Adult Education Methods Research Articles

Role Of Integrated Crop Management Field Schools In Increasing Rice Production Results

Field School - Integrated Crop Management (SL-PTT) is a form of school where the entire teaching and learning process is carried out in the field, which is carried out on the land of PTT participating farmers in an effort to increase national rice production. This SL-PTT guide is the result of discussions with the Directorate General of Food Crops and the Agricultural HR Development Agency. So it is very interesting to examine (a) the role of integrated crop management field schools in increasing rice production. Respondents for this study were selected purposively, namely 1 extension worker and 4 heads of farmer groups. The research results show 1. The influence of adult education methods (andragogy) on farmers in SLPTT activities, namely the learning process in SL-PTT starts with activities which then provide personal experiences, express these experiences, analyze problems that occur, and conclude the results of activities. Every learner is encouraged to be able to observe reality, express experiences and ideas, analyze facts, make decisions, and carry out activities together. The role of SLPTT is to increase knowledge and skills in recognizing potential, preparing farming plans, overcoming problems, making decisions, and applying technology that is appropriate to local resource conditions in a synergistic and environmentally sound manner, so that farming becomes efficient, highly productive and sustainable.ACT
 Keywords: Role, Integrated Crop Management Field School, Rice Production Results

Andragogy: Searching for Ways to Improve the Educational Process in Educational Institutions for Adults

The topic of the article is relevant because at the present time there is a renewal of the education system and the search for ways to improve the learning process in educational institutions for adults continues. In the studies of educators in the 1920s in the conditions of keen discussions a wide range of organizational forms and methods of adult education was highlighted and scientifically substantiated. Traditional in the teaching of adults, as well as in school practice, was the classroom teaching system. Its basis was the usual forms of classroom work - lecture, conversation, discussion, debate, storytelling, etc. The purpose of the article is the study of ways to improve the learning process in educational institutions for adults in the works of domestic and foreign scientists, the study and presentation of organizational forms and methods of adult education; the description of the organization of independent work of students by performing their research tasks. An important place in schools for adults was given to organization of independent work of students through implementation of their research tasks - term papers, essays. The use of the method of excursions was also widespread, the issue of application of the method of staging in the practice of teaching adults was substantiated. Group, individual and self-educational forms of organization of education have also become widespread in adult schools.

Gender component in the initial judicial training curriculum

The Strategy for the Development of Judicial Education in Ukraine for 2021–2025 considers regular update of the judicial education content based on the competence approach, judges' experience and individual needs, level and court specialization. The Strategy also considers enhancing values and social context while developing and delivering trainings. Among strategic aims of judicial education development is initial judicial training reform that requires, inter alia, curriculum updating. The article presents the research results on mainstreaming of gender component in the initial judicial training curriculum as well as corresponding recommendations. Among recommendations, there is improving of the initial judicial training curriculum with a 1-day training course «Overcoming gender stereotypes in administration of justice». The course was developed to have judges familiar with correlation between «gender stereotypes – prejudice – gender - based discrimination», how gender stereotypes influence judge's behavior and decision-making, and also to build up and strengthentheir skills to identify gender stereotypes, apply corresponding ECtHR case law, avoid gender bias in their daily work, etc. To build up gender competence of future judges, some gender aspects should be incorporated into a series of trainings on family, housing and labor disputes (in the Civil judiciary part), sexual violence, sentencing in criminal cases (in the Criminal one). Some gender related issues worth to be integrated in corresponding trainings, e.g. divorce prohibition due to Ukrainian Family Code (Art. 110, part 2), disputes on parenting children, equal treatment of men and women in cases of deprivation of parental rights, offender eviction, compliance with effective investigation standards in criminal proceedings on rape, other crimes against sexual freedom and sexual integrity or domestic violence cases. Actually, both gender mainstreaming and social context of justice should be integrated with due consideration of the role and place of each training in the curriculum, learning goals and expected outcomes, accompanied by careful selection of training materials and most effective modern interactive methods of adult education. Keywords: gender, gender competence, judicial education, initial judicial training.

Kontribusi Teori Etika Al-ghazali Untuk Pendidikan Orang Dewasa

Akhlak (morality) is one of the three basic frameworks of islamic teachings (akidah, syari'ah and akhlak) which have important position. Moral expression is concrete evidence of the application and embodiment of aqidah and syari'ah, thus, represents the quality of Muslim’s faith. This research is a qualitative research conducted with literature study. This study seeks to explain the ethical concept of al-Ghazali and its application in the world of adult education, as explained by al-Ghazali in his works. The author limited the writings of al-Ghazali which are used as the basis for this research study, only to works written in the last years of his life, especially when he lived life as a Sufi. This research found that al-Ghazali divided adult education methods into two, general and specific. The general method applies to everyone and the specific method applies specifically to everyone based on the results of self-introspection.

The Role of the Adults’ Educator in Teacher Training Programs

The adult educators must acquire formal and substantive qualifications and develop skills that contribute to achieving the best learning outcomes. This paper dealt with the role of the adults’ educator in teacher training programs.The role of the teacher training programs is to enhance an educational relationship, based on equity, between the teacher and the learner, with respect to the learners' needs and treatment as mature personalities with independent expertise. This research intended to investigate whether adult education methods are applied in teacher training programs and to describe the profile of the adult educator. The paper used the qualitative method. The major research results highlighted teachers believe that the adult educator plays a paramount role in their training and they insist that he must have good knowledge of adult education, experience as a trainer, and respect for his learners, empathy, and tolerance and he must also understand the special features of the adult learners.

Possibilities and Dangers of the Use of Digital (VR, AR) Devices in the Training System of the Defence Personnel

Modernising the methods of adult education is an essential issue not only because of the generational change and the pertaining transformation of its learning style, but also because of the current digital changes and the reduction in costs and efficiency gains. In the civil sector, this change has already started, but the use of modern procedures and digital tools in education and training in the defence sector is just as important. Effectiveness and security depend not only from indicators known in the civil sphere, but also from a number of other conditions, due to a much more complex system. Due to the digital nature of modern training solutions and tools, it is also important to look at the issue of cyberspace security separately before future application and deployment. The author will review the development potential of the defence bodies’ training system in IT tools. This study also analyses the use of modern procedures and digital devices, such as augmented reality and virtual reality goggles, and what potential security issues are raised during training.

Pengembangan pangan lokal untuk mendukung peningkatan ketahanan pangan dan pariwisata Wakatobi: Pelatihan pembuatan “Kasoami Instan”

Training on Making "Instant Kasoami". The problems formulated were (1) the community of cassava producers in Wakatobi did not yet have the knowledge and skills to make instant cassettes which were required, which were attractive, long-lasting, and preserving product nutrition. The purpose of this training is to develop local processed food products in the framework of supporting food security and tourism in Wakatobi. The objectives of the training are to: (1) Improve the knowledge and skills of the community of kasoami makers in making attractive instant kasoami, long shelf life, and maintaining product nutrition; (2) Making local cassava food processed products as a support for food security and tourism in Wakatobi. Training participants are women who daily make and / or sell kasoami. Total participants were 20 people, consisting of 10 people from Wangi-Wangi District and 10 people from South Wangi-Wangi District. The training is carried out with adult education methods that focus on direct practice of the activity material. Some characteristics of instant Soami training results are as follows: in the processing process, steamed in a pressure cooker; the size of instant soami is smaller than that of citizens of soami; Soami instant packed aluminum foil; Instant Soami can be stored for up to 10 days without changes in structure, texture, and taste. Using the vacuum method, instant soami can be produced which can be stored for more than a month.

Von der Universitätsausdehnung zur Digitalisierung – ein Einblick in die (mehr als) hundertjährige Geschichte der Volkshochschule Bonn

Since its foundation at the beginning of the 20th century, the Volkshochschule Bonn has been connected to the University of Bonn – its founder – and the Cityof Bonn itself, towhich it has belonged since 1947. The changes the city has been experiencing since the government moved to Berlin is reflected in the program of the Volkshochschule. Answers to the challenges of digitalization for the content and methods of adult education are sought via trial and error – and the Volkshochschule is learning a lot in the process.

Peranan Penyuluh Pertanian Lapangan (PPL) sebagai Fasilitator dalam Penggunaan Metode Belajar Pendidikan Orang Dewasa (Andragogi) (Kasus di Gapoktan Madani, Desa Sampalan Klod, Kecamatan Dawan, Kabupaten Klungkung, Provinsi Bali)

The Role of Agricultural Field Extensionist (PPL) as a Facilitatorin Using Adult Learning Method (Andragogy), (Case in Gapoktan Madani,Sampalan Klod Village, Dawan Sub-district, Klungkung Regency,Bali Province)
 Agricultural extension acts as an agent for the change of farmers, which is byencouraging farmers to change their perceptions and behaviors to become farmerswith better ability and able to make their own decisions, which in turn will gain abetter life.The importance of the extensionist role and the importance of aninnovation conveyed by him, the extension agent should be able to become afacilitator who can foster and improve the ability of farmers in an effort to changelives for the better. This study aims to identify the role of the extension facilitators inusing adult education methods (andragogy). This research was conducted in acombination of farmer group (Gapoktan) Madani, Sampalan Klod Village, DawanSub-district, Klungkung Regency, Bali Province. The location of this study waschosen purposively or deliberately based on several considerations. The respondentcollected using census method in accordance with the number of active members ofthe farmer group as many as 60 people. This research uses the descriptive qualitativeanalysis method, which aims to give description and explanation about variablesstudied. Based on the results of the research, it is known that the role of agriculturalfield extension as a facilitator in the use of adult education learning method(andragogy) is included in the good category with the achievement score of 4.11.This means that the extension officer in Gapoktan Madani has been able to performhis role well as a facilitator in the use of adult education learning method(andragogy).

Salutogenetic approach in adult education

Purpose: to disclosure the nature and characteristics of the Movement for the renewal of adult education (New Adult Learning Movement – NALM) as salutogenetic approach to adult education. Materials: literature sources on analyzed problem. Methods: theoretical analysis and generalization of specific scientific and methodical literature. Key results: analyzed the nature and characteristics of salutogenetic approach to adult education based on anthroposophic oriented methodological foundations and practical implemented in the world as New Adult Learning Movement (NALM). Described theoretical basis and directions of training (academic training, life experience, inside spiritual development) that enhance the internal intentions of the individual, to awaken the will of the student to learn throughout life and promotes the healthy development of holistic personality structure. Conclusions: illuminated health saving forms and methods of adult education: organization of revitalizing educational space, development of integrated programs (integration of academic elements – lectures, discussions, group work, project work, art classes, social exercises etc.), the rhythmic organization of educational process taking into account human biorhythms, work with the biography of the man, pedagogical diagnosis and others.

Situating Participatory Visual Methods in Adult Education

This chapter discusses participatory visual methods as a framework for adult education.

Appraising Adult Teaching Methods in Nigeria: Analysis of the Effect of Some Teaching Methods on Adult Learners

The conceptions of adulthood vary from place to place especially in Nigeria where adulthood is not determined solely by age. Historical, physical, psychological and socio economic factors influence the individuals’ ability to fulfilling certain roles and functions in the society that qualify and identify them as adults. This also vary from community to community in Nigeria as such, the term adult means different things in different situations and circumstances. Teaching at whatever level is central to curriculum implementation. Basically, teaching involves the process of transmitting knowledge. Interestingly, teaching as an activity or process is systematic, interactive, organised and purposive. The ultimate aim is to cause desirable change in the learners’ behaviour. Learners in this instance are persons who have been recognised as adults in their environments who exhibit sense of purpose and commitment. The study examined various teaching methods in adult education and its implications to adult learners. Three research questions and two null hypotheses tested at .05 level of significance guided the study. The survey research design was adopted in the study with a population of 591 respondents made up of 291 male and 300 female adult learners from 12 adult learning centres. The sample of 355 respondents (60% of the entire population) comprising 175 male and 180 female was drawn using the convenience sampling technique. Data collecting instrument for the study was a-14 item questionnaire that was face validated by two validates in the field of study. Data collected were analysed using the mean for the research questions and the t-test statistic for the hypotheses. Findings revealed among others that lecture, simulation, project and drama methods were adult teaching methods mostly utilised in adult teaching in Nigeria. The findings further indicated that project method was identified as the most effective adult teaching method used in adult delivery followed by simulation. Inhibiting factors to the non use of appropriate teaching methods by facilitators in adult teaching in Nigeria comprised inadequate instructional facilities and the use of facilitators with no andragogical skills. It was recommended among others that Government and other providers of adult education programmes should ensure that adequate facilities are provided for effective adult education delivery and that funds should adequately be provided by the government for enhanced management of programmes.

Teaching child psychiatric assessment skills: Using pediatric mental health screening tools.

This article describes the workshop "Teaching Child Psychiatric Assessment Skills: Using Mental Health Screening Instruments," presented at the 35th Forum for Behavioral Sciences in Family Medicine on 20 September 2014. The goals of the presentation were (1) to teach family medicine behavioral health educators to use both general and problem-specific mental health screening tools (MHSTs) in their work with trainees to help satisfy the Accreditation Council for Graduate Medical Education (ACGME) mandate for behavioral and mental health experience during family medicine residency, (2) to reflect on how MHSTs might be integrated into the flow of family medicine teaching practices, and (3) to exemplify how evidence-based methods of adult education might be used in teaching such content. One general MHST, the Pediatric Symptom Checklist-17 and one problem-specific MHST for each of the four commonest pediatric mental health issues: for attention-deficit hyperactivity disorder, the Vanderbilt; for Anxiety, the Screen for Childhood Anxiety-Related Emotional Disorders; for Depression, the Patient Health Questionnaire-9 for teens; and for Aggression, the Retrospective-Modified Overt Aggression Scale, were practiced at least twice in the context of a clinical vignette. All of the selected MHSTs are free in the public domain and available for download from the website: www.CAPPCNY.org. Participants were asked to reflect on their own office practice characteristics and consider how MHSTs might be integrated into their systems of care. This workshop could be replicated by others wishing to teach the use of MHSTs in primary care settings or teaching programs.

Forms and Methods in the Language Education of Adults

The forms and methods of adult education are specific means of educational activities and so they are the deciding factors of the effectiveness of adultś teaching.We have tried to carry out a research into adult students of combined study. The research sample consisted of adult students from different companies. We used method of questionnaire survey. We focused on what forms and methods of study they face in their work and which forms and methods they consider more suitable.The traditional way of face-to-face teaching still prevails in foreign language teaching. Students face also modern approaches, but in a very limited way.

Succession Planning Activities at a Rural Public Health Department

This qualitative case study utilized interviews and evaluation of publicallyavailable documents to investigate the process of succession planning in a moderately-sized public health office located in a metropolitan community in a frontier-rural state. Following analysis of the data, the results were compared to literature findings. Four public health directors, the County Health Officer and the Board of Health chairperson participated in the private, face-to-face interviews. These individuals were asked to participate because they have the ability to direct staff leadership development activities. A formal succession planning program did not exist at this agency; however, on an informal basis, leadership development was evident. Successes in promotion of leadership development included establishment of a cooperative and collegial work atmosphere. Barriers to the process of succession planning included a lack of stable funding, lack of understanding about the role of public health by the public, erosion of public health authority, inability to recruit trained personnel, low pay scales, and aging of the current workforce. The results of this study indicate that although formal succession planning programs may not exist within an agency, leadership development is still possible through proven adult education methods.

Teaching Methods in Adult Education. An Appraisal of the Effectiveness of Methods Used in Training Future Teachers

This paper's focus is to emphasize the most effective methods in educating adults to become teachers. By attending a teaching program in universities, participants experience intensive courses in a short period of time – one or two years depending on high school and university teaching requirements. The general assumption of the study is that interactive methods - focused on practice – create better learning situations then classic lectures. The study is focused on identifying the techniques that match with the desirable initial formation of adults to become teachers.

O povezljivosti elementov različnih načinov učenja, metod in znanja

Avtorica uvodoma predstavi, kako različni teoretiki izobraževanja odraslih obravnavajo metode, nato pa proučuje vrednost in povezljivost posameznih elementov »učenja s poskusi in napakami« in »nedirektivnega učenja«. Tako kot so metode eklektične, razmišlja avtorica, so lahko eklektični tudi načini učenja. Avtorica ilustrira svojo hipotetično trditev z analizo »antimetode« francoskega režiserja Mauricea Pialata in jo kontrastira z metodo/metodami, kjer je zakoličen cilj in je zakoličena pot, kjer gre za vnaprej postavljen, v zaporedne sekvence urejen proces, kakršnega najpogosteje srečujemo pri snemanju filma po scenariju, režiranju gledališke predstave, v izobraževanju odraslih. Avtorica opozori na to, da je tudi učenje veščin (kako nekaj naredimo) povezano z učenjem o tem, »kako biti«, in nazadnje tudi, da metoda ne more služiti vsiljevanju znanja in resnice, saj se tako rušijo okoliščine, ki omogočajo pridobivanje ali ustvarjanje znanja.

Matematična pismenost kot temelj za vseživljenjsko učenje in družbeno vključenost

Evropska komisija opisuje pismenost in matematično pismenost v kombinaciji z reševanjem problemov kot ključni kompo- nenti za to, da je človek uspešen v družbi. Večina ljudi se zaveda potrebe po pismenosti, matematični pismenosti pa se še vedno ne pripisuje bistvenega pomena za preživetje v družbi. Vendar rezultati mednarodnih študij kažejo, da ljudje z nižjo izobrazbo na splošno niso tako uspešni kot ljudje z več izobrazbe. Še posebej matematična pismenost bo postala čedalje bolj pomembna v sodobni in bodoči družbi. Pismenost in matematična pismenost sta ključnega pomena za vseživljenjsko učenje in družbeno vključenost. Prispevek poudarja potrebo po matematični pismenosti v procesu vseživljenjskega učenja. Prvi del opisuje, kako se je kon- cept matematične pismenosti razvil iz osnovnih veščin v ključne kompetence. V drugem in tretjem delu se pojasnjujejo načini učenja in poučevanja v izobraževanju odraslih. V četrtem delu se pojasnjuje Evropski okvir matematične pismenosti kot dela formalnega sistema izobraževanja v Evropi, ki je del Evropskega okvira kvalifikacij.

From swampy lowlands to giddy heights

PurposeThe purpose of this case study is to describe the design and delivery of a leadership programme for a diverse group of clinicians and middle managers within a British mental health organisation.Design/methodology/approachThis paper shows how the course was co‐designed between managers, clinicians and higher education, specifically to meet the needs of individuals, teams and the organisation. The authors' thoughts and impressions are presented based on their experience of developing and facilitating this program. Particular attention focuses on notions of leadership, adult learning and organisational change and how these influenced the design of the course. Furthermore, consideration is given to aligning the programme to the organisational culture and strategic plan.FindingsDrawing on Kolb's experiential learning cycle, a process map for the learning journey emerged which shows how the participants were able to critically blend theory with experience and practice. Using a three‐dimensional model developed by Boydell and Leary (2000) of implementation, improvement and innovation, performance outcomes were identified and placed within a taxonomy of learning. This enabled a more specific and sophisticated approach to eliciting the learning that has taken place. Furthermore, this framework provides an approach to identifying future learning and development needs.Originality/valueThis paper offers the theory and narrative for our approach to designing and delivering a leadership course, reflecting on the impact of the course and the achievements for course participants and the organisation. Given the criticisms that such courses do not make explicit their theories of management and leadership practice nor the educational processes that underpin their design and development, we seek to redress this. Not only do we combine emerging leadership theory with cultural and organisational development needs, relevant methods of adult education were also chosen in order to optimise learning and performance development.

Using critical pedagogies from adult education to inspire and challenge higher education students

This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today.