Adult Education Institutions Research Articles

The Czechoslovak Librarianship 1945-1959

The article focuses on the transformation of the role of public libraries in Czechoslovakia in the 1950s in dependence on the political development of the country. It describes the changes of educational goals of Czechoslovak librarianship in the reporting period and methods used in educational activities. In the period after the end of WWII, Czechoslovak librarianship continued its development, especially in the legislative area, on the foundations built during the 1918–1938 period. Even in the post-war period, the General Public Libraries Act remained in force and there was a coordination center for educational activities which after the end of the war adopted its original name - Masaryk Institute of Adult Education. However, after 1945, training and public librarianship were in a completely different social and political situation. The field of adult education and the public librarianship remained priority areas of interest for political representation and individual political parties that operated in post-war Czechoslovakia. The political representation of post-war Czechoslovakia cooperated intensively with the USSR, and the left-wing ideas had very strong position in the political and public life of the state. In the first part of the article, we study the efforts of the communists in the period 1945–1948 to control the public libraries, which were one of the most important elements of the educational system and were of importance, especially in the rural environment. The second part of the article focuses on the period 1948–1959. It shows the development in the field of legislation and on the examples of the activities of public libraries, it shows how they concentrated on their main task, i.e., how they worked with the reader.

Dynamics of Panic Disorders in the Study of Psychological Readiness of Personality for Professional Activity

The article highlights the results of the applied study "Development of psychological readiness of teachers for professional activities in the New Ukrainian School", conducted at the Ivan Ziaziun Institute of Pedagogical and Adult Education of NAES of Ukraine. The main tendencies and influence of anxiety states on the psychological readiness of the individual for professional activity during the implementation of the NUS Concept under the conditions of quarantine and war are analyzed. The peculiarities of the dynamics of panic disorders due to being under the conditions of hostilities are highlighted.

COVID-19 and Adult Education – a Path to Transformation of Regions in Latvia

This research examines the consequences of COVID-19 on the adult education sector in Latvia in the context of regional restructuring. A survey of adult education institutions of Latvia (N = 60) was used as the main research method. Main findings of the research: in the pandemic context, the main challenges in the adult sector are related to the lack of digital skills, technological issues, and transformation of the content of the subject to distance learning.

Training Needs Analyses of Cocoa Farmers in Kailahun District

Training Needs Analyses of Cocoa Farmers in Kailahun District

A social pedagogical model for counselling immigrant students in non-formal adult education

This article describes a research and development project that aimed to create a social pedagogical model for counselling immigrant students. The setting for the project was the field of non-formal adult education, more precisely Finland’s folk high schools and study centres. The starting point for the project was a concern for being able to support a meaningful integration of the immigrant students in the non-formal adult education institutions. These institutions see integration not only as a process of finding a place to study or work; they aim at supporting the immigrants’ meaningful participation and sense of belonging of in Finnish society. A collaborative development process was started, facilitated by a researcher from the University of Eastern Finland. People from about 20 organisations committed themselves to the process, where the values, aims and principles of counselling were reflected and best practices and methods shared mutually between the participants. Methodologically, the process followed the basic ideas of participatory action research. This article describes the development process and makes an overview of the social pedagogical model for counselling. The model includes general principles that guide the work with immigrants, a description of intercultural counselling as a long-term process and a collection of methods that follow the principles. At the end of the article the model is reflected upon from the point of view of Herman Nohl’s concept of pedagogical relationship.

Doprinos Dimitrija Matića obrazovanju odraslih u Srbiji u XIX veku

The work was written with the goal of determining and describing the contribution of Dimitrije Matić to establishing and developing adult education in Serbia in the 19th century. We employed the historical method and within it an analysis of content, discourse and narrative of primary and secondary sources. The results of the research demonstrate the exceptional contribution of Matić to the development of institutional adult education through the establishment of a network of reading rooms in Serbia, the (re)opening of adult schools, the constitution of school boards, and the renewal of teacher education. We identified contributions in the sphere of instituting adult education legislature and the creation of institutional, staff, program and financial prerequisites for the operation of adult education institutions. We identified the bases for questioning the success of the functioning of certain andragogical institutions established by Matić, which doesn't undermine his importance in the pioneering endeavours of developing adult education.

OVERVIEW OF THE MAIN 2021 MASS EVENTS HOLDING BY UNESCO CHAIR ON LIFELONG PROFESSIONAL EDUCATION IN THE XXI CENTURY

The article highlights the main mass events of 2021, holding by the initiative of UNESCO Chair on Lifelong Professional Education in the XXI Century based on Ivan Ziaziun Institute of Pedagogical Education and Adult Education of National Academy of Educational Sciences of Ukraine. Among the main mass events of 2021 in the article are the following: annual webinar «Mother Language and Multilingual Education in the Context of Sustainable Development – 2021»; annual Internet seminar «Development of Comparative Professional Pedagogy in the Context of Globalization and Integration Processes»; webinar «Civic and patriotic ideas of Taras Shevchenko in the socio-cultural and educational space of Ukraine – 2021»; IX scientific-practical conference «Museum pedagogy – problems, nowadays, prospects»; XIX Interna-tional Art and Pedagogical Readings in Memory of Professor Oksana Rudnytska «Lifelong Pedagogical Edu-cation in the XXI Century: experience, innovations, trends»; All-Ukrainian scientific-practical conference with international participation «Psychological Support of the Elderly in Pandemic Period». The main thematic directions of mass events, their purpose and venue are determined. The role of each event for individual listeners and society as a whole is shown. It was found that UNESCO Chair on Lifelong Professional Education in the XXI Century carries out organizational, cultural, educational, research, scientific, design, publishing, in-formation activities in accordance with the purpose of the Chair.

Egyptian Educators’ Online Teaching Challenges and Coping Strategies during COVID-19

The present descriptive study investigated the challenges experienced and the coping strategies used by Egyptian university educators from different institution types while teaching online during the pandemic. The cross-sectional study drew participants (N = 222) from three different academic institution types, private universities, public universities, and adult education institutions, who responded to a survey that examined the technical, professional, administrative, social, and psychological challenges teachers encountered as well as their coping strategies. Data were analyzed quantitatively and qualitatively. Results indicated that the challenges and coping strategies reported by teachers varied according to the teaching context and the requirements of each academic institution. The most reported challenges experienced were exhaustion, internet problems, technical issues, and anxiety. Despite the challenges, participants reported a few positive effects, including feeling more productive, being motivated to learn something new, feeling appreciated by the students and administration, and feeling confident using online teaching tools. Results also revealed that the participants used social and professional strategies to cope with the circumstances accompanying the sudden shift to online teaching. The results indicated how challenges faced by educators from different institution types may diminish with more training on, and experience with, online teaching, forming communities of practice as well as other coping strategies they developed. Such findings should be helpful to educators, institutions, and policymakers in different academic institutions all over the world and in various teaching contexts.

Developing Adult Learners’ Language Competence in Culture-Based Blended-Learning Course

Abstract During the last two decades, due to technological possibilities and the spread of the Internet, new forms of learning have originated as an alternative to traditional face-to-face learning – e-learning, online learning, hybrid learning, blended learning, ubiquitous learning, etc. They have become even more popular due to the COVID-19 pandemic as the only solution to implement learning at universities and adult education institutions. This paper will focus on a blended-learning language course designed for adult learners. The aim of the current research is to evaluate the course created and the development of adult learners’ English language competence during the course implementation in six EU countries – Croatia, Latvia, Slovenia, Romania, Poland, and the Czech Republic. 227 adult learners and ten English-language teachers were involved in the course piloting. Research methods applied: learners’ survey after the course completion, unstructured observation of learners done by teachers during the course, and structured interviews with the teachers after the course implementation. In this paper, the observation results and the findings from teachers’ interviews will be analysed. The findings highlight both positive aspects and challenges of the course created. Learners have gained cultural knowledge, increased their vocabulary, and developed reading skills, while at the same time improvements in developing learners’ listening and writing skills are also required.1

Generational Differences in Adult Education Methodology – The Point of View of the Instructors

Abstract The methodology of adult learning has changed significantly. Today, it is no longer possible to consider it a homogeneous group of trainees with a significant age difference. Different methods and tools are available to acquire knowledge. Digital technology, changes in time management, and changes in the way information is processed require new methods in adult learning. The acquisition of knowledge is necessary to enable workers to contribute to the digitization of the operating characteristics of production equipment and machinery in the context of Industry 4.0 and, on the other hand, to enable the combination of robotic and human skills to be launched in the 21st century through Industry 5.0. In our research, we examine the perspectives of adult education institutions, adult education professionals, and the people involved in adult education to ameliorate the use of digital technology in adult education as effectively as possible. We looked at the readiness and openness of institutions and trainers and the digital competencies and expectations of adult learning users of different generations. With our research, we got to know the situation of adult education enterprises operating in Hungary, in the Békés County, the needs and learning habits of different generations, and determined the directions of digital competence development in adult education.

NON-FORMAL DEVELOPMENT TRENDS OF ADULT EDUCATION IN UKRAINE

The author identifies four key trends in the development of non-formal adult education in Ukraine. The first trend is the division of non-formal adult education into two areas: general cultural and professional. The first direction means the development of the need for education, the formation of the ability to learn independently, to know themselves and their capabilities, to meet intellectual and aesthetic needs. The second direction is related to the development of corporate education and in-house training. The second trend is characterized by the emergence of new institutions of non-formal adult education. These are public organizations and unions, women's organizations, interest clubs, cooperative professional associations, cor-porate universities and academies, etc. The third trend is related to the expansion of the content, forms and methods of non-formal adult education. The author gives a classification of forms of organization of non-formal education: didactic, socio-pedagogical, professionally-oriented, language-linguistic, cultural-artistic. The fourth trend has developed over the past few years. This is the transition of non-formal adult education to an online format. In the domestic market, the number of providers offering mass open online courses is growing. Among them are the Ukrainian online platforms Prometheus and VUM (Open University Maidan)

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

The purpose of this paper is to examine how adult education institutions have developed in close connection with the Danish welfare state and how structural reforms since the 1990s have changed the institutional structure and impacted accessibility. This involves analyses of the main functions linked to the different types of adult education institutions (VUCs) in Denmark and their development in relation to welfare state policies in the first instance and to globalization and competition state policies in the second. Thus, the paper provides a historical outline of the development of adult education institutions in two main areas, a vocational and a general, followed by an analysis of selected policy documents on structural reforms. Focusing on the reforms of 2000, 2007, and 2018, the analysis identifies external and internal limitations to accessing general adult education. In conclusion, the market orientation of the VUC entails limitations to both external and internal accessibility.

Learners’ Perception and Preference of Open and Distance Learning Mode at the Institute of Adult Education, Tanzania

The purpose of this study was to explore the learners’ perception and preference on the open and distance learning mode at the Institute of Adult Education in Tanzania through the case study design. The study population was 96 ODL students from Geita Learning Centre. The sample comprised of 50 students selected through simple random sampling technique. Data was collected using interview and a questionnaire and was analysed using descriptive statistics and thematic content method. The result revealed that ODL mode is most suitable for in-service, married and aged population because it allows them to study while working. The perception of learners on ODL was positive. Respondents were comfortable with content of the modules and learner support services provided. They were also satisfied with face-to-face sessions and tuition fee charges modality. The study therefore recommends that learners’ perception on the open and distance learning should be looked critically by developing approaches that will enhance the program and address challenges associated with distance learning. The findings of this study should assist education practitioners to design and implement effective learning programs based on perception and preference of learners. ODL stakeholders should consider all the factors in relation to perception and preferences of learners while developing more open and distance learning course for the learners.

Intentions of Cultural Liberalism in Interwar Kaunas: Cohesion of Science and Society

The aim of the article is to study the impact of the ideas of modern liberalism put forward by the scholars and lecturers of the University of Lithuania, which was established in Kaunas in 1922, in developing the educational voice of the intelligentsia in the society. The study looks into archival and other published sources on the democratic sociocultural environment set up at the University of Lithuania, analyses the impact of the ideas of cultural liberalism expressed by scholars in organising the training and cultural education of the population. The article uses the documents related to the pedagogical and cultural performance of the university operating in Kaunas, personal collections, minutes of meetings of organisations established by intellectuals, official letters and other correspondence, and periodicals. The sources employed in this work tell about the significant organisational and scientific contribution of researchers not only to organising the studies in Kaunas but also to mobilising a qualified, socially active, and democratic academic community. The contribution of the university professors from different fields of science and their value-based approach were of great importance in the development of the sociocultural life of the university. Vaclovas Biržiška, Petras Leonas, Albinas Rimka, and other intellectuals based their theoretical ideas and public actions on democracy, social solidarity, tolerance, other principles of social progress, and the recognition of the value and rights of every person. The ideas of democracy, the development of an educated personality and a modern society were the spiritual basis of many intellectuals’ educational activities in society right from the founding of the University of Lithuania, even though only some of them consistently favoured the doctrines of modern liberalism. Professors from Kaunas University sought to apply scientific knowledge and disseminate their experience by organizing direct training for adults at different levels of education and from different social strata. They established public adult education institutions. The scholars of Kaunas did not limit themselves to the education of the residents of their city, promotion of their educational interests, and development of their cultural horizons. Together with other intellectuals, authors of literary and artistic works, publicists and educators who promoted democratic position, they took part in the work of the Lithuanian Cultural Union, which had been functioning since 1924. This union brought together several dozens of public organisations and companies and cooperated with publishers of liberal cultural magazines.

Distribution of Adult Education Participants in Borsod-Abaúj-Zemplén County

Abstract The present study presents adult education institutions and participants in adult education at the national level, highlighting the Borsod-Abaúj-Zemplén County. It shows the decrease in the number of tasks and the change in the types of maintainers, the decreasing trend of the number of privately maintained institutions and the number of students. Thanks to public interventions, private-run institutions have completely shrunk in the last 7 years due to support for training. Private institutions receive little or no state support for the teaching of the professions listed in the National Training Register, which means that students can only study in private schools for a fee. This decision resulted in the dissolution of most privately maintained institutions, their merging into local Vocational Training Centres or church institutions. The main goal of the research was to get a realistic picture of the causes of institutional change.

Building Better Leaders to Update Oncology Care Post-Pandemic

Building Better Leaders to Update Oncology Care Post-Pandemic

Developing Multimedia Programmes for Out-of-School Girls: The Case of GIRLS Inspire in Tanzania

Learning resources such as audio, video and online content are developed as supplementary learning resources to print-based materials. This study focuses on the development of multimedia learning in adult education programmes for out-of-school girls and young women in Tanzania. It defines multimedia and adult education before showing the relationship between them. The study used a descriptive paradigm and adopted a qualitative case study design. It is informed by 25 in-depth interviews that were conducted with Institute of Adult Education (IAE) facilitators in April, 2018. Participants were purposely selected based on their multimedia experience. The findings revealed that most facilitators have little experience in multimedia resource development. However, 13 self-instructional audio and audio-visual programmes were produced to elaborate and enhance the effectiveness of instructions. It will be argued that IAE should include development and use of multimedia resources in its strategic rolling plan. Learning material development policy should also include multimedia resources and create awareness.

Scientific and pedagogical schools promotion within the humanistic values development

In terms of globalization Ukrainian education, reflecting the research achievements of pedagogical thought and practice has a strong potential towards intellectual, axiological and cultural, aesthetic, moral and ethical development of the person. Ethical and cultural values of education should be extrapolated in the European environment to promote multiculturalism, anthropocentrism, humanistic principles, as well as the culturological and Europe-oriented paradigm in the educational sphere of Ukraine. The leading trend in the development of Ukrainian and world pedagogical science is fundamentalisation, which is the basis of the «advance» education in the context of sustainable development of society. The primary principles of education in its interdisciplinary measurement were established through the activities of the university and academic centres where scientific schools were formed in retrospect. According to this, the elaboration of methodological, theoretical, and practice-oriented achievements of scientific schools in the pedagogical and educational environment occurs through the continuity of generations of scientists, the actualization of achievements of experienced scientists, and their combination with the innovations of young scientists. The synthesis of these two layers of science allows solving present issues that arise in modern educational science and practice. There is the need to globalize the experience of development of scientific schools in the modern education and educational environment of Ukraine, particularly in academic centres, that represents the development of educational science in the personalized dimension and confirms the crystallization of its fundamental principles and innovative nature of scientific research. We summarised the achievements of the leading academic institution of Ukraine – Ivan Ziaziun Institute of Pedagogical Education and Adult Education of the National Academy of Pedagogical Sciences of Ukraine – in the personalized context and outlined the prospects for the development of scientific schools of the Institute to meet modern challenges of reforming education and science. We described the trends in the development of scientific schools of the well-known Ukrainian scientists and educators (I. Ziaziun, S. Honcharenko, N. Hychkalo, L. Lukianova, L. Khomych), which were formed on the values of pedagogical mentoring, intellectual leadership, empathy, ethical and aesthetic philosophical guidelines.

Barriers to Prison Education: A Tanzanian Perspective

This article discusses the barriers to prison education from a Tanzanian perspective. The paper addresses one major research question, “What are the barriers to prison education in the Tanzanian context?”. This qualitative study employed a multiple-case study design, which involved 51 participants, including 28 inmates, six (6) inmate-teachers, 14 prison officers from five prisons, two (2) representatives from the Institute of Adult Education and a District Adult Education Officer. The data were mainly collected through individual and focus group interviews. Focus Group Interviews were employed to collect information from some inmates who were available in groups. Data from the rest of the participants, including some inmates, were collected through Individual Interviews. Thematic analysis was used to process the data. The study found two main categories of barriers – the prison and imprisonment situation and dispositional – that inhibited participation in prison education. The findings suggest that most prisoners were affected by the barriers associated with the “prison and imprisonment situation”; a few were affected by dispositional barriers. It is suggested here that Tanzania should do more to improve prisoners’ access to education in tune with global tendencies to widen participation amid marginalised populations.

Articulating worlds otherwise: decolonial geolinguistic praxis, multi-epistemic co-existence, and intercultural education and development programing in the Peruvian Andes

Focusing on key mediators of knowledge-exchange in the Andes – known as kamayoq – we explore a recursive politics of translation (historicized, power-laden processes of hierarchically ordering language and meaning). Focusing on intercultural and bilingual education and development programs in the Peruvian Andes, and connecting cultural geographical, anthropological, and critical socio-linguistic scholarship, we uncover how equivocations of Indigenous concepts reproduce a coloniality of knowledge and being. We explore how kamayoq re-purpose equivocations by reworking translations through Andean concepts and praxis, such as iskay yachay – a reciprocal dialogue among knowledges, which stresses epistemic multiplicity and diversity. We explore kamayoq praxis and iskay yachay as a decolonial geolinguistic praxis of articulating worlds (or ontologies) otherwise, in pursuit of multi-epistemic co-existence. Our findings raise questions about geographies of decolonial knowledges and praxis, particularly where potential decolonial praxis intersects with the formalized institutions of adult bilingual education and intercultural development programing.