Non-formal Adult Education Research Articles

Non-formal adult education in Latvia: opportunities and challenges

The article “Non-formal adult education in Latvia: opportunities and challenges” includes a presentation of adult education planning in the European Union and Latvian education policy documents. Based on data on adult participation in education and theoretical aspects of adult learning, methodological recommendations for developing the content of adult non-formal education programmes are developed.

Hidden gender differences in formal and non-formal adult education

ABSTRACT One of the most often repeated goals in modern society is making education available to all on equal terms, regardless of social origin, culture or individual characteristics such as age, gender or the socio-economic status of an individual. However, in relation to gender inequality within learning environments, in the Czech Republic the traditional roles of men and women are still deeply inscribed. The results of the present study are primarily based on an Adult Education Survey which provides high quality data on the participation rates of the Czech population in formal and non-formal adult learning and education (ALE). Despite equal gender participation rates in ALE, the presented findings show that men participate more in job-related training and job-related purposes, while women manage domestic tasks, a situation which reflects the predominance of women in part-time employment, earning a lower monthly income and obtaining less work-related learning. This socio-economic profile influences not only women’s income but also affects their access to education and becomes the main barrier in the concrete form of family-related responsibilities and costs. Moreover, for women more personal-related learning has been shown to predominate as opposed to job-related education.

Gender open university as a platform for continuous gender education: experience in the development of innovative educational practices in Ukraine

In the article the relevance and necessity of overcoming gender stereotypes, regarding the distribution types of labor and areas of work, the development of effective mechanisms for promoting female leadership and non-discriminatory practices in choosing human development strategies within the labor sphere in Ukraine are substantiated in the context of searching the ways to reduce the negative consequences of labor migration in Ukraine. The system of non-formal adult education plays an extremely important role in introducing the concept of general gender education into life, as a focused process of developing a person throughout life through the implementation of educational programs and services, and educational and informational activities within and outside higher education. The problem of creating the innovative structure of non-formal adult education, reducing the negative impact of gender stereotypes in the labor sphere, attracting to a competitive activity in various public spheres those segments of the population that have traditionally been the object of labor discrimination and deprivation (women, persons with disabilities, elderly people, migrants, etc.) is becoming relevant in Ukraine.To overcome the gender discrimination and ensure the process of continuous gender education of the population, an innovative partnership project “Gender Open University” was introduced for the first time in Ukraine. Its goal was to overcome the consequences of gender discrimination in the social and labor sphere, to prevent the spread of gender stereotypes and discriminatory practices in the field of social protection and labor relations through continuous gender education of social specialists and the general public.The project is designed for a long-term result - the creation and systematic functioning of an innovative educational structure to increase the level of gender literacy and culture of social workers as a factor in preventing the leakage of labor resources, mitigating the effects of labor migration through the involvement of new traditionally deprived social groups in labor activity

Educational offer and inclusion in non-formal adult education area

Educational offer and inclusion in non-formal adult education area

Analyzing Constructivist Teaching and Learning in Adult Non-Formal Education Centers in KwaZulu-Natal, South Africa

Analyzing Constructivist Teaching and Learning in Adult Non-Formal Education Centers in KwaZulu-Natal, South Africa

On the Practice of Implementing Non-Formal Adult Education in the Sakha Republic (Yakutia)

The article discusses the practice of implementing non-formal education for adults at the place of residence in the national and regional conditions of the Republic of Sakha (Yakutia). Highlights strategy of education, aimed at the development of the human personality through ongoing education throughout their lives. Formal, non-formal, and informal models of education are considered, as well as the priority of non-formal adult education in modern conditions compared to formal and informal education, its features and characteristics are revealed. The conceptions of learning are substantiated, which are revealed by the methods of interviewing local residents, through conversations with them. Describes the structure, content, forms, and methods of learning, considering national mentality, authentic culture, national traditions of the locals. Point out educational and design workshops as the most justified in real life, when time dictates to man a renewal of thought and activity. Non-formal education eliminates inhibition in the minds of students, motivates them to improve the quality of life, to increase vitality. All types of activities of adult students are aimed at developing a social project that solves the problem, which is most acute for them. Their involvement in the development, and then in the practical implementation of the project, which is high-demand here and now in local conditions, is an effective mechanism that removes people's thinking from a passive state, increases their social and economic activity, enterprise, and cultural level. Aftereffect of non-formal education reflects such factors as an increase in the number of public associations in the field, growth in the number of families with moderate means, increase in the number of registered marriages, rates of birth of children, reducing the number of offenses, the number of drinkers, the emergence of strong farms, increased business activity, business enterprise of people, the desire of local residents to improve houses, courtyards, tyolbe (modern Yakut neighbor-rural community), naslegs and uluses The high motivating power of non-formal education is affirmed, which increases the general culture and gives a tangible impulse to the formation of the civil type of human behavior. It is concluded that non-formal education at the place of residence, the content of which is organically integrated into the context of real-life, activates the processes of formation of the local community, local development, and the formation of civil society.

Медична освіта в структурі неформальної освіти дорослих в Україні

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.

MOTIVATION TO LEARN, LITERACY, NUMERACY, AND LATER-LIFE ADULT EDUCATION PARTICIPATION IN THE U.S.

The objective of this study is to examine the associations between the motivation to learn, basic skills (i.e., literacy and numeracy), and organized formal and non-formal adult education and training (AET) participation among middle-aged and older adults in the U.S. Rapid technological advancement and globalization requires that adults engage in lifelong learning to actively participate in society. However, little is known about the roles of motivation to learn and basic skills in AET participation among aging adults in the U.S. We obtained restricted data from the 2012/2014 Program for International Assessment of Adult Competencies, and included adults aged 50 years and older (n = 2,580) in the analysis. Structural equation models were used to examine (1) any AET, (2) formal AET and (3) non-formal AET participation as a function of the latent construct of motivation to learn, literacy and numeracy scores (0 – 500), and covariates. Per the confirmatory factor analysis, the motivation to learn latent construct was a valid measure among the older adults. Results from the structural equation models showed that the motivation to learn (b = 0.35, p < 0.05), literacy (b = 0.05, p < 0.05) and numeracy (b = 0.03, p < 0.05) are all positive predictors of non-formal AET participation. However, only motivation to learn (b = 0.47, p < 0.05) is associated with formal AET participation. Findings from this study inform future interventions as well as policy changes to promote specific types of organized AET programs among the aging populations in the U.S.

Systematization of adult education centres as providers of non-formal learning in Ukraine

The process of adult learning in non-formal education is an organized activity of andragogues and adults who study, according to informal educational programs, in conditions of free choice, for achievement of personal and professional educational goals, determined by adults. This process is provided by providers of non-formal educational services, including a variety of companies, organizations, institutions or individuals that provide these services to the target audience of the adult population. Adult education centers in Ukraine today are such providers that are developing rapidly. The article is devoted to generalization and systematization of adult education centers as providers of non-formal adult education in Ukraine. Various forms and types of adult education centers operating in Ukraine are analyzed. Priority signs are defined. Adult education centers are systematized as providers of non-formal adult education in accordance with certain characteristics. The leading functions of their activity are generalized. Based on the experience of the data center in Ukraine, the main features for systematization are determined: the level of independence; form of ownership; organizational and legal form; channels of informing the target audience about the content of activities and events; the level and direction of educational services; coverage of the target audience of the adult population. According to these features, the article presents the results of the systematization of data centers in Ukraine. The main functions of the activities of the adult education centers are: adults provide public space for learning and social and cultural integration; provide a forum of current educational needs, focused on the priority educational needs of adults; provide complex educational services for different categories of adults, creating the educational platform of interaction between andragogues and participants and a supportive learning environment

Adult religious education and learning in Canadian Catholic parishes: an area in need of empirical research

ABSTRACTGiven the importance of non-formal and informal education for ongoing Catholic religious education and faith formation for adults, and the criticality of the parish as a venue for adult religious education and learning, this conceptual paper argues the need for quality empirical research in the area of non-formal and informal adult religious education and learning in the parish context. In addition to constituting a worthwhile scholarly endeavor, we also suggest that such research has the potential to support adult religious education work and capacity building in parishes and other types of Catholic faith communities.

Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada

AbstractTypes of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University colleges, community colleges, colleges of general and vocational education, colleges of applied arts are an alternative to university education of adults in Canada and the USA. Specifics of programs in American and Canadian colleges is analyzed. Colleges and institutes introduce programs aimed at solving social problems, taking into account labor market demands. They offer training programs for development of applied skills in business, art, technology, agriculture, social and educational fields, medicine. A special place in non-formal education for professional development is given to education for the labor market, which is aimed at obtaining specific professional competencies that are necessary at labor market. Adults are involved in professional programs, trainings, courses, seminars, internships.

CONCEPTUAL IDEAS AND ORIENTATORS OF THE NOTHERN AMERICAN MODEL OF ADULT EDUCATION

The article deals with conceptual ideas and orientators of Northern American model of adult education. It is substantiated, that Nothern American model of adult education is based on the following philosophical directions: liberalism, progressivism, behaviorism, humanism, radicalism, constructivism. Liberalism has ancient roots and comes from the fact that since man is the real source of progress in society, it is necessary to ensure his rights and freedoms, providing equal access to education regardless of social status and well-being. The basic principle of liberal education is singled out, in particular, to develop a personality that is consonant with the purpose of a liberal education in ancient times - the education of citizens who can become active participants in a democratic society. It is proved that non-formal adult education should be continuous, focus on the development of intellectual abilities, be accessible to all sections of the population, and its content must meet their needs. It was found out that the historical roots of the philosophy of progressivism associated with progressive political movement in society and education. Its basis is the concept of interaction between education and society, empirical theory of education democratization of education. It was found out that behavioral direction, whose founder was John Watson, appeared in the USA in the early XX century. Based on the theory of Pavlov's conditioned reflexes, his supporters (J. Watson, B. Sninner E. Thorndike) examined personality as a set of behavioral responses to stimuli of the environment. It is identified that the purpose of adult education - behavior modification adult-oriented changes in humans. It was proved, that unlike behaviorists, representatives of humanistic direction (J. Brown, Johnson, Maslow, M. Knowles, K. Rogers, etc.) considered man independent, active, open to change and self-actualization person. It was stressed, that the founders of the radical trend, based on theories of anarchism, marxism, socialism, considering education in general and adult education, in particular, as an important mechanism to achieve radical changes in society. It updates the social role of non-formal adult education, because it requires critical thinking and personal participation in these changes. It was found out, that according to philosophy of constructivism person is unique in his/her vision of the world, beliefs, outlook because he/she is able to construct his/her personal understanding of reality. A teacher is not just a transmitter of knowledge,he/she serves as the consultant, moderator, facilitator. The analysis of scientific literature showed that adult education in the USA has evolved with the development of society, and has a long history and some traditions, mainly seen as informal adult education, aimed at self-improvement of adult to meet his/her educational needs; mechanism of civil society formation.

Models of adult education centres in Ukraine

Non-formal adult education is dynamically developing in different forms. The article represents them in the example of Ukraine. Non-formal education was acknowledged only in 2017 in the Law of Ukraine “On Education”, though it had been provided in several forms before. Currently, the most popular form of non-formal adult education in Ukraine is the Centers for Adult Education. They are created on the initiative of public organizations in partnership with foreign adult education organizations, in particular DVV International. To analyze their profiles there were identified several criteria: relation to formal or nonformal education, initiators and organizers, target audience, providers of methodical and financial assistance, thematic directions of their activity. As a result of the analysis according to the identified criteria, the information from Internet resources on the activity of adult educational centres was systemized; their similar and different features in their organization form were distinguished and defined their models: university- and college-based, school-based; museum and library-based. In addition, the directions for the further scientific research in this field were outlined.

Problem of Professional Training of Specialists for Non-Formal Education

The problem of professional training of specialists for work in the field of non-formal adult education is substantiated. Non-formal adult education is provided by different actors in the educational space. It aims at adapting an adult to a rapidly changing social, economic, technological, political environment, integrating them into society, enhancing participation in social processes, constantly updating knowledge, skills and abilities, regardless of the age of the individual. All issues related to non-formal adult education are within the competence of andragogics, which is now recognized as a separate industry of adult education and training. Adult education professionals are introduced into the occupational classifier as andragogues. They are tasked with the transition from the transfer of knowledge and ideological settings in a reproductive way to the acquisition of modern technologies of personal and professional development of an adult. A modern look at the functions of andragogues makes it possible to state their complications and update the content. This leads to the conclusion of the need for special training of andragogues to work in the adult education system. Ukraine's achievements in this area are still insignificant, especially against the background of world practice. In formal education in Ukraine purposeful professional training of andragogues is not carried out. Various courses in adult education are taught, separate units are created to prepare multi-level, variant programs for a specific profile or advanced training programs for pedagogical workers in individual educational institutions initiated by enthusiastic educators. Non-formal adult education in Ukraine is most often done by public non-profit organizations that develop and implement training programs in various educational projects, train coaches to implement these training programs, publish educational and methodological literature .

The Ironies of Digital Citizenship

Abstract Our everyday use of digital technologies, platforms and infrastructures is often portrayed as an autonomous technical development, guided by clever and independent innovations, rather than broad sociotechnical imaginaries that inspire parliamentary support and governance. This article will consequently shed the light on the oftenoverlooked structural and societal efforts that have historically shaped the digital citizen of today. For the past 70 years or so, non-formal adult education about computers and computing has been a key part of political ambitions to create a desirable future. Over time, digital technologies have also become a precondition for the enactment of citizenship. That is, ‘digital citizenship’ is increasingly positioned as a fundamental requirement for democratic participation. The purpose of this paper is to trace how the digital citizen, and its accompanying problems, has been construed over time, particularly through educational imaginaries. What problems is the digital citizen a solution to? Who has been presented as problematic, and who, subsequently, has become the primary target for educational solutions? What skills have been described as indispensable for the digital citizen during different periods in history? By using Sweden as a vantage point this paper provides both concrete examples as well as perspectives on transnational discourses. In focus for the study are discourses concerning non-formal adult education, in the form of awareness campaigns, social programmes and adult liberal education about computers aimed at the general citizenry, during three periods in time: the 1950s, the 1980s, and today. The contribution is a critical take on how the citizen has increasingly become connected to digital technologies, and how this convergence has at the same time created digital exclusion.

Розвиток неформальної освіти дорослих в Україні

Розвиток неформальної освіти дорослих в Україні

The Pedagogical Value of the Lecture Method: The Case of a Non-Formal Education Programme in Ghana

ABSTRACTAdult learning rests on the foundation of learner experience and involvement in the teaching and learning process. The methods employed in facilitating adult learning have to a large extent sought to place the learner at the centre of the entire teaching and learning encounter. The lecture method is one of the many methods used to facilitate learning in many educational programmes. This article reports on a study that posed the question; How effective is the lecture method in facilitating learning in non-formal adult education programmes? The case study design was used for the study. The National Functional Literacy Programme of Ghana was purposively selected for this investigation. Two classes in the programme comprising 10 adult learners and one facilitator each were purposively selected as sample for the study. It was found that the lecture method was ineffective in promoting learning in non-formal adult education programmes in Ghana since it failed to stimulate the comprehension of subject-matter and learner involvement in class activities.

ТЕНДЕНЦІЇ ТА ПЕРСПЕКТИВИ РОЗВИТКУ ОСВІТИ ДОРОСЛИХ В НІМЕЧЧИНІ

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.

Non-Formal Adult Education: Challenges and Prospectsof 21st Century

Non-Formal Adult Education: Challenges and Prospectsof 21st Century

Non-formal adult education for selfemployment: the importance of posttrainingsupport for micro-enterprise development in South Africa

Non-formal adult education for selfemployment: the importance of posttrainingsupport for micro-enterprise development in South Africa Celestin Mayombe (Received 30 March 2016; accepted 22 February 2017) Abstract The concern that informed this article is that adults who face long-term unemployment due to a lack of marketable skills remain unemployed after completing adult non-formal education (NFE) programmes in South Africa. The purpose of the article is to investigate major challenges trainees of NFE programmes for self-employment encounter in starting and growing small businesses, and the types of post-training support they receive from public and private institutions in KwaZulu- Natal (KZN) province. While the structure of the South African economy is at fault, the findings reveal that weak institutional linkages result in trainees not having access to essential post-training support, community resources, public goods and services. The author concludes that centre managers did not take into consideration the importance of institutional linkages and the socioeconomic background of the trainees who have faced long-term unemployment and poverty leading to social isolation, which then further reduce the likelihood of self-employment.