Adult Education Management Research Articles

Artificial Intelligence-Driven Innovation in Adult Education Management and Student Training Mechanisms

Abstract The current artificial intelligence technology has been widely used in various fields of adult education and plays an important role in improving the comprehensive ability of students. This paper examines the multi-dimensional AI adult education management, focusing on the impact of AI on both adult education management and student cultivation. It collects data through the distribution of questionnaires and then formulates an evaluation index system to measure this impact. The study focuses on colleges and universities that implement AI technology in a specific region. The overall questionnaire scores were first explored through statistical analysis, then the assessment model of AI-driven effects was established using structural equations, and finally, the model was validated to obtain the AI-driven effects on adult education management and student cultivation. The evaluation indicators’ mean values for the five first-level dimensions are all above 3, and artificial intelligence has a positive impact on adult education management and student cultivation. Applications for assessment and evaluation, as well as management support, significantly influence the evaluation of the driving effect, with all weights exceeding 0.2. Private colleges and universities have a better AI driving effect (0.821). The current application of artificial intelligence in education management is still in the exploratory and experimental stages, and it is necessary to improve the technical means and management programs to promote high-quality and efficient education development.

Persistent and transient inefficiency in adult education

This paper evaluates the inefficiency of adult education programs. Using an advanced four-component stochastic frontier model on Belgian adult education data, we distinguish between persistent and transient inefficiency of adult education programs. Whereas persistent inefficiency is structural and difficult to tackle because of its time-invariant nature, transient inefficiency can be eliminated somewhat easily without a major structural change. Thus, reduction in different inefficiency components may require different policy measures. Our results indicate that despite the presence of persistent inefficiency, the overall inefficiency is mainly driven by the transient component, and hence, at the control of the adult education management. The findings suggest that social interaction is relevant in adult education as both more sessions and more learners per program increase educational efficiency. Moreover, adult education programs seem to be particularly useful for young less-educated learners.

A Research Overview on the Construction of Management Talents in University Education

On the basis of defining the concept and scope of the university education management talent team, this paper summarizes the main research content of the university education management talent team construction: ideological and political education management team construction, adult education management team construction, university education management personnel construction; this paper makes a comprehensive review of the main research contents, and holds that: case studies are relatively mature, comprehensive studies are slightly weak, the theoretical system of the education management talent team has not yet been formed, and the research on the construction of the education management personnel team is not closely integrated with the times. This paper predicts the research direction of the construction of talent team in university education management, and points out that: it is necessary to strengthen the research on the organic integration between the construction of talent team in university education management and the times, strengthen the ideological construction of university education management talent team, attach importance to the research on the collaborative cultivation of teaching and research ability and management skills, and attach equal importance to basic research, case study, applied research and comprehensive research.

Legislative maintenance of the education system of adult population in the UK

The issue of improving the country’s competitiveness and the development of adult education for a long time, from the middle of the nineteenth century, have always been in the sight of the British authorities, were determined by the legislative and regulatory framework. It is believed that the beginning of adult education at the state level laid the law «On Education» in 1902, the Law «On Education» in 1944 regulated the education of adults. In connection with the improvement of production in the first half of the twentieth century, a number of policy materials are issued, according to which workers’ organizations, industrial councils are created, correspondence education is developing, courses of humanitarian education are organized. In the 70–80 years of the twentieth century, much attention is being drawn to the development Яof vocational education of adults in connection with a significant increase in the level of NTP. At the end of the twentieth century, a number of laws were issued, which served as the basis for a modern model of adult education: the structure of adult education management is changing, the policy of combining equal opportunities for all with market-oriented approaches to education, accreditation of most adult education programs, management of standardization of education. The relevant documents are issued in the country (the most well-known are «green» and «white» documents), which indicate the need for consultations on adult education, and the clarification of the issues of adult education development indicated in the policy materials. In the nineteenth century, the development of adult education was intensively taking place, policy materials were issued that promoted the education of adults, because its progress was necessary for the growing economy of the country.

A Study on Integrated Functional Adult Education Program in Pastoral Communities of Jarar Zone: Challenges and Opportunities

The main purpose of this study was to explore opportunities and challenges of integrated functional adult education program in pastoral community of Jarar zone. To achieve the purpose; qualitative research method was employed. For this study, out of nine woredas; three woredas were selected by purposive sampling. For functional adult education centers; four centers were taken by availability sampling. In the study, a total of 97 research respondents were involved. To collect data from each respondent group's; interviews, FGD and class room observation was employed. In addition, to support the findings, documentary analysis was done. Hence, for this study purpose, both primary and secondary data were used. Analysis and interpretation of data was made by using qualitative and narrative approach. Based on the analysis, the study confirmed that; low level of relevance and quality of adult education, unavailability of appropriate organization and structure, lack of qualified facilitators, insufficient financial and material support, poor capacity of implementers, lack of adequate training materials and poor integration of efforts were major challenges of the program. Beside to the challenges, the study also identified opportunities. These were conducive policy direction at country level, practicing of literacy skills by participants, presence of TEC and university, the signing of memorandum of understanding between ministry of education and other sectors, relatively high participation of women's, the establishment of government and NGO forums were the enabling environments. Finally, the study recommended that, greater attention should be paid to the preparation of facilitators guide, teaching materials, learning materials, the region and ministry of education should revise and include life skill contents of pastoral society in the program to make the program responsive to the needs of the community, there should be strong adult education management, coordination and organization structure, the region and woreda education bureaus should stress on the need for training of implementers, the region should develop the culture of consultation with involving partner agencies and there should be a need to integrate the other components of adult education together with literacy.