Development Of Adult Education Research Articles

Book Review: Case Studies and Activities in Adult Education and Human Resource Development. Adult Education Special Topics: Theory, Research, and Practice in Lifelong Learning, by S. Schmidt

Book Review: <i>Case Studies and Activities in Adult Education and Human Resource Development. Adult Education Special Topics: Theory, Research, and Practice in Lifelong Learning</i>, by S. Schmidt

Erratum

New Horizons in Adult Education and Human Resource DevelopmentVolume 25, Issue 3 p. 139-139 ErratumFree Access Erratum This article corrects the following: Integrating learning outcome typologies for HRD: Review and current status Doo Hun Lim, Seung Won Yoon, Sunyoung Park, Volume 25Issue 2New Horizons in Adult Education and Human Resource Development pages: 33-48 First Published online: April 24, 2013 First published: 23 July 2013 https://doi.org/10.1002/nha3.20040AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat In issue 25 (2), the institutional affiliation for author Sunyoung Park was mistakenly published as “University of Indiana.” The correct institutional affiliation for the author is “Indiana University.” References Lim, D. H., Yoon, S. W., & Park, S. (2013). Integrating learning outcome typologies for HRD: Review and current status. New Horizons in Adult Education and Human Resource Development, 25(2), 33– 48. Wiley Online LibraryGoogle Scholar Volume25, Issue3Summer 2013Pages 139-139 ReferencesRelatedInformation

A service, a ‘way of working’, or a profession? A discourse analysis of community education/community learning and development in Scotland

Community-based informal education, like other practices, is fundamentally shaped by the discourses under which it is constituted. In Scotland, since 1975, the practice has been formally established by government policy as an amalgam of youth work, adult education and community development under a discourse of informal education. This combination carries its own internal tensions alongside the continually contested relationship between the field of practice and the State. This study analyses key documents in order to chart the shifts in discourse around the constitution of Community Education/Community Learning and Development since 1975. The analysis reveals the force of managerialist discourses which transformed understandings of the practice from post-war welfare state discourses as a service, to its reshaping as technique under New Labour. Current discursive work is directed to its reconstitution (still somewhat ambivalently) as a profession. This ‘re-professionalisation’ connects with similar movements in medicine, social work, parole and teaching which are attempting to reduce the costs of actuarial disciplinary techniques (in record-keeping, reporting and the generation of outcome data) by returning professional trust and judgement to practitioners.

Transitions in a life-world: Looking backward and forward after forty-five years of social pedagogical research and teaching in Leuven.

The paper presents the author’s reflection on research and teaching over a period of 45 years in a social pedagogy program in the Leuven University (Belgium). While the case is interesting in its own right, it holds broader significance for its contribution to understanding developments in education, adult and community education and social work both in disciplinary terms and regarding practice. It presents the theoretical sources of inspiration from diverse linguistic, cultural, policy and academic contexts. The chronology is organized in four periods marked by turning points that were influenced by internal and external events. The first phase is the pioneering phase. The second is the crisis and recovery phase. The third is the multiplicity phase, and the last phase is that of reinvention. The paper also reflects on some of the major themes and issues that have directed developments in social and cultural pedagogy (both old and recent) such as issues of language, the emergence of a lifelong learning discourse, and the notions of community, solidarity and criticality.

Zombies, cyborgs, and other labor organizers: An introduction to representations of adult learning theories and HRD in popular culture

Too often, educators, researchers, and practitioners in the fields of adult education and human resource development rely on traditional curricular materials and an academic body of knowledge for teaching, evaluating, and training adults. This assumes a coherent body of prior knowledge, assumptions, worldviews, and experiences in their students that can enable them to seamlessly connect to those materials. Of course, the reality is something different. Yet within the arena of popular culture, diverse individuals often share an enthusiastic, unifying space called fandom. It is in this shared social space that holistic meaning-making and transformational learning may be given succor. Through facilitated discussions around issues examined in popular cultural artifacts, sensitive and disparate perceptions can be explored and new, more critical worldviews can be examined. This article provides an overview of recent research on the intersection of popular culture and human resource development as it relates to workplace learning and workplace assumptions and attitudes. It explores innovative and alternative ways of framing workplace learning on a variety of topics and discusses the use of popular culture for critical workplace pedagogy.

Turning a corner: The future of New Horizons in Adult Education and Human Resource Development

(NHAEHRD) is embarking on another chapter in its long and distinguished history. Beginning in January 2013, the journal will be published by Wiley On-Line. This unfortunately ends the journal’s tenure as an open source journal. The editors of NHAEHRD regret the necessi-ty for this decision because we believe strongly in the principle of free information that built the foundation for the journal back in 1987, but we look forward to building the journal’s reputation and research with the assistance of Wiley On-Line. The journal will still be guided by other principles articulated by the original editors of

Developmental elements in strategies of adult education

One of the basic and dominant ways of realising life-long educational and learning is educating adults. Success of this process requires adequate enivronment supporting permanent and continuous acquiring new knowledge and skills. Education of adults is the area which has been neglected in the countries of South - Eastern Europe due to many transitional problems, first of all economic ones. Although it has been becoming more and more important issue of the educational policies in the region, adult education has not become the priority yet. Some countries of the South-Eastern Europe have adopted strategies of adult education and some principles of adult education, but their adoption does not mean implementation, i.e. the ''wheel'' which will start development of adult education and realisation of the educational aims. Considering the fact that the aim of the state policy of adult education is obtaining planned development of the area - planned building of the social surrounding and relevant mechanism and resources for education and learning of the adults, i.e. Creating the system for realising the mission of the for achieving the vision of the adult education, and it is necessary that these strategies an instrument of educational policy contain the key developmental elements. So, the intention of this paper is to see and determine the key developmental elements in the adopted strategies based on the critical analyses of the four strategies of the regional countries. The overall presence was measured bay the scale of estimation, and the basis of the esimation was the critical opinion of the researches during strategies analysis. The analysis resulted with the conclusion that the law of adult education and financing education of the adults as a developmental element belong of the category of ''very stressed developmental elements'' and the stuff for adult education are treated as developmental element which is inadequatly stressed (the average is 1. 75) in the analysed strategies. Law, financing, institutions and stuffd as developmental elements have been observed in our research individually - isolated as their developmental strenght which comes into full force in their mutual work. In this context, based on the analysis results, it can be concluded that each analysed strategy represents a strong developmental potential stressed through mutual work of developmental elements.

Book Review: Case Studies and Activities in Adult Education and Human Resource Development

Book Review: Case Studies and Activities in Adult Education and Human Resource Development

Adult Learning Meets the Green Economy

The new green economy affects adult education and workforce development as adult workers seek skills and knowledge that will help them find success in work and life. Recent years have brought about increased interest in and discussion of training for green jobs. Since the introduction of the Green Jobs Act in 2007, questions about how exactly to train workers for jobs in the changing economy have drawn attention from legislators, educators, and the public at large. Demand for new skill sets and refocused expertise requires workers and educators to not only refine basic skills but also create learning opportunities that meet the needs of the contemporary workplace. This article examines issues, challenges, and implications related to the development of a model for green jobs education. The Green Jobs training project of the Institute for Career Development offers perspective on what education and training programs can do to help ready learners to enter the green economy.

Development and validation of an assessment of adult educators' reading instructional knowledge

The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n = 468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.

Positioning adult educators in discourses of professional development

This article explores the discursive work done by different notions of professional development in adult education. In particular we outline the ways in which the discourses of technical expertise, competence and reflective practice are deployed to mobilise professional practices and identities in particular ways and position certain practices and dispositions as specifically professional. We suggest that these discourses help to shape the negotiations between economies of performance and ecologies of practice within which professionals operate. We argue that much of this work is implicit in the pedagogies and curriculum of programmes for adult educators and that there is a need for detailed empirical research on the pedagogies of professional development and practice in adult education. With moves in Europe to develop professional standards for adult educators we suggest that studying the rhetoric of professional development provides an opportunity to open some existing diverse practices to new forms of scrutiny.

The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development

The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development

Experience of lifelong education in Western countries: The revelation of adult education

&lt;p&gt;Summary Adult Education in China provides a large number of educational opportunities for the general public , trained a large number of talented people , The largely compensates for higher education's Insufficient , But there are many problems . the appearance of these problems directly or indirectly affects the quality of education for adult teaching . , affect lifelong education in our country The construction of the system . for This, should draw on the successful experience of lifelong education in Western countries , combined with China's national conditions , Clear the concept of adult education goal , make adult education Education Development Program , Improving the quality of teaching for adults , Further promote the development of lifelong education in our country .&lt;/p&gt;

The Handbook of Scholarly Writing and Publishing (review)

Reviewed by: The Handbook of Scholarly Writing and Publishing Steven E. Gump (bio) Tonette S. Rocco and Tim Hatcher, eds. The Handbook of Scholarly Writing and Publishing San Francisco: Jossey-Bass, 2011. Pp. xxxii, 336. Paper: ISBN-13 978-0-470-39335-2, US$35.00; E-book: ISBN-13 978-0-470-94921-4, US$28.99. Imagine sitting down with thirty-three current or retired faculty members or scholar-practitioners (and three doctoral students) and having a wide-ranging conversation about writing for scholarly publication. Imagine that these individuals hail from or are affiliated with institutions in Asia, Australia, Europe, and North America. And imagine that you are a member of the target audience: a graduate student or a new faculty member—or perhaps a faculty member who teaches and mentors such individuals. What would you discuss? You might ask questions about how to think about and approach writing for publication; how to improve qualities of your own writing, such as voice and authority; how to prepare scholarly manuscripts; and how to navigate other issues, including how to understand and address reviewers' comments, how to interpret various cross-cultural concerns, how to work effectively with co-authors, and how to serve as a writing mentor. Wait—I forgot something important. Imagine that the majority of those gathered come from the fields of adult education and human resource development. Now you know better what to expect. Your conversation partners will predominantly espouse social-scientific epistemologies and paradigms; they will presume that your work likely operates at the nexus of theory and practice; and they will take for granted that the peer-reviewed journal article is at the pinnacle of your hierarchy of 'most valued publication types' (13). Such is the context of The Handbook of Scholarly Writing and Publishing, a handsome volume edited by two professors of adult education and human resource development, Tonette Rocco (Florida International [End Page 444] University) and Tim Hatcher (North Carolina State University). One of the first things I noticed, unexpectedly, upon picking up a copy,1 was the number of names I recognized. (Disclosure: I worked with contributor Andrea Ellinger of the University of Texas at Tyler on the program for the 2009 conference of the Academy of Human Resource Development; many of the contributors to this volume were involved with that meeting.) I had presumed that the book, with a title that seems to be all-encompassing, would also accommodate at least readers in the humanities, if not those in the science, technology, and engineering fields. Indeed, I should have taken a cue from the publisher, Jossey-Bass, whose key lists focus on such applied fields as education, business, psychology, and public health. In short, if you recognize the name of the author of the foreword (John Creswell of the University of Nebraska-Lincoln) or have used Jossey-Bass books for your own education and research, then you're likely to benefit from this book. Capped by an annotated appendix of topically organized supplemental readings, the twenty-one chapters of the book are divided into four roughly equal parts: preliminaries on 'Becoming a Published Scholar,' suggestions on 'Improving Writing Techniques,' guidance on 'Preparing Scholarly Manuscripts,' and commentaries on 'Reflecting on the Writing and Publishing Process.' True to handbook form, advice is spread throughout the volume. Yet a curiosity of several of the chapters in the 'Preparing Scholarly Manuscripts' portion, especially, is the attention given not to the writing, revising, or submitting of such manuscripts, per se, but to matters that should be sorted out even before a study is designed or carried out in the first place. (A more descriptive title for this part would have been 'Preparing Research Projects for Eventual Dissemination as Scholarly Manuscripts.' Remember, too, the social-scientific slant: Throughout the bulk of this volume, 'scholarly manuscript' is equated with 'peer-reviewed journal article.') A welcome curiosity it is, though, as I am sceptical of books on writing for publication that disembody the act of writing from the reading, the thinking, and the multitude of other acts that underlie the generation of text worth sharing with one's disciplinary peers. In chapter 11, for example, 'Writing a Literature Review...

Qualification paths of adult educators in Sweden and Denmark

The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path.

Andragoško spopolnjevanje in strokovni razvoj izobraževalcev odraslih

Osrednje vprašanje, s katerim se ukvarjam v prispevku, je, kako lahko z andragoškim spopolnjevanjem podpremo strokovni razvoj izobraževalcev odraslih. To je vse prej kot preprosta in enoznačna naloga. Že v izhodišču nas namreč čaka vprašanje o tem, »kdo je izobraževalec odraslih«, skupaj z zapletenostjo oblikovanja »strokovne identitete izobraževalcev odraslih«. V prvem delu prispevka prikazujem nekatere dosežke, ki kažejo na to, da o izobraževanju odraslih v Sloveniji lahko govo- rimo kot o stroki (profesiji). V drugem delu predstavljam nekatera izhodišča in cilje prenovljenega koncepta andragoškega spopolnjevanja, ki ga razvijamo na Andragoškem centru Slovenije. Prenovljeni koncept je zasnovan na kompetenčnem pristopu in andragoškem ciklu, pomemben konstitutivni element koncepta pa je tudi vpeljava postopkov priznavanja poprej pridobljenega znanja.

Evolution and revolution in China’s skill formation system

This article outlines the current problems facing vocational education in China in order to raise the question as to how deep-seated and intractable they might be. In order to address this question a historical analysis of vocational education from the turn of the twentieth century to the end of Mao’s period of office is undertaken. The rise of vocational education at school did not take place in China until 1905. Its successive development was pursued simply in a pragmatic way. It suggests that the impact of regular academic schooling on setting standards both for learning and for subsequent employment opportunities should not be underestimated. It argues that the preference for higher and formal education endangered what was seen as the lower level of vocational and informal adult education, which undermined China’s skill formation system. In the light of this historical analysis, consideration is given to the prospects for the development of vocational and adult education in China today.

Reflections on Involvement With Six UNESCO International Conferences on Adult Education and Suggestions for the Future

Reflections: Based on Dr. Charters' Presentation During CONFINTEA VI Belem, Para, Brazil, December, 2009 After being in World War II as a Canadian Naval Officer, on loan to the Royal Navy serving on an invasion ship (Landing Ship Tank-LST 63) in the Mediterranean and at Normandy, I returned to a little more sedentary life of study in adult education in 1948. At the University of Chicago, I was one of Dr. Cyril O. Houle's first doctoral students in Adult Education. Returning from the First International Adult Education Conference sponsored by the United Nations Education Scientific and Cultural Organization (UNESCO) in Elsinore, Denmark, June 19-25, 1949, he inspired us with the vision of actively participating in the post-World War II International Adult Education movement. It was also an introduction to the recently created United Nations Organization (UNO), founded in 1945 somewhat as a replacement for the League of Nations, and UNESCO, a specialized agency of the UNO established in November 1945. Following the Second UNESCO International Conference on Adult Education, Adult Education in a Changing World, held in Montreal, Canada, August 21-31, 1960, a group of international delegates from the conference met with some Canadian and American adult educators at Sagamore (NY), a Syracuse University Conference Center located between Syracuse and Montreal that I administered as Dean of University College. It was a way for non-delegates to the UNESCO Conference from the civil society, especially from the academic sector, to acquire more information about the developments in adult education. From this meeting the International Council on University Adult Education (ICUAE) developed. In 1962, the Carnegie Corporation funded an Adult Education program initiated by Dr. David Kimball, University of Ghana, with the cooperation of ICUAE. The program followed the pattern of the Sagamore experience. It brought together four Canadian and six American adult educators from their universities to meet with one African adult educator from each of most African universities. Prior to the Adult Education Conference held in Accra in December 1963, each Canadian and American participant was paired with an adult educator from an African University attending the conference, thus able to share experiences at the conference. Following the conference, the Canadian and American adult educators went to the university of their counterparts, where they spent several days sharing adult education experiences and concerns. I spent several days at the Addis Abba University in Ethiopia. I had the privilege of participating in all subsequent UNESCO Assemblies. At the Third UNESCO International Conference on Adult Education, Adult Education in the Context of Lifelong Learning, in Tokyo, Japan, July 25 to August 1, 1972, I served as a member of the official United States Delegation. All delegates to the UNESCO Conference were appointed by the governments of the member states, although members from non-governmental organizations were sometimes appointed to the delegations. While in Tokyo, under the leadership of Dr. J. R. (Roby) Kidd, some of us, in the lobbies of the hotel and elsewhere, explored the possibility of an international organization on adult education with membership from the civil society. Partly from these discussions, the International Council on Adult Education (ICAE), a non-governmental organization, was formed in 1973. The UNESCO meeting provided fertile ground for the generation of such ideas. The Fourth UNESCO International Adult Education Conference, The Development of Adult Education: Aspects and Trends, was held in Paris, France, March 19-29, 1985. The United States had temporarily withdrawn from UNESCO, but I had an invitation to attend as a representative from the Committee of Adult Education Organizations (CAEO), later named the Coalition of Lifelong Learning Organizations (COLLO) of the United States, which continues and was involved in planning for CONFINTEA VI. …

Social empowerment and participation of people with disabilities through NGO activities

According to the approved Lifelong Learning Strategy (2004) by the Ministry of Education and Science, Ministers of Social Security and Labour, the country must strive to involve NGOs and social partners in the development of adult education. According to Rutkienė, Trepulė (2009), the lifelong learning paradigm covers all areas of human learning, provides opportunities for people to learn throughout their lives. It is very important for those who have not used or had no access to education for various reasons, departed from the job market etc. Lifelong Learning emphasizes the importance of both the EU and Lithuania in the context of education policy and practice of education (Teresevičienė, 2001).

The Foreign City as Classroom: Adult Learning in Study Abroad

To live and work in today's global community, adults need to develop an intercultural responsiveness and flexibility in order to interact sensitively in situations involving international cultural contexts, practices, beliefs, understandings, and communications. One way to support this development in adult and higher education is to offer opportunities to study abroad. These experiences can present adult learners with a setting in which to learn about global diversity and the interrelationships of issues across the world's population today. The Institute of International Education (2009) reported that study abroad participation in American colleges and universities increased over 150% in the past ten years. Of those participants, juniors, seniors, and graduate students comprised close to 70% of the study abroad population. It is clear adults of all ages are participating in study abroad programs across US institutions of higher education. Currently, short-term programs comprise over 50% of study abroad offerings nationally (Institute for International Education, 2009). Short-term study abroad programs typically last between one and five weeks and often include faculty-led groups of students from one or more institution. Chieffo and Griffiths (2009) reported these programs tend to be appealing to working adults and other nontraditional students. Indeed, adults may find that short- term programs fit better within their financial limitations and time constraints of work and family. However, critics sometimes question these programs with the concern that the focus may be more on travel and adventure than on academic learning objectives. Unfortunately, not all study abroad programs provide experiences with significant learning, development, and transformational outcomes (Gray, Murdock, & Stebbins, 2002; Green, 2002). However, some recent research suggests that studying abroad transforms students' global perspectives and cross-cultural effectiveness (Dwyer, 2004) and can increase self-reliance and self-confidence (Corda, 2007). We have very little current evidence, however, about adult learning in study abroad. Therefore, I conducted an extensive investigation that examined adult learning within the context of a short-term program in Italy. To help frame this inquiry, I looked to Wenger's (1998) concept of learning and knowing within the social learning system of a community of practice. He suggests a community of practice is a collective learning enterprise encompassing socially-constructed practices and relations. In formal education settings, a community of practice includes instructors, learners, resources and materials, the physical setting, and a variety of cultural and social influences and behaviors that affect the learning that occurs, or does not occur (Lave & Wenger, 1991; Wenger, 1998). Correspondingly, the research question guiding this component of the larger study was: What is the nature of the learning interactions (the socially-constructed practices and relations) within a short-term study abroad community of practice? In this paper, I first offer further clarification of the adult learning theory that frames this study and provide an overview of the relevant literature. I then explain the research methodology, followed by a description of the short-term study abroad program under investigation. Finally, I present the findings of the research and the implications on what the data suggest about the nature of adult learning and communities of practice in study abroad experiences. Theoretical Framework and Literature Review Situated cognition frames this study (Lave & Wenger, 1991; Wenger, 1998). Situated cognition is based on Vygotsky's (1978) social learning theory, which offers a way of understanding human decision-making and action through a sociocultural perspective. This perspective proposes that we construct knowledge both individually and together with those in the world in which we live. …