Future Of Adult Education Research Articles

Lifelong learning in a globalized world: The need for critical social theory in adult and lifelong education

ABSTRACT This paper traces the evolution of discourses around the role of critical social theory in the field of lifelong education that have played out in the pages of the International Journal of Lifelong Education and elsewhere in the field, beginning with early critical theoretical discourses, a consideration of the impact of some key theorists and topics in the field, and then exploring the impact of feminist discourses and postmodernism and increasing interest in issues pertaining to identity. It raises questions about the future of adult education, given the rise of neoliberal values that threaten to undermine the historically critical social purpose focus of adult education. Due to neoliberal influences in academe, scholars may be concentrating on the dissemination of findings from externally funded research studies rather than focusing on the development of theoretical perspectives that provide an integral foundation for the field of lifelong education. The advancement of theory helps the field of adult education to explore global issues challenges that need to be addressed and develop analytical perspectives that address diversity and inclusion issues. Theory offers a framework to explore and inform policy development, to analyse research, and to develop democratic pedagogical practices for adult learners.

COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

COVID-19 and the Future of Adult Education: An Editorial

COVID-19 and the Future of Adult Education: An Editorial

Humanism Within Globalization

The complexity of adult learning connects it to almost all other facets of human endeavor. Consequently, the future of adult education depends, to a large extent on who participates and the quality of such participation. Quality participation, when teamed with environments committed to a concern for humanity, launches opportunities for varied distribution of power and is thus a catalyst for individual growth, change, and development. Analyzing who participates in adult learning, why they can or cannot participate, and what happens when they actually do, offers an examination of factors that ultimately contribute to overall participation in adult learning environments.

A Conversation with Sharan Merriam: Globalization and Adult Education

On September 22, 2011, Sharan Merriam visited Brock University to give a Distinguished Speaker Lecture entitled "Globalization: Challenges and Opportunities for Adult Education." Based on her research about the future of adult education within a global context, Merriam’s lecture sets the tone for this special issue on the impact of globalization for adult education and higher education. Merriam (2010) unpacked the phenomenon of globalization, connected it to the knowledge economy, and situated it within a contemporary, political, social, cultural, and educational context. Merriam (2010) highlighted the need for consideration of the trends and trajectories in adult education related to globalization as "adult education does not occur in a vacuum" (p. 408). She emphasized the need to consider research on lifelong learning that has been impacted by global education. Merriam’s work further highlighted the need for the sharing of knowledge among international educators in a global context.

The Future of Adult Education

It is an interesting assignment to think about the future of adult education. In fact, it is an assignment I have the graduate students in my Introduction to Adult Education class at East Carolina University consider during one of our course units. In that unit, which occurs after examining the history of adult education, we consider where our field is heading. Not surprisingly, responses to this question are as diverse as the students in the class and as diverse as the field of adult education itself. Most students are excited about the future and interested in considering how their interests, education, and particular skill sets might best serve them in the field of adult education. Many who work in the field of adult education bemoan the lack of resources, institutional ambivalence, and other obstacles. Almost all students discuss their interest in working with adult learners and underlying motivation for helping adults learn and grow. Some comment on the diversity of the field, as represented by the many different jobs held by the members of the class. Despite the differences in backgrounds, career goals, and interests within the field, in the end, some common themes emerge. We agree that passion for helping adults learn and being present when light bulb moments occur is what drives us to do what we do. It is what motivates us and keeps us going as adult educators. We are also optimistic about the future and enjoy speculating about what the future of adult education holds for us. As a member of the Board of Directors for the American Association for Adult and Continuing Education (AAACE), and now as incoming President-Elect, I have also been considering the future of our discipline. AAACE recently completed a strategic planning process and evaluated where the organization stands and where it is headed. Through a member survey and self-assessment, AAACE examined how the board can best serve the needs of members and promote the organization and the discipline. As a result of these discussions and my own contemplation, several themes emerged that may hold the keys for future success for AAACE and the field of adult education. The Future Means Being Flexible We can look at the concept of flexibility in several different ways. Technology, for example, provides adult educators and learners flexibility in program delivery methods and access to formal education. This does not mean traditional face-to-face teaching will become obsolete. It simply means we can be more innovative in the options we offer learners. Flexibility also allows us to be more responsive to learner needs. Gone are the days when adults stayed in one job for their entire lives. Now, people change jobs and entire career paths on a regular basis. Often, they need education as part of these transitions. Furthermore, demographic shifts mean retiring baby boomers are looking for leisure-time learning activities. Social justice issues in our world continue to evolve. The demand for adult basic skills education continues to increase. As adult educators, we need to be flexible in response to the changing needs of adult learners and ready to provide the educational opportunities they need, when they are needed. Flexibility means we at AAACE must continually evaluate the products and services we offer our members and make changes when appropriate. The recent additions of the Special Interest Group on Sustainability and Environmental Adult Education and the Special Interest Group for Labor/Workforce Education are good examples of responsiveness to the changing field of adult education and new needs of our members. We must be open to the opportunities that present themselves as the field of adult education evolves. The Future Means Using Technology Wisely As noted above, technology has changed the way we educate adults. It has also changed the way we communicate. We at AAACE are always looking for better ways to communicate with members and now use Facebook, Twitter, and LinkedIn and continuously work to improve the AAACE website. …

The future of adult education in the military

AbstractProfessional military education is drawing on the principles and learning theories of adult education. With a desire to educate service members for higher‐order thinking, the focus trends toward improving critical‐thinking skills and creating an organizational learning environment. Enhancing the relationship among adult educators and the military offers an opportunity to achieve a learning organization sooner while developing the intellectual capital of service members.

Perspectives on Adult Education: Reflections on the 2010 Handbook of Adult and Continuing Education

As one of the co-editors of the Handbook of adult and continuing education, 2010 edition, I have been asked to write a brief column on trends in research. I find this a daunting, and for me, impossible task. First of all, I was one of three co-editors and I do not feel comfortable speaking for the others. Second of all, I do not feel that I have a firm handle on all of the differing aspects of adult education research. Certainly, some of the more tantalizing aspects of research in the field deal with the varying aspects of informal and nonformal learning, especially the kinds of learning gained through popular culture, museums, and trolling the internet. Some of the work on transformative learning is also part of a strong trend within adult education research. In addition, the study of the perceptions of students and teachers in more formal settings can add enormously to our understanding of the teaching/learning dynamics. Yet, while I find these trajectories interesting, I also feel that the field itself has lost its focus. I am not sure where all of this will end. The meaning of adult education has traditionally been a contentious area. For this reason alone, the future of it is always in doubt. In the first place, the very definition of adult education is fraught with problems. Is all learning educative? How do we categorize the multitude of nonformal and informal learning endeavors that can lead to profound, even transformative change? Academics have a need to delineate the field in a way that practitioners do not. After all, the work will go on regardless of the name. From the vantage point of the most recent handbook, it is fair to ask, what we can tell about the future of the field, rather than simply the future of its components. Although it would be nice if the Handbook could serve as a blueprint for the future, I see it more as a snapshot of the present or more specifically an aspect of the present. Thus, the Handbook examines the state of research, illuminates key issues, and points out controversies. From the perspective of the Handbook, we came to think of adult education as an intellectual commons, where various concepts and theories could be engaged, explored, and examined. Adult education, unlike schooling, is not bound by a building or organization. Therefore, it is always questionable about whether it is a field, a profession, or a discipline. This has been an ongoing debate in the field, and I do not intend to engage in it here. However, at heart, this is the key question I believe. If we do not understand what kind of entity we are discussing, it is very difficult to really consider its parameters, philosophy, or even purpose. There is some discussion of policy, or the failure thereof, but really the central question is the future of organized adult education or adult education as an entity. Certainly, the enterprise of adult learning will continue to take place in a variety of settings. Adult education transcends disciplines. That was perhaps the most daunting aspect of the Handbook. It is very difficult to step outside of our own academic silos and figure out the big picture. If we think about the future of adult education, we can divide up the question into approximately three areas: the future of practice; the future of academic research; the future of the field. I will deal with each of these, although my focus is primarily on the last. First of all, in terms of practice, there is no question that the practice of adult education is strong and vibrant. One could argue that in fact most of higher education has become focused on what used to be considered the non-traditional student. Additionally, the added interest in the education of veterans has led to a rethinking of the services offered to veterans, the problems they face (and have faced) and the ways that their needs can be accommodated. While higher education has expanded its practice of adult education, basic education has been contracting. …

The Future of Adult Education in the Urban African American Church

Throughout societal transformations and trends, adult education has been available, providing relevant and personal learning needs for adult learners. Such has been the case in urban communities. However, our urban communities have experienced a transformation of sorts. Once thriving with numerous businesses and churches, they no longer enjoy the advantages they once had. Despite transitions in urban centers, the African American church has remained a stronghold. Historically, the church has provided education in some form. In the face of continuous decay of some urban communities, it appears the church’s future adult educational role will not only continue but be enhanced for several reasons.

Educational generations and the futures of adult education: a Nordic experience

In this study of the meanings of education and learning in people's lives, educational generations in Finland were investigated. The analysis is based on Karl Mannheim's concept and theory of social generation. This approach resulted in the differentiation of four educational cohorts living in contemporary Finnish society, three of which provided distinct core life experiences and educational experiences for analysis. These are: the war generation with scant education (born before 1935); the generation of structural change with growing educational opportunities (born 1936–55) and the welfare generation with many educational choices (born after 1955). This article, reviews the characteristics of these generations, and analyses the dynamics of their educational courses and experiences. It is concluded that their core experiences of education can be summarized in two basic narratives: the narrative of national culture and that of economic structural change. Finally, it is argued that such generational change reflects the more general rationalization of Western culture and society. Based on this argumentation, the future of adult education based on the application of Weberian social theory and its conceptions of material and formal rationality are considered.

The change of South Korean adult education in globalization

Adult education in South Korea has been faced with rapid change under globalization since the 1990s. This article tries to describe the current situation of South Korean adult education and to point out emerging problems. Many problems experienced in South Korea are appearing in other countries, as some of them have been caused by globalization. Therefore, international co-operation is required to resolve those problems and deal with the future of adult education.

Narrating the good life: illuminations

At present, the Western world is characterized by several profound crises which have meant many redefinitions of people's lifeworlds. If the crises are not a question of material reproduction but of cultural reproduction, it is imperative to know how people interpret their ordinary lives and what their conceptions of the good life are. In this article the question of the good life is dealt with from two different perspectives. The first source of discussion comes from theoretical texts. The second sources of discussion, or empirical illuminations, are adult learners' written narratives about their conceptions and meanings of the good life and how they tell about it. In conclusion, the future of adult education on the basis of preceding discussion will be considered.

Euro‐Delphi: a comparative study on the future of adult education in 14 countries between 1993 and 1995

(1996). Euro‐Delphi: a comparative study on the future of adult education in 14 countries between 1993 and 1995. International Journal of Lifelong Education: Vol. 15, No. 2, pp. 125-138.

Soft Systems Approach in Creating Future Readiness for Vocational Adult Education

Abstract This study investigates the structure of future readiness. A soft systems model of future readiness was explored empirically through elements taken from the educational development project Adult Education Now! Campaign (AENC), organized in Finland 1989‐90. One hundred and four vocational institutions out of a total of 466 took part and presented initiatives for the development of vocational education. Questionnaires were mailed to people responsible for adult education in these AENC participating institutions. The adult educators were asked to present future perspectives and development strategies concerning the future of adult education. One hundred and seventeen (N = 117) adult educators responded to the questionnaire. Based on the results, the author concludes that future readiness consists of integration between (1) educational development strategies, (2) industry and employer needs, (3) situations where a concrete educational need or a development idea for adult education has emerged, and (4) adult educators’ future perspectives. Finally, a description of the steps taken when practitioners were discussing forecasting problems is given.

Threats, Utopias and Development Continuities in the Future of Adult Education

Abstract This study is based on the hypothesis of futurology stating that future images influence in many ways the present activities and decision‐making of both individuals and communities. The purpose was to forecast various possible future developments in adult education based on future images of adult educators (N = 117) working in Finnish institutions of vocational education. The information was gathered by mailed questionnaires which were collected at training sessions arranged by regional governments for adult educators. The data contained 832 future images. Threatening and desirable images associated with the functions and resources of adult education were most frequent. There were least mentions regarding continuities and the organization and process of education.

The future of adult education in Ireland

The future of adult education in Ireland

Notes on the future of adult education

“During the past decades, adult and continuing education experienced exhilarating growth and repeated success in the face of institutional indifference and worse, and low levels of financial support compared to ‘mainstream’ education…. Adult and continuing education is ‘in’ these days”.

The Future of Adult Education. Fred Harvey Harrington

<i>The Future of Adult Education</i>. Fred Harvey Harrington

The Future of Adult Education

The Future of Adult Education

The Future of Adult Education

The Future of Adult Education