Adult Education Activities Research Articles

The Risk-Need-Responsivity Model on Inmate Rehabilitation

The article examines the nature, causes, and implications of inmate rehabilitation in Nigeria by explaining the Risk-Need-Responsivity model. The study reviewed secondary qualitative data, mostly a literature review, and it reinforced and added to the existing body of knowledge on inmate rehabilitation worldwide, particularly in Nigeria. The article finds that there are causes of congestion in the custodial center, such as overuse of imprisonment, a slow judicial process, insufficient prison capacity, a lack of adequate police investigation and prosecution, resource and operational efficiency, and a delay in the administration of justice. The paper adopts Risk-Need-Responsivity (RNR) theory to outline the process of the significance of rehabilitation towards inmates. The model emphasizes assessing and treating inmates according to their ability and risk of re-offending. The research applied a case study that examined the causes of custodial center congestion and identified the implications on inmate rehabilitation in Nigeria. The paper revealed that the consequences of custodial center congestion are spreading infectious disease, breakdown of social control, poor custodial center conditions, access to rehabilitation programs, and too much cost to the State. The study also explained various correctional facilities provide rehabilitation programs based on the criminogenic needs of the inmate, such as counseling programs, adult education, vocational programs, sports and leisure activities, and religious activities.
 Keywords: Causes, Congestion, Implication, Inmate, Rehabilitation

Community Perceptions and Engagements with Adult Education: A Case Study of Kigamboni and Temeke Municipalities in Dar es Salaam

Despite extensive research efforts dedicated to adult education in post-independence five decades, illiteracy remains an enigmatic social challenge with no sustainable solution. This study assessed community awareness and attitudes towards adult education initiatives within the Kigamboni and Temele Municipalities. It employed cross-sectional research, design; it involved 250 respondents using quantitative and qualitative research methods. Quantitative data were analysed through descriptive statistics, with Likert scales, to gauge community awareness and attitudes. The findings revealed that 58.4% of respondents were aware of adult education programmes; however, the concept of "adult education" remained ambiguous in the community's perception. The study suggests that the government must redefine "adult education." Furthermore, negative community sentiments towards adult education were identified, primarily due to the programmes' limited availability for individuals aged 19 and above. The study recommends the importance of political commitment in decision-making, planning, budget allocation, programme implementation, and management of literacy initiatives to enhance community understanding and foster positive attitudes toward adult education. It is also suggested that the Ministry of Education and Vocational Training, Local Government, and the Institute of Adult Education should introduce sustainable programmes that engage individuals aged 19 and above in adult education activities. Key words: adult education, awareness, attitude, programmes

No mental retirement: estimating voluntary adult education activities of older workers

ABSTRACT Adult education may keep older workers productive if they voluntarily engage in learning. Examining a generous partial retirement reform in Germany that encouraged early retirement among male workers, we estimate voluntary adult education activities for early retirees. Using county-level administrative data on all public adult education centers (Volkshochschulen; VHS), we employ a difference-in-differences approach exploiting the predetermined county-specific age structure of men for identification. The results show a strong increase in participation in adult education, specifically in cognitively demanding courses. This supports an intrinsic willingness of older workers to acquire skills and abilities independent of financial incentives.

Kvalitet obuka za odrasle - dva ugla gledanja

The work examines the issue of adult training quality. Our analysis rests on two perspectives, i.e. evaluations of training quality, which frequently vastly differ from one another, as we are about to see. Both the trainees and independent estimators-andragogues reviewed the quality of the training. The research of training quality has been performed on the basis of double evaluations of certain aspects (properties, traits) and elements (constituent parts) of adult vocational training at an informal educational institution in Belgrade. Following the theoretical analysis of key terms, such as the quality of adult education and adult training, the work presents the methodological framework of the empirical segment of the research, with a more detailed analysis of the achieved results. The analysis prompted us to conclude that examining training quality from the perspective of two different participants results in two very different evaluations and thus perceptions of training quality. Such findings bring us back to certain fundamental questions regarding the quality of (adult) education and highlight the complexity of "measuring" quality and quality management, in that regard. Furthermore, within our final remarks, we presented a pathway to the present development of a quality system for training and organizational work with the status of JPOA (publicly recognized organizer of adult education activities) in Serbia and we additionally highlighted various orientations towards quality in adult education.

The roles of Adult Education Centres and Civil Society Organisations in adult education in Turkey

This study intends to analyse the roles of Adult Education Centres and Civil Society Organisations in adult education activities in Turkey. The research design is a phenomenological pattern, one of the qualitative research methods. The tool for data collection is a semi-structured interview form. The study group consists of 30 participants. The authors use content analysis for the analysis of the data. According to the findings of the study, ‘collaboration’ is stressed in adult education activities of Adult Education Centres and Civil Society Organisations. Moreover, the results underline the fact that ‘their roles of providing resources’ are important for the adult education projects of Civil Society Organisations with Adult Education Centres.

Active Citizenship Programmes for Unemployed Young Adults with Low Skills in Southern Europe: Participation, Outreach, and Barriers

The development of policies and targeted initiatives that promote or supportactive participatory citizenship for vulnerable young adults with low skills has largely passed unnoticed in Southern Europe in the last decade. Despite the existing lifelonglearning (LLL) strategies, most countries in the area do not place active citizenship forlow-skilled young adults as a priority. This article is based on the results of the European research project EduMAP (Horizon 2020), and focuses on participation of unemployed young adults with low skills (hence early school-leavers) in educational activities that either focus or promote active citizenship in Southern Europe (Greece, Cyprus, Malta, Italy, Spain and Portugal). More specifcally the article explains the reasons behind low participation rates among vulnerable young adults in the region. South European countries are not yet showing any favourable conditions for increasing participation of the low-skilled unemployed young adults in such programmes. Some of the countries that were hit by economic depression in particular, face –not necessarily for the same reasons– major barriers for implementing policies to increase the number of low-skilled young adults in active citizenship oriented courses. The article concludes that one of the problems in promoting active citizenship through adult education activities is that the programmes delivered in the region are still not competence-based. Adult education is not high in the value system, and therefore low skilled young adults do not appear motivated to obtain such skills and competences. A key challenge therefore is to deliver a service that simultaneously meets the needs of the learners, provides sufcient responses to the needs of the local societies, and stimulates further demand.

Individualism, Human Capital Formation, and Labor Market Success

There is an ongoing debate about the economic effects of individualism. We establish that individualism leads to better educational and labor market outcomes. Using data from the largest international adult skill assessment, we identify the effects of individualism by exploiting variation between migrants at the origin country, origin language, and person level. Migrants from more individualistic cultures have higher cognitive skills and larger skill gains over time. They also invest more in their skills over the life-cycle, as they acquire more years of schooling and are more likely to participate in adult education activities. In fact, individualism is more important in explaining adult skill formation than any other cultural trait that has been emphasized in previous literature. In the labor market, more individualistic migrants earn higher wages and are less often unemployed. We show that our results cannot be explained by selective migration or omitted origin-country variables.

THE TEACHING ADULTS WITH USING TRAINING TECHNOLOGIES: PSYCHOLOGICAL ASPECTS

The article deals with a survey of the literature on the problem of the teaching adults specificities. Training technologies are defined as one of the most effective teaching methods by the author. The paper aims at providing a theoretical and methodological analysis of research papers on the selected problems and describing the introduction of training technologies into teaching adults, taking into account psychological factors. The paper studies the ways of using training technologies for the education of people of different professional categories, which are connected education, and professional training of specialists; concentration on improving adult education; learning occupational retraining; adaptation for dynamic changes of the adult education system; the necessity of reskilling specialists; emphasis on the need to develop a personality. The experience of foreign and domestic scholars in the field of group work with clients has been analyzed. The present paper concentrates on analyzing the basic concepts of the training activity and its critical aspects: cooperative learning; the activity of training recipient; own purpose of learning; the "here and now" principle; the atmosphere of interactive classes; the combination of different individual teaching styles. The article gives a detailed analysis of the effectiveness of training technologies for adult education and the functions of training: education, development, motivation, communication, relaxation, etc. The components of class activity with using training techniques have been demonstrated, namely planning a training session, training process, and self-improvement. The results highlight definite features of adult education activities that have to be brought to attention for learning organization have been considered. The definite features of adult education activities that have to be brought to attention for learning organization have been considered. Distinct definition of the status and established responsibilities of training organizers. Special attention was paid to the age and individual-psychological characteristics of adults and the knowledge that is used by them. Grown-ups are more responsible and have many more duties related to social status. There is an opportunity to easily express their own opinions, take an active part in group discussions, games, receive feedback, do reflection, etc. A number of obstacles, which may prevent effective adult learning based on psychological and educational things, were described with particular attention. There are influence traditional methods of teaching, the discomfort for the duration of the study, a low level of productivity and motivation, the absence of information on effective studying in the list of impediments. Finally, results show that it is crucial to notice the intensive processes of creating new learning models, developing innovative pedagogical technologies that can implant in various levels of the educational system.

Andragojik Öğretim İlkeleri Ölçeği: Geçerlik ve Güvenirlik Çalışması

The purpose of this research is to develop a scale to determine the extent to which educators, who are involved in various activities in the field of adult education, implement the andragogical instruction principles. The developed scale was applied to 341 educators conducting adult education activities in various provinces in Central Anatolia. Within the scope of validity studies, exploratory factor analysis (EFA) was performed with SPSS 24.0 program. As a result of the analysis, a three-factor structure ("involving in the learning process", "structuring the learning climate" and "associating with experiences") explaining 52.33% of the total variance and consisting of 22 items was obtained. In the second phase of the research, the fact that it had 3 sub-factors was confirmed with confirmatory factor analysis (CFA) and Lisrel 8.80 program. Alpha coefficient for the overall scale is .90, reliability coefficient of the first sub-dimension is .88, the second sub-dimension is .79 and the third sub-dimension is . 81. In the third phase of the research, the test-retest method was applied. While the mean and standard deviation of the scale were found to be 3.85 and 17.32 in the first application, they were determined as 3.67 and 21.28 in the second application. The Pearson correlation coefficient was detected as r=0.56 and it was significant at the level of p=.05. As a result of the research, it was determined that the scale of andragogical teaching principles developed for educators was a valid and reliable scale.

Gender Sensitivity of Adult Education Activities of Community-Based Organizations in Ghana

Gender and gender-related issues have threatened to disrupt the perceived community developmental outcomes community-based organizations (CBOs) strive to achieve. This is because women are viewed as ‘second class' citizens of most patriarchal African communities. To understand how CBOs are transforming the uniqueness of women in development in Ghana, a field study was conducted with fifty-seven (57) CBO heads and twenty (20) heads of beneficiary groups to investigate the gender sensitivity of Adult Education (AE) activities of CBOs in the Akuapem North District and how these activities help in empowering women in various community activities. The issue of inclusion of women in AE activities by CBOs is generally agreed on in principle in the communities. It was agreed the AE activities empowered women to have self-confidence to take part in development work among others. Recommendations are that CBO policies to ensure gender equity in AE activities should be critically looked at and necessary changes be made to actively involve more women in community development and education work.

Issues of Lifelong Education for the Disabled and Voices of the Field: Focus on the Case of Gunsan

2016년 「평생교육법」의 개정 이후 우리나라는 장애인 평생교육에 대한 국가와 지자체의 책임을 강화하고 평생교육과의 일원화된 체계를 구축해 나가고 있다. 장애인 평생교육 진흥을 위한 계획이 수립되고 운영 및 전달체계가 구축되는 현 시점에서 연구자는 세 가지 명확히 해야 할 쟁점이 존재한다고 판단하였다. 첫째, 장애인 평생교육의 개념을 명확화 함으로써 교육대상과 교육내용을 분명히 할 필요가 있다. 둘째, 장애인 평생교육에서 지향하는 통합의 구체적인 의미가 무엇인지에 대해 논의할 필요가 있다. 셋째, 운영 및 전달체계에서 나타나는 여러 학문 분야 및 전문직의 중첩성 문제에 대한 대응방안을 논의할 필요가 있다. 논의의 활성화를 위해 이들 세 가지 쟁점에서의 불명확성이 실제 장애인평생교육 현장에서 어떤 문제를 야기하고 있는지 구체적으로 살펴보는 것이 도움이 될 것이다. 이에 군산시 사례연구를 통해 이들 세 가지 쟁점에 대한 장애인 당사자와 평생교육 관련자의 목소리를 담아 정리하였다. 연구결과, 첫째, 장애인 평생교육은 장애성인을 대상으로 지역사회에서의 삶의 질을 증진하는 것을 목적으로 하는 교육활동으로 개념화해야 한다. 둘째, 평생교육에서 통합의 방식은 성인기 장애인의 생애주기와 욕구를 반영하여 폭넓게 규정되어야 한다. 즉, 비장애인과 함께 교육받는 것 뿐 아니라 장애유형 및 정도의 차이를 고려한 분리교육까지도 욕구에 따라 선택할 수 있는 것이 중요하다. 셋째, 성인 장애인의 교육에 대한 욕구는 단지 수업 받는 것에 대한 욕구로 국한될 수 없으며, 소득, 고용, 복지를 포함하는 전체 삶의 영역과 연계되어야 한다. 이를 원칙으로 장애인 평생교육 운영 및 전달체계가 구축되어야 한다.For the building of operating and delivery systems of lifelong education for the disabled, three issues should be addressed. These are the concept of lifelong education for the disabled, the specific meaning of integration aimed at lifelong education for the disabled, and ways to cope with overlapping and segmentation between various disciplines and professions in the operation and delivery system. Through the case study of Gunsan city, the voices of disabled persons and lifelong education workers were summarized on these three issues. The results of this study are as follows: First, lifelong education for the disabled should be viewed as educational activities for adults with disabilities. Second, integration in lifelong learning should be broadly defined to reflect the life cycle and needs of adults with disabilities. In other words, it should be possible to choose both the integrated class and the separated class by their needs. Third, the needs for education of adults cannot be limited to the needs for classes. The lifelong education system for disabled adults should be built on the principle that it should be linked with the whole area of life including income, employment, and welfare. Therefore, the lifelong education system of the disabled must cooperate with other disciplines and policy areas such as employment and welfare of the disabled. It is necessary to train lifelong education specialists who embrace experts from other fields.

Foreign-Born Adults’ Participation in Educational Activities: Evidence From Europe

This article demonstrates that foreign-born adults in Europe tend to participate less in adult education activities compared to native-born adults living in the same country. However, this is mainly explained through the job-related nature of nonformal education. Foreign-born adults tend to participate more in formal adult education than native-born adults in a range of countries. Based on analyses using data from the Organization for Economic Cooperation and Development Programme on the International Assessment of Adult Competencies (PIAAC), this article shows that participation rates in European countries are mainly determined by adults’ educational attainment and having a job and that countries with overall high participation rates have higher participation rates among foreign-born adults as well. Exploring the participation in adult education of foreign-born adults in European countries is important, as it is known that those adults perceive difficulties in finding a job and having their foreign credentials recognized in the new country context. Participation in adult education courses might help them in learning new or maintaining their already existing skills.

Incorporating ecotourism into social education (shakai kyouiku 社会教育) and lifelong learning (shougai gakushuu 生涯学習) in Japan

This paper examines the benefits of incorporating ecotourism programs into the adult education curriculum. Social education and lifelong learning ( shougai gakushuu) are terms used to refer to adult education and related activities in Japan. Adult education originated immediately after Second World War with the enactment of the Fundamental Law of Education (1947; revised in the 1980s). Since the mid-1980s lifelong learning has been the more commonly used term. Lifelong learning involves not only going to school to learn how to read and write, it can also involve the learning that takes place outside the classroom—through volunteering, outdoor activities, sporting events, and so on. A literature review was conducted as the means to pursue the aim of introducing ecotourism into adult education. Education for Sustainable Development was examined to see how its contexts can be applied to Japan’s adult education. This paper is aimed specifically at how the host community can learn, from adult education centers in their communities, to practice a sustainable ecotourism. Although there have been researchers and communities who are against ecotourism practices, this paper maintains that, with proper education in night schools and adult and community centers, of the benefits of ecotourism these communities will accept and welcome ecotourism. However, the government first needs shakai kyouiku to re-examine and re-write the adult education curriculum so as to include ecotourism.

Adult education as corporate social responsibility in Canadian mining companies: performing the good citizen for greater self-regulation

This paper examines the underexplored role adult education activities play as part of Canadian Mining Companies’ corporate social responsibility (CSR) efforts. We argue that adult education as CSR provides companies with a symbolic capital they can draw upon to detract from government oversight, increase profits, and continue operations. Taking place within a structure of increased corporate power and lacking any regulatory framework, CSR is often divorced from the overall ethos of a company. Moreover, the impact of adult educational initiatives on individuals and communities remains largely unknown, highlighting the need for further research.

IbM Pemanfaatan Tanaman Eceng Gondok (Eichornia crassipes) untuk Kerajinan Tas

Water hyacinth (Eichornia crassipes) is floating aquatic plant that reproduces very fast so it is assumed to damage aquatic environment. Other negative assumptions about the plant are that it can cause the flood. Fortunately, there is now a partner, PKBM (Center of Adult Education Activities) Alkaromah in Cililin, Bandung who has already utilized the plants to be bag craft. However, there are several obstacles faced by the partner. The problems are the lack of practical management of bags manufacture made from water hyacinth; started the process of revocation, drying, selection, splitting and weaving. The impractical management also leads to the results of work that are too time-consuming so it is late in answering market demands. Based on the situation, we as the Executive Team of IbM has assisted the Partner to make pressing machine to facilitate the utilization of water hyacinth to be bag craft. The IbM implementation aims to improve the quality of business management and expedite the process of drying and weaving water hyacinth by saving much time. Consequently, the pressing machine has produced significant impacts; the process of drying and weaving hyacinth no longer takes a long time and the results show the quality improvement. To increase the maximum benefit, the Executive Team and Partner also discuss the market share of products. Other efforts are also discussed to make the patent rights to obtain legal protection from the government. This is the preventive step to avoid others from conducting work recognition.

Aspects of Community-based Adult Education Activities in NalueiWard of Mongu District, Zambia

Aspects of Community-based Adult Education Activities in NalueiWard of Mongu District, Zambia

Investigation of Participation in Adult Education in Turkey: AES Data Analysis

The aim of this study is to identify the determinants of participation in adult education in Turkey. The analysis is conducted using the Adult Education Survey (AES), conducted by TurkStat. The results indicate that economic growth in the sector of employment significantly and positively affects the odds for adult education participation. The data also show that the characteristics of men and women who take courses in the most popular fields of education vary. For example, younger, more educated, and employed individuals are more likely to take part in adult education activities in Turkey. A person with no education or only a primary school education is not as active in adult education, independent of gender. The results of this study indicate that policy makers in countries like Turkey need a strategy for encouraging adult education participation among individuals with limited formal education.

Non – Formal Education Activities For The Enhancement Of Knowledge And Skills: Investigation Of Non-Explicit Motives For Participation

In recent years, more and more adults are seeking for opportunities for additional professional engagement and strengthening their position. Non-formal education offers such a pathway since they are designed to better suit the specific needs of adults. But to make this possible, it is important to direct the relevant scientific research towards analytical investigation of needs and incentives which motivate adults to participate in non-formal education. This investigation is useful to be directed in points beyond the obvious (e.g. acquisition of additional qualifications) to identify particular issues (e.g. need for communication) which should be taken into account for the design of efficient seminars. The purpose of this study was to contribute to the above direction by identifying individual approaches and social needs which affect participation in such actions. By focusing on specific subjects of training, literature study and surveying using questionnaires and focused interviews, it was revealed that apart from the obvious goals of acquiring new knowledge and skills, there are other "internal" needs of adults who urge them to participate in seminars. These have to do mainly with two categories of needs: - The strengthening of self-confidence in relation with continuous developments of our time - The need to improve and strengthen social relations These findings are an important basis for feedback on specific elements that are not often recorded and which should be taken into account during the needs analysis in order to design adult education activities.

Adult Learning, Adult Skills and Innovation

Adult Learning, Adult Skills and Innovation Richard Desjardins, Thomas Lans & Peer Ederer This is the accepted version of the following article: Desjardins, R., Lans, T., & Ederer, P. (guest editors) (2016). Adult Learning, Adult Skills and Innovation, European Journal of Education, Volume 51, Number 2. pp. 141-294. DOI: 10.1111/ejed.12175. A broader link between adult education and innovation has been highlighted by a number of scholars and analysts in recent years. Overall, a strong correlation can be observed at the country level between adult education activity as measured in the EU Adult Education Survey and innovation performance (CEDEFOP, 2012). Tellingly, this correlation is found to be stronger than that between the proportion of higher education graduates and innovation performance. One interpretation of these data is that tertiary education itself is not sufficient for innovation. That is, higher learning may need to be complemented with adult education, including training and workplace learning, in order for it to make a significant contribution to innovation. Moreover, innovation is not just something that highly-educated people do or something that happens only as consequence of specialised researchers working in R&D departments. It involves workers across the skill spectrum. The idea that continuous learning is part and parcel of innovation processes is intuitive. Yet, many policy makers, scholars, and practitioners, such as human resource managers fail to grasp the need to develop and nurture broad-based adult learning systems at the country, regional or organisational level. Is adult learning in all its forms strategically fostered to enable innovation? Can it be or should it be? It is easy to see that these questions have important implications for the EU agenda on innovation. Not least, innovation and entrepreneurship are considered to be key for the creation, development, growth and long- term survival of firms. European statistics are indicative here, as they show that 72% of the European companies have introduced at least one innovation in their company over the period 2012-2105. These innovations consist in a wide range of domains, new or significantly improved services (45%), goods (42%), organisational methods (38%), processes (32%) or marketing strategies (32%) (Innobarometer, 2015). The topic of innovation and entrepreneurship is important because it is directly relevant for outcomes, such as a start-up or the introduction of a new product, process, practice or service. But scholars increasingly acknowledge that innovation is not just about outcomes, it involves processes of learning and communication. Yet, in practice, it continues to often be approached from a narrow perspective. Take, for instance, well-documented proxies for innovation, such as R&D investment and patent data. The notion behind these proxies is that innovation is a result of a linear process in which universities, research institutes and R&D departments are the core players. Knowledge is created by the research institutes and subsequently finds its way into new products and processes – the so-called Science, Technology and Innovation (STI) mode of innovation (Jensen et al., 2007). Based on this view of innovation, one might conclude that the European food industry is not very innovative compared to other European manufacturing industries. However, this perspective neglects the fact that many innovative firms do not perform R&D and that a large proportion of innovations are not patented. The practice of patenting varies widely according to sector, but this does not mean that innovation does not occur in sectors with fewer patents. To illustrate the dynamics involved, recent research highlights the importance of interactions with suppliers, customers, stakeholders and other forms of multi-stakeholder processes and feedback from the market as key modes of innovation (Arundel et al., 2007).

Investigación en la “otra economía”: métodos y técnicas de análisis

Abstract. This paper presents a set of techniques and analysis strategies used by the authors in the evaluation of an agro industrial company that is part of the social and solidarity economy. The purpose of this effort was to understand how the workers viewed the company and their role within this small community. The challenge of the research was intensified by the multicultural composition of the group. The research proceeded from an ontological perspective of critical realism and an interpretative epistemology, presupposing that the actions of individuals are shaped by collective social processes in specific times and places. Key informants were direct participants in adult education activities sponsored by the company and their parents, also employees. Apart from the semistructured interviews, other data sources were participant observation and field notes. The techniques used were effective in building a picture of the company based on the words and thought patterns of the informants, providing the basis for the formulation of recommendations for changes in the organizational structure and operational parameters of the business. One of the findings was that the systematic use of the techniques described in this paper allowed for a better understanding of abductive inference as a methodological approach. The methods and techniques described can be used and adapted by other researchers to extend further the generation of knowledge about the social and solidarity economy. Keywords: social and solidarity economy, nontraditional agribusiness, abductive inference, qualitative methods.