Adult Education Practice Research Articles

Adults' Attitudes and Opinions Towards Elements of Promotional Mix and Promotion of Adult Education Programs

Following modern global trends in the commercialization of education and adopting the lifelong learning concept, as well as rapid development of adult education in Bosnia and Herzegovina, this research connects the adult education field with one of the vital management models in each organization/company's practice – marketing management. The number of adult education providers is increasing, but practical tools and research of their scope of work are in deficit. With the intention to contribute to the improvement of the theory and practice of adult education and marketing management and to help adult education providers adjust their promotional messages to their target groups, for the purpose of this research, the population of adults is divided into four generations: Baby Boom, X, Y and Z. This research aims to understand opinions and attitudes of the four generation's representatives on the elements of the promotional mix of educational institutions and determine whether changes between them exist or not. A qualitative research approach has been used in collecting primary data with focus groups as the main research method. The final result of this research is a projection of twenty recommendations to adult education providers (public and private schools, organizations and adult education centers), which are not only applicable in these education institutions. Other companies and organizations creating offers for age-segmented markets could also benefit greatly from these recommendations.

Akademska profesionalizacija i hibridni profesionalizam u obrazovanju odraslih

Discourse on professionalisation and professionalism is a longstanding focus in adult education practice and research. Drawing on the theoretical framework of Freidson (2001) and Noordegraaf (2007, 2015), this qualitative research combined an explorative method and an in-depth analysis (Nutt Williams & Hill, 2012; Williams & Morrow, 2009). It focussed on the comparison of adult education programmes at the Master's level in three countries (document analysis), and the critical reflection on logics of action three adult educators of the referred countries themselves use to describe their work (semi-structured interviews). Thematic content analysis was used to examine data concerning academic professionalisation and professionalism in adult education. Findings showed that the extent of promoting professionalisation appeared differently in each country, depending on the social and historical contexts and the interplay among several factors within which higher education institutions offering programs on adult education are settled. In addition, the practice of adult educators expressed by themselves involved several logics of action. This study highlights the presence of hybrid professionalism in adult education.

Boundary Experiences in Canada: ‘Doing Migration’ and the Role of Adult Education

Adults’ engagement with international boundaries can prompt reflection of pedagogical and social work practice. This paper reports findings from a qualitative dissertation project that explores how people learn when moving to a new country. Taking a doing migration perspective which brings into view performative aspects of mobility and migration, I draw on narrative interviews conducted with individuals with tertiary education who moved to Canada as adults. Using the documentary method, I identified three forms of boundary engagement as enduring in-betweenness, navigating boundaries, and solidifying boundaries. The findings suggest that a more nuanced understanding of the different forms of boundary engagement may be useful to expand social work and adult education practice in the context of migration and international mobility to create new spaces for reflection and learning.

Main methodological challenges faced by Youth and Adult Education (EJA) teachers

The present work identifies the main methodological challenges teachers face in developing Youth and Adult Education (EJA) teaching-learning process. It raises a discussion on the subject at its most critical point of teaching activities in the classroom: the adequacy of teaching methods and techniques to the reality of students in this modality. The general objective of the research is to point out the main methodological challenges teachers face in the pedagogical practices of Youth and Adult Education. Unlike the strategies and methodologies developed linked to other levels and modalities, in regular education, we seek to understand through qualitative research and bibliographical studies a) the historical advances of EJA in Brazil, b) the advances of the Laws of Guidelines and Bases of National Education for EJA, c) international conferences and the National Education Plan and d) proposals that consider the specificities of young people and adults. We took a more subjective look at the treatment of content about the aspirations of EJA students. Youth and adult education is marked by a high dropout rate, little time to work on the content, and a small number of classes to fully develop concepts. These aspects are very different from elementary school students with the same education level—teaching at the time is considered correct. In addition, the results showed that teachers face methodological difficulties in reaching the EJA public, and this is due to 1) students' limited availability of time, 2) the short duration of the course, 3) lack of student motivation, 4 ) lack of own methodologies for EJA, and, 5) disregard of EJA classes with the reality of students' lives.

Prospects for Adult Learning and Global Change: A Canadian Perspective with Recommendations for Professional Practice

This article examines how changes related to the processes of globalization are impacting teaching and learning practices and presents a vision for the future of adult education. By examining these changes, with the purpose of understanding their relevance to adult education, the author makes recommendations for how to adapt to new landscapes of work and learning. Three key recommendations to strengthen adult educators’ professional practice are presented based on literature in the field of adult education and professional practice. These three recommendations are to engage in critical reflection, develop communities of practice and commit to lifelong learning. While each of these recommendations are distinct, they are mutually reinforcing to support adult educators' practice and prospects. Adult educators can be influencers in fostering transformation through learning that will shape and strengthen the future. This is more relevant than ever in the ramifications of the COVID-19 pandemic. Discovering what to be aware of and incorporating awareness of the potential for adult education to inspire positive change will promote personal and professional success in practice.

Promoting migrant HL, good practice in adult education and lessons learned for other interventions

Abstract Problem Migration is a global phenomenon, and migrants face myriad challenges, e.g., building context-specific health literacy (HL). To sustainably promote HL, translations, interpreters, or programs in other languages are insufficient. Courses that promote HL holistically are needed, e.g., second language courses. In the SCURA research project, part of the HLCA Consortium, we ethnographically studied language courses and developed interventions. The insights gained are relevant not only for courses promoting HL of migrants or in Germany but also for other target groups and countries. Description Based on extensive ethnographic research, we participatory created interventions to promote HL. As language courses promote HL to varying degrees but are severely limited by the rigid conditions and support, we identified strategies to improve HL therein and ensure uptake and sustainability: add-in, pimp-up, dive deeper. The multimodal intervention consists of an extensive collection of teaching ideas, materials to prepare and reflect on sessions, and a 6-part teacher training (in-house, online, and self-study course, based on adult learning principles). The 90-minutes sessions address Health in Language Courses, Health and Me, Using materials, Critically Analyzing Materials and Developing Empowering Activities, Promoting Family HL, and Mental HL. A hands-on tool was developed to help teachers intentionally promote the seven components of HL. Results The preliminary results of the ongoing evaluation showed that the flexibly adaptable and applicable offerings, the online workshop, and self-study courses, were well received. The teachers liked the choice of topics and the combination of short inputs and many recommendations for practice. Lessons The project’s success relies on knowing the context and setting, considering the needs of all stakeholders, and developing offerings that are a relief but not an additional burden, and that can be easily integrated into the program. Key messages • A thorough ethnographic understanding of the course is key to developing interventions that will be perceived to be appropriate and relevant. • HL promotion should integrate teachers’ HL, informal occasions on health information exchange, diverse and multilingual ways to engage with health information and a systematic, deliberate development.

The Faure report, Sylvia Wynter and the undoing of the Man of lifelong learning.

It is rare in contemporary times to encounter international education policy reports that inspire hope and excitement for the future, such as we are offered in the 1972 report of the International Commission on the Development of Education set up by UNESCO in 1971 and chaired by Edgar Faure. Learning to be: The world of education today and tomorrow, also known as the Faure report, is both philosophical and"of a practical nature", aiming "to lead to action". Faure and his collaborators offered governments, scholars and educational actors evocative concepts for a society-to-come, such as lifelong education (and later, lifelong learning), the learning society, international solidarity and personalised learning. Animating the report and its imaginary of lifelong learning is "the ideal of the complete man", a modernist project to realise Man's destiny at thecentre of the universe. The Faure report and the ideal of lifelong learning continue to inspire education policy today. But in the context of climate crisis and deeper global inequality, what kind of enabling future is possible under the guidance of the exclusionary story of Man-as-human? To what extent can the Faure report continue to inspire? This article brings the Faure report's utopia of Man into conversation with Black feminist theorist Sylvia Wynter, exploring the idea central to Wynter's work that if learning is the way out of perpetual crises, of socio-biological collapse, a force for equity, democracy and justice that the authors of the Faure report envisioned it to be, then it must be de-coupled from the overrepresented, biocentric, 'referent-we' of Man-as-human. Wynter proposes a different future for humanness. The article concludes by speculating what this future might suggest for the material grounding of scholarly practices in adult education and beyond.

Education in The Period of Adult Development and Its Implications on Education

This research looks at education in adult development and how it affects education. This study is motivated by the rapid advancement of science, technology, and communication at this time, which necessitates the development and improvement of human quality as a solution to face the current of modernization; thus, an educational process is required that can play an active role in following changes and developments that exist both now and in the future. Recognize that adulthood is a time when you have reached a mature and complete view of life, which can be achieved through consistent decision-making. However, it frequently appears when people fail to recognize the significance of adulthood and middle age. The goal of this study was to examine and analyze education during the adult development period, as well as its surprise in education. This study employs an approach approach in data processing through literature analysis, particularly literature descriptions. Helping people face life's problems objectively, assisting adults with problem-solving skills, assisting people in changing social circumstances, and assisting people in acquiring or skills required to complete their life needs are all realizations of adult education practices that are frequently overlooked.

Cross-institutional Leadership Collaboration: Toward the development of a peer-mentoring framework of practice in adult online education

Because of high economic volatility, ongoing competition intensification, and the recent COVID-19 global pandemic influence, more and more education institutions are looking for efficient ways to serve their adult learner population. This article introduces a peer-mentoring framework of practice to help education institutions develop healthy cross-institutional leadership collaborations. This framework builds on three pillars: Developing a shared vision, respecting diversity and differences, and streamlining communications. An adult distance education consortium located in the U.S. is discussed as an example to illustrate how this three-pillar peer-mentoring framework of practice can be used to help make cross-institutional leader collaboration a success.

Nurturing a Democratic Planning Process: A Qualitative Case of Every Student Succeeds Act Requests for School Library Funding

Abstract Using bounded rationality in decision-making by Simon, H. A. 1957. Administrative Behavior: A Study of Decision-Making Processes in Administrative Organizations, 2nd ed. New York: Free Press; Simon, H. A. 1976. Administrative Behavior: A Study of Decision-Making Processes in Administrative Organizations, 3rd ed. New York: Free Press) and planning theory by Cervero, R. M., and A. L. Wilson. 1994a. Planning responsibly for Adult Education. San Francisco: Jossey-Bass; Cervero, R. M., and A. L. Wilson. 1994b. “The Politics of Responsibility: A Theory of Program Planning Practice for Adult Education.” Adult Education Quarterly 45 (1): 249–68; Cervero, R. M., and A. L. Wilson. 1996. What Really Matters in Adult Education Program Planning: Lessons in Negotiating Power and Interests. San Francisco: Jossey-Bass; Cervero, R. M., and A. L. Wilson. 1998. “Working the Planning Table: The Political Practice of Adult Education.” Studies in Continuing Education 20 (1): 5–22; Cervero, R. M., and A. L. Wilson. 2006. Working the Planning Table: Negotiating Democratically for Adult, Continuing, and Workplace Education. San Francisco: Jossey-Bass, this case study explored 2017 Every Student Succeeds Act (Every Student Succeeds Act of 2015 (ESEA) 2015. Pub. L. No. 114-95 § 114 Stat. 1177) grant application documents submitted by state education agencies (SEAs). Specifically explored was the presence or absence of requests in the grant applications for funds that can be used to support school library programs and employ and/or provide professional development funding for licensed school librarians. The purpose was to provide a description of decision-making and planning at the level of state administrators who functioned in the context of SEA and Local Education Agency organizations and were responsible for writing 2017 ESSA plans. Collected was data in four phases. The findings of this research informed a new model that illustrate sources of power relationships among legitimate interests in 2017 ESSA planning. A second proposed model can be applied to all types of libraries and their decision-making and planning. Both models can be tested in future research studies.

Adult education under uncertainty: encouragement, motivation, tendencies : XX International Scientific and Practical Conference, Kharkiv, 11 February 2022

The proceedings of the XX International Scientific and Practical Conference “Adult education under uncertainty: encouragement, motivation, tendencies” held on 11 February 2022, at Kharkiv University of Humanities “People’s Ukrainian Academy” include a variety of articles on the issues of adult education under uncertainty investigating the concept of “adult learning” and its modern interpretations. The collected articles highlight the global trends and Ukrainian peculiarities of educational programmes for adults; national strategies, models, and best practices of adult education; academic paths for adult learners: learning organization and plotting; priorities, and areas of education for older adult learners, and major challenges and barriers to their development. Special attention is paid to the conceptual foundations and priorities of andragogy.

Analysis of the Adult Education Policy Initiatives in Ethiopia: Implications for Policy Reconsideration

Using a qualitative research approach, this article analyzes the adult education policy initiatives in Ethiopia as of 1994. The data were collected from nine adult education professionals/officers who are working at regional-, zonal-, and district-level education offices through in-depth interviews and official documents. The results indicated that the adult education initiatives of the country lack consistency and clarity and affected the practice of adult education. The National Adult Education Strategy (NAES) and its implementation guideline lack a clear framework for stakeholders to collaborate effectively in the provision of the program. Moreover, different policy issues such as partnership, coordination mechanisms, communication strategy, funding, innovation, and monitoring and evaluation were rarely considered in the implementation of the policy. Therefore, for effective adult education provision, a clear adult education policy and greater synergy between policies and practices must be in place.

Examining the perspectives of adult working learners and key stakeholders using critical race theory

PurposeThis article reports on a critical race theory (CRT) analysis of the perspectives of providers of employer-supported educational opportunities and adult learners, who identified as Black, indigenous or as a person of color, and were employed in service industries.Design/methodology/approachA review of the literature was used to shape an initial interview protocol. Data were collected from working learners in retail, hospitality, restaurants and healthcare industries. An “a priori” coding scheme that drew from CRT was applied to transcripts during analysis.FindingsAnalysis revealed that working learners' skills, experiential knowledge, learning mindset, language flexibility and knowledge gained from previous learning experiences were not consistently acknowledged by employers. CRT analysis illustrated that endemic racism exists within educational opportunities and in workplace learning.Originality/valueCRT has not been widely used to examine adult education practice, especially for workforce development and employer-based education programs. This research expands the use of CRT in adult education and encourages critical conversations around equity in learning opportunities offered by employers. CRT informed data analysis uncovered barriers to equitable learning opportunities and workplace learning. A discussion of inequities in work-based learning illustrates there is insufficient awareness of implicit bias, which points to the need for initiatives focused on social justice.

Destructive March of Lifelong Learning

The paper analyses the development of basic terms and concepts in adult education (adult education, continuing; permanent and reccurent education, lifelong education, and lifelong learning) and the role of major international organizations in formulating and promoting these concepts. The focus of the analysis is on the reasons and consquences of the dominance of the modern, widely accepted concept of lifelong learning, which replaced the previous ones and almost completely suppressed the concept of adult education. This paradigm shift and change of the discourse has its ideological and economic roots, and is supported by all global education policy makers. The paper indicates numerous negative consequences of this shift in all spheres in which adult education has a significant role, as well as the damage that (mis)use of the concept of lifelong learning as a generic term causes to science, profession, research, and adult education practice.

EDUCATION OF ELDERLY PEOPLE AS AN EDUCATIONAL TREND OF THIRD MILLENNIUM

The publication is devoted to the analysis of some features of elderly education development. There is a substantiation of the urgency of the raised problem. Emphasis is placed on the fact that the education of elderly people is an indicator of the development level of cultural, moral, scientific and technical potential of the country. The focus is on the essential aspects of hierargoics as a science. The need to develop a new perception philosophy of population aging and strategies to ensure old age in the life cycle of each individual is emphasized. The necessity of implementation of the complex state policy on education of elderly people, development and implementation of multivector programs for the outlined category of adult population is substantiated. It is emphasized that universities of the third age function as social projects in all regions of Ukraine. In the article highlighted the development of the state target program "Universities of the third age: it is never too late to study"; creation of the third age virtual universities (online universities); scientific substantiation of organizational and pedagogical conditions of creation and functioning of the third age universities; strengthening intersectoral / interagency cooperation and expanding networking in the world of elderly at the local and national levels. It was emphasized that institutions for the education of older adults should promote the development of their social activity, overcome isolation, loneliness and provide comprehensive socio-cultural adaptation and rehabilitation. Special attention is paid to the issue of pedagogical staff training for the teaching of the elderly. The expediency of interdisciplinary research on the theory and practice of senior adult education is substantiated. It is determined that a perspective area of further research is the problem of scientific and methodological support for the elderly education.

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.

An International Perspective on the Impacts of COVID-19 on Adult Education and Training

The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression and the current recession has been more detrimental to older workers compared to other age groups. Not only has it forced more older workers out of their jobs, but it has also made it much harder for jobless older workers to find a new job. Furthermore, due to increased automation and digitalization in the workplace, older workers will likely need upskilling or reskilling to improve their employment prospects in the changed labor market. This situation brings the importance of offering training and continuous education programs that target older workers to the forefront of adult education policy and practice. This qualitative study examines measures taken in response to COVID-19 in adult education and training (AET) in seven countries including Sweden, Norway, the Netherlands, Australia, Singapore, Canada, and the United States. The findings are based on key informant interviews with international policy experts and scholars in the field of AET in addition to information gathered from written materials (e.g., government and organizational reports). To expedite their economic recovery and improve labor market outcomes for their workers, some countries have increased government funding for vocational and continuing education or offered financial support for post-secondary students while others have provided funds to employers to offer training and retraining for their employees. Some of these measures have the potential to expand adult educational opportunities in the post-pandemic world. Implications for policy and practiced are discussed.

Interrogating Values of Adult Education Practice in Hong Kong

The practice of adult learning and education (ALE) in Hong Kong is lesser known to the wider community of ALE practitioners due to lack of exchanges with international peers. There is a small community of full-time ALE practitioners working mainly in university continuing education schools but a larger body of uncharacterised or alternative practitioners can also be found. Essentially, both types of practitioners are conservative in their outlook and they adopt strategies that align with market needs and priorities set by public funders. Under the backdrop of neoliberalism which has harmonised ALE practice worldwide, a dominant form of individualised learning makes it difficult to promote group learning for societal advancement. ALE practitioners in Hong Kong are no exception to this influence and have been found to profess philosophical orientations favouring the behaviourist/narrowed progressivist notions of learner empowerment for economic and personal gains. Given recent worldwide renewed enthusiasm in making ALE responsive to societal issues, this paper examines the options and learning areas that ALE practitioners in Hong Kong can make their contributions to, such as: health advocacy, climate justice, and media literacy. Through engaging in these aspects of work, practitioners will have to incorporate methods of facilitating group learning in formal and non-formal ALE programmes and courses. An embrace by practitioners of the original notion of progressivist philosophy in adult education may emerge as one of the outcomes to make ALE practice inclusive, relevant and socially responsible. Even with the ongoing COVID-19 health crisis, it is deemed even more pressing to pursue a balanced practice approach that can take care of individual's skills transformation for post-COVID economy as well as developing human bonds that would help to make society progressive as a countercheck to neoliberal-inspired individualistic adult learning.

Aspects оf The Education Policy оf Modern European Countries

The article presents the issue of the development of educational systems in modern European countries. On the basis of the dynamics of our time, provoking the search for and formation of adequate strategies in the educational policy of Europe, the modernization of education in Europe is traced. The factors that significantly determine the priorities of modern education policy, as well as the priority development of one or another aspect of the educational system, aimed at ensuring quality education and sustainable social development, are specified. The article examines various educational initiatives that are being taken in the single European space. Emphasis is placed on the initiatives for: compulsory pre-school education; increasing the duration and quality of the secondary school education; making “higher education equally accessible to all” one of the principles of state strategies; introduction of the practice of adult education; developing criteria for recognizing the results of non-formal and informal education. The article seeks projections of these initiatives in the Bulgarian educational system.

Adult education in Latin American and Caribbean social movements

AbstractThis article introduces the reader to the nature of social movement‐based adult education practices in Latin America and the Caribbean by reviewing major social movements in the region from 2010 to 2020.