Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa

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.

The United Nations Educational, Scientific and Cultural Organization (UNESCO), Institute for Lifelong Learning has been publishing the Global Report on Adult Learning and Education (GRALE) every three years since 2009. These reports provide comprehensive analyses of adult education policies, governance, budget allocation, participation, and quality across United Nations member states, offering a global perspective on adult learning and education. In this study, all GRALE reports published to date were examined, their content analyzed, and their reflections on adult learning and education policies in Turkey were evaluated. The findings indicate that the GRALE reports are significant as they present a comprehensive overview of adult learning and education on a global scale and encourage the development of policies and institutional frameworks in the field of adult education. However, the lack of standardized policies on lifelong learning and adult education among countries reduces the validity and reliability of the evaluations presented in the GRALE reports. The issues addressed in the reports are also found to be prevalent in adult learning and education efforts in Turkey, with the persistent problem of inequalities in education for women, migrants, and the elderly being particularly emphasized. In this context, it is foreseen that there is a need for initiatives specifically planned for women and other disadvantaged groups. Moreover, adult education has the potential to address unemployment challenges that may arise due to advancements in artificial intelligence, enabling individuals to acquire new skills. By doing so, it can support workforce transformation and play an active role in mitigating job losses.

This article discusses adult education policies in Greece and Portugal according to the model proposed by Lima and Guimarães (2011), which encompasses three analytical perspectives on adult learning and education. After the introduction, the methodological path followed is presented based on the document analysis of Greek and Portuguese national reports and the theoretical framework about adult education policies is discussed. A critical analysis of adult learning and education in both countries is made, based on a comparative approach. The conclusions stress the Europeanisation of adult education policies in the frame of human resources management policies as well as concerns about participation in adult education following modernisation and state control aims and conceptual elements. The findings show that both countries promote adult education as a strategy for modernisation and competitiveness in line with European Union guidelines but that there is a lack of evidence concerning democratic and emancipatory policies in adult education.

V prispevku preučujemo evropeizacijske vplive na oblikovanje politike in prakse izobraževanja odraslih v Sloveniji. V prvem delu pojasnjujemo koncept evropeizacije izobraževanja, analiziramo evropsko politiko izobraževanja odraslih in opozarjamo na prevladujočo instrumentalno ekonomistično konceptualizacijo izobraževanja odraslih. V drugem, empiričnem delu analiziramo politiko izobraževanja odraslih – resoluciji o nacionalnem programu izobraževanja odraslih (2004, 2013) ter letne programe izobraževanja odraslih za obdobje od 2005 do 2018 – in opažamo, kako je evropski ekonomistični diskurz prežel nacionalni kontekst, kakor tudi, kako so finančni mehanizmi potržili področje izobraževanja odraslih v Sloveniji. Ugotavljamo, da se je slovenska politika izobraževanja odraslih priporočilom Evropske unije prilagodila tako, da so od začetka krize v letu 2008 do leta 2016 nacionalna sredstva za izobraževanje odraslih stalno upadala, kar je posledica varčevalnih ukrepov, ki zadevajo izobraževalni sistem, šele po letu 2016 so se postopno začela spet povečevati. S tem ko se Slovenija vztrajno podreja evropskim standardom, ki vključujejo zlasti reformo poklicnega izobraževanja, privatizacijo in komercializacijo izobraževanja odraslih, izgublja svojo izhodiščno vlogo, ki jo je pri razvoju izobraževanja odraslih imela po osamosvojitvi.

The provision of adult education in Ethiopia: ‘policy initiatives and practice’ in focus from qualitative findings – A meta synthesis study

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. …

The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication.
 The author summarizes that UNESCO as a world international organization has a crucial significance in promoting and developing adult learning and education through adopting a number of documents, concepts and reports that define mainstream trends and development directions. The latest may be referred to the following: replacement the concept of Development of Adult Education with the Adult Learning and Education, widening by this way sphere of its implementation; defining three core learning domains in the field of ALE as: literacy and basic skills; continuing education and professional development; liberal and community education (active citizenship skills); confirming the paradigm of traditional distinction between three basic categories of learning activity: formal, non-formal and informal learning; noting, however, that there should be a distinction between purposeful informal learning and random informal learning.
 It is noted in the article that the efforts of numerous UNESCO organizations are focused on specific areas that need improvement, such as: giving everyone a fair chance at education so that everyone has equal access to adult education; a significant increase in participation in adult learning and education in order to achieve equal progress in adult education and learning in different countries, etc.
 Key words: the UNESCO, lifelong learning, adult education, adult learning and education, formal, non-formal and informal learning, equal participation

The article starts from the early UNESCO-classification on the different contents of Adult Education: Formal, Non-formal, Informal Adult Education. Whilst formal and nonformal adult education seem to be distinctively clarified, informal adult education is an even emerging sector within the discussion about adult education and educational policy. Due to this discussion the term ”informal” adult education became enlarged and is now comprising all phenomena of the media and daily life environment, whereby adult education almost ”en passant” happens. In the centre is the question-besides others-controversially discussed, whether the acquired ”competencies” derived from informal adult education could be proofed as being equivalent with formal ”qualifications” within the school system or whether-more generally speaking-competencies could be measured by empirical techniques. Three models derived from OECD, EU and the German Ministry of Education and Research activities are reporting the state of the art and are illustrating in greater detail the area of competencies. The tendency, expressed by the provoking term ”Certification in informal adult education” is opposing the traditional frame of Adult Education and the labelling of ”informal” in Adult Education.

The culture of adult numeracy and literacy delivery in non-formal education remains informed by pedagogical paradigms that emphasise standardisation, efficiency and assessment-focused outputs that have continued to reproduce instructional practices that have historically marginalised adult learners. This chapter reviews play-based learning as a contested pedagogical orientation in non-formal adult education, contending that its marginal status is due to deep-rooted assumptions about adulthood, legitimacy and serious learning and not pedagogical ineffectiveness. Drawing from adult education scholarship, the chapter presents play-based learning in terms of larger arguments on pedagogical authority, institutional accountability, and cultural constructions of learning. Rather than suggesting play-based learning as a remedy for the way learning should be, the chapter becomes a part of the scholarly argument by revealing the epistemological and institutional circumstances that define what is accepted as an acceptable learning in non-formal adult numeracy and literacy education.

This book proposes an analytical framework for the discussion of adult learning and education policies. This framework is applied to the EU policies for the adult education and training sector as well as to the proposals presented by UNESCO since the 1970s with respect to lifelong education and lifelong learning. Lifelong learning and education is a key concept for the development of adult education as an area of practice and theoretical consideration. In recent decades, meanwhile, the idea that education and learning last for the length and breadth of life is central to the guidance of various international organisations and to the public policies of many countries. Lifelong learning is currently widely accepted in terms of its benefits and so the meanings it can contain are rarely questioned. This book proposes three models for analysing public adult education policies, the democratic-emancipatory model, the modernisation and state control model, and the human resources management model. The models guide the critical discussion on the EU policies for the adult education and training sector. This analysis also contains references to national adult education policies. The book further describes the proposals presented by UNESCO since the 1970s with respect to lifelong education and lifelong learning. The underlying purpose of this approach is to identify and interpret other meanings which the idea may contain today. This option is intended to help students and other people who may be interested in this topic to question ways of looking at a priority issue in contemporary public policies. From the Contents: Introduction Lifelong Education, Lifelong Learning, and the State The Analysis of Adult Learning and Education Policies The European Union: Strategies for Lifelong Learning UNESCO as a Policy Actor in Education Final Remarks. (Verlag)

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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.

Societies exist through guiding rules and regulations that are agreed upon by members of the society. The study on Addressing Social Problems through Adult and Non-Formal Education in Nigeria: A Sociological Perspective, reviewed literature under the following subheadings: concept of sociology, concept of society, education and the adult learner where five assumptions of adult learners were described; social institutions (political, family, and religion) and their impact on adult education; the concept of social transformation and factors (politics, economy and technology) promoting such; the concept of social stratification and its functions; social problems and the role of adult and non-formal education in addressing social problems (economic benefits, healthy living and civic social engagement) among others. The review concluded that adult and non-formal education is an assured means of tackling social problems in the society as educated and informed adults will give rise to a promising younger generation in a rapidly changing technological age.

In the article, the analysis of the European Parliament's normative legal documents on adult education has been carried out. The role and significance of lifelong learning at the present stage have been determined by the help of normative acts. Trends and vectors of adult education development are: popularization of education among the adult population, the use of the latest educational technologies, improvement of teaching methods, involving different target groups in education, formal recognition of non-formal and informal education, provision of qualified pedagogical personnel to the adult education system. The tasks of adult education are: increasing access to adult education; development of new approaches to adult education; promotion of adult education among the public; encouraging the development of new adult education systems; comprehensive provision of high-quality non-formal and informal education for adults; promoting employers' awareness of the benefits of adult learning: adult education contributes to increasing workers’ productivity, competitiveness, creativity, introduction of innovations and entrepreneurship is an important factor of increasing the mobility of employees in the labor market encouraging adults to enter higher education institutions; promoting a balanced distribution of learning and educational resources throughout the lifecycle of a person; creation of well-developed educational provision for the elderly. The ways of realization of the set tasks are: to identify priority target groups for education at the national level; to educate adults in accordance with the stages; to offer adults an opportunity to take tests; to provide proposals for education for migrants; to carry out a periodic check of non-formal and informal education; to implement motivational and informational and advocacy measures. In the article, the main proposals of the European Parliament on further prospects for improving the adult education system have been highlighted.