingdom use a common language but grant to that language widely differing meanings. For example, interpretation of the term is characterized by considerable conceptual confusion. British adult educators still maintain that their field focuses on the development of personhood or on furthering the understanding of the central principles, standards of discrimination, and operations deemed intrinsic to a subject or set of skills. In the United States, however, cited examples of adult education activities would probably include professional continuing education, management training, and cooperative education. To this extent, Americans favor the inversion by which adult education is simply redefined as the education of adults. British analytic philosophers, on the other hand, consider determining the existence of the activity of adult education by the nature of its participants entirely inadmissible. These philosophers locate themselves in the tradition whereby the content and conduct of an activity determine whether it is educational; to label an activity simply because adults are present (the American inclination) is not enough. An activity is deemed educational only if those learners involved are being initiated into worthwhile bodies of knowledge in a morally acceptable manner. This article considers what appears to be one area of practice--community adult education-that, in terms of its underlying rationale and institutional implementations, highlights the differing meanings and interpretations placed on adult education practice in the two countries. As I have noted elsewhere, is a word of great emotional potency in the vocabulary of adult education.' To claim to meet the community's needs is to assert one's credentials as a humanistic, concerned adult educator. The phrase, therefore, functions as a premature ultimate in that its invocation precludes further debate on the adult educator's professional responsibilities. The air of reverence surrounding the term serves to prevent critical scrutiny of what constitutes community adult education. This results in almost any activity involving adult students

This article examines how changes related to the processes of globalization are impacting teaching and learning practices and presents a vision for the future of adult education. By examining these changes, with the purpose of understanding their relevance to adult education, the author makes recommendations for how to adapt to new landscapes of work and learning. Three key recommendations to strengthen adult educators’ professional practice are presented based on literature in the field of adult education and professional practice. These three recommendations are to engage in critical reflection, develop communities of practice and commit to lifelong learning. While each of these recommendations are distinct, they are mutually reinforcing to support adult educators' practice and prospects. Adult educators can be influencers in fostering transformation through learning that will shape and strengthen the future. This is more relevant than ever in the ramifications of the COVID-19 pandemic. Discovering what to be aware of and incorporating awareness of the potential for adult education to inspire positive change will promote personal and professional success in practice.

A few specialized fields of practice in adult education have begun to develop standardized tests of learning outcomes, but no one has yet done so for the discipline itself. Objective tests might be useful adjuncts to instruction about adult education, as they would facilitate the determination of entry and exit knowledge levels of participants in both credit and non-credit programs and assist in the design of instruction. This study reports the develop ment and application of a test of knowldege about five topical areas in adult education. A 100-item true-false test was constructed and administered to 124 students enrolled in graduate and undergraduate courses in adult education. Three procedures were used to estimate reliability, and the obtained coefficients were considered acceptable for the total instrument, questionable for four topical areas, and poor for the items concerned with the adult learner. The construct validity of the instrument was examined by relating test scores to the background characteristics of those completing the test. The chief factor influencing test scores was found to be the number of previous university courses in adult education. The utility of the instrument was explored in several credit and non-credit programs and was found generally to be a useful component of the instructional process. Significant differences were noted between pre and post measures in the majority of cases. The results of the study suggest the desirability of developing additional instruments to measure higher cognitive levels, atti tudes, and skills in adult education.

Commemorative Editorial: The Legacy of Franklin Stein, PhD, OTR/L, FAOTA.

This article describes an economic modeling strategy using a computer program developed specifically for academic institutions that can serve as a component of strategic planning for an academic physical therapy program. Within the framework of strategic planning, economic modeling can assist stakeholders in allocating resources. Economic modeling can enable physical therapy program directors, faculty, and other stakeholders to make allocation decisions on a macro (ie, program) or micro (ie, course) basis, realizing that cost is only one factor in a cost/value decision-making process. Academic physical therapy programs can utilize this information to make informed decisions about resource allocations that will most effectively meet their strategic planning goals. This type of planning and modeling is particularly important in the current climate for physical therapy education in which programs are facing challenges in mission alignment, student enrollment, and resource availability. Key Words: Academic strategic planning, Economic modeling. INTRODUCTION Economic modeling can be used by academic programs to enhance strategic planning. Although academic institutions have used both generic and specific economic modeling strategies in the past,1 this particular strategy was developed approximately 10 years ago specifically for academic units and has not been widely disseminated.2 Therefore, this article begins with a brief history of this particular model. It was introduced to the Indiana University (IU) system in 1990-1991 and was implemented first on the Indiana University-Purdue University at Indianapolis (IUPUI) campus, which is the home of the IU School of Allied Health Sciences (SAHS). The SAHS houses the university's physical therapy program, as well as programs in clinical laboratory science, cytotechnology, emergency medical services, health information administration, health sciences education, histotechnology, nutrition and dietetics, occupational therapy, radiological sciences, and respiratory therapy. Twenty-one schools on the IUPUI campus have chosen to use this model, including the SAHS and the schools of nursing, social work, dentistry, business, law, and liberal arts. This model has also been disseminated on a limited basis to other institutions of higher education, both public and private. On the IUPUI campus, the Office of Planning and Institutional Improvement (OPII) offers schools and other academic units such as programs the opportunity to use economic modeling to analyze their costs and make decisions regarding future resource allocation. The model provides schools and programs with the ability to: 1. define unit outcomes (programs, activities, services), 2. identify costs associated with the unit outcomes, 3. develop a cost model using activity-based costing methods, 4. determine the effects of funding increases or decreases on outcomes, 5. develop a revenue model focusing on financial analysis, 6. develop a financial planning system linking cost and revenue, 7. identify tasks that are duplicative or unnecessary, and 8. improve efficiency and effectiveness. 3 The ability to define and identify the costs associated with unit outcomes means that an individual academic program, such as physical therapy, can determine how resources are being allocated within the program. For example, personnel costs can be calculated along with administrative, equipment, and supply costs. This figure can then be compared with the revenue generated by the program with regard to tuition dollars, student fees, and external sources of funding to determine whether or not the program is cost-effective in its present configuration. On an individual basis, a faculty member's time can be allocated to various teaching responsibilities (specific courses), scholarship/research activities (funded and unfunded), service activities (funded and unfunded), and clinical activities. …

In modern conditions of social development, the requirements for future physical and occupational therapists' professional training are changing.
 In order to train highly qualified specialists ready for professional activities in today's changing conditions, it is necessary to form their self-educational competence.
 In order to be competitive in the labor market, it is necessary to increase one’s potential during self-education activities. This determines the relevance of the formation of self-educational competence of future physical rehabilitators, occupational therapists during their studies at higher education institutions.
 In this article, we aim to substantiate the need for the formation of self-educational competence in future specialists in physical therapy and occupational therapy during their studies at higher education institutions.
 It has been established that self-educational competence is an integral component of the professional adequacy of a physiotherapist and an occupational therapist. This competence includes the ability to acquire knowledge independently and understand the importance of education throughout life.
 It was determined that the formed self-educational competence of future physiotherapy specialists ensures their professional mobility, competitiveness in the labor market and promotes the development of adaptive skills.
 It is emphasized that the formation of self-learning competence is a continuous process carried out throughout a specialist's entire professional activity.
 The importance of forming basic skills and components of self-educational competence to enable students to carry out the process of self-education in the future is highlighted.
 The relevance of the development of self-educational competence of future specialists, in particular of physical and occupational therapy in current conditions of remote studying, was noted.
 It has been established that today's conditions require restructuring the principle of cooperation between teachers and students by reducing classroom classes, devoting more time for independent processing of educational material, as well as optimization of methodical support of the educational process etc.
 The purpose of the research: to theoretically substantiate the need for the formation of self-educational competence in future specialists in physical and occupational therapy during their studies in institutions of higher education.
 Materials and methods: systematic analysis of scientific literature; theoretical generalization and systematization of information about the formation of self-educational competence of future physical and occupational therapy specialists during professional training in higher education institutions.
 As a result of the research, it was concluded that there is a high demand in society for physical and occupational therapists who can independently acquire knowledge and master new methods and technologies.
 That is why it is necessary that their professional self-development training should be carried out during studying in higher education facilities.
 Graduates of higher education institutions must maintain scientific knowledge, effective techniques, and skills that allow them to adapt independently and quickly in a changing information environment.
 We believe that the ability of students to self-educate and the desire to improve their skills contribute to the improvement of the quality of higher education.

If occupational therapy is to play an important role in improving population health, it is important to understand how academic programs are preparing new occupational therapists for this role. To determine current and desired coverage of population health concepts in entry-level occupational therapy programs. Online survey administered to occupational therapy program directors. Higher education institutions. Survey invitations were sent to all 182 entry-level occupational therapy program directors in Spring 2018. Questionnaire responses were used to calculate current and desired curriculum coverage of 23 population health domains. Of 182 program directors, 60 (33.0%) responded. Respondents agreed that 21 of 23 population health domains should be included in entry-level occupational therapy programs, and 11 of the domains had moderate or better coverage in their current programs. The largest gaps between current and desired coverage were found in global health issues, population health informatics, environmental health, and organization of health systems. Occupational therapy faculty can use these results to further develop the population health content of their programs. Although the occupational therapy profession advocates for the role of occupational therapists in the improvement of population health, little information is available about how to prepare new occupational therapists for this role. This study addresses this gap by presenting occupational therapy program directors' assessments of current and desired levels of population health content within their programs.

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.