Problems Of Adult Education Research Articles

Обучение взрослых: разработка программ повышения квалификации для специалистов органов опеки и попечительства и аппаратов уполномоченных по правам ребенка

<p><span lang="EN-US">The article deals with the problem of adult education caused by changes in various forms of vocational training in modern conditions. Currently, the Decade of Childhood program sets the task of comprehensive personnel development, which focuses on periodic professional development of specialists as an integral part of continuing education. Regular completion of joint training courses for specialists closely related to the protection of childhood is the key to growth, both the level of professionalism and their personal development. Specialists in the field of children’s rights protection have different education, work experience and age, therefore, the development of advanced training programs should be based on modern approaches to adult education, taking into account the principles of lifelong learning (“lifelong learning”) as a psychological and pedagogical basis for building a comprehensive system of education of specialists in new conditions. The approaches to adult education based on based on the ideas of the founder of Russian andragogy S.G. Vershlovsky and the successors of his ideas. The main focus is on the description of the results of the development and testing of a modular program of joint training of specialists of the OIP and the apparatus of the regional UPR “Ensuring and protecting the rights and legitimate interests of children, their social and other state guarantees”. An analysis of the educational needs of each group of trainees of advanced training courses showed that they have similar professional interests. At the same time, there are certain difficulties in choosing the topics of classes for a joint professional development program. As part of the monitoring, among the problems of organizing additional professional education for specialists of guardianship and guardianship authorities of the executive bodies of the Russian Federation, it was revealed that one of the problems is the lack of regulated deadlines for terms of completion of training by municipal employees and appropriate funding.</span></p>

HISTORICAL PERIODS AND CURRENT STATE OF ADULT EDUCATION AND LEARNING IN UKRAINE

Currently in Ukraine the relevance of adult education as an integral part of lifelong learn-ing is growing, which is associated with social, psychological, pedagogical, scientific, technical, economic and other factors that at the beginning of the XXI century transformed adult education from a purpose to a mean of human development. The article, based on a theoretical analysis of dissertation research and the legal framework for adult education and training, presents four historical periods of adult education development in Ukraine; characterizes its current state including the main structural components (further education, non-formal learning, continuing professional development and in-house training, training of the unemployed, education and training of the elderly), providers, management, legislative and financial support. A number of contradictions regarding the development of adult education and training in Ukraine have been identified. The study shows a steady interest of Ukrainian researchers and society in the problems of adult education and training and the formation of andragogy research school, as evidenced by the number of defended disser-tations on this issue, including 22 doctoral dissertations and 48 PhD theses. In addition, it has been found that more dissertations study adult education and training in foreign countries. At the same time many issues in adult education require immediate consideration, such as the adoption of the Law of Ukraine «On Adult Edu-cation», amendments to current legislation, development of mechanisms encouraging people to lifelong learning and employers’ participation in employee training, and investment attractiveness of adult education

The influence of globalization processes on the development of the adult education system

The article examines the main aspects of the impact of globalization processes on the development of adult education. Trends in the development of adult education in the context of globalization are identified. The peculiarities of the competence approach to adult learning and the priorities of the educational policy are analyzed, the essence of the main key competencies is revealed. The options for solving the problems of adult education are substantiated, which largely depends on the content of the educational process in the humanities, which is a necessary component of forming a worldview in the acquisition of new competencies, professional knowledge and skills, highlights the experience of international organizations.

Training an Andragogue as a Specialist in Adult Education

The problem of adult education is actualized in the context of today, due to the introduction of continuing education and the need for lifelong learning. One of the priorities of education is always relevant to the preparation and development of the staffing potential of the education system, including adult education. The leading specialist in this field is andragogue as a specialist in training, counseling, providing social assistance and performing organizational and managerial functions in the adult environment. The relevance and demand for the training of andragogues is conditioned by the growing influence of education on the course of socio-economic, political, and cultural development of the world community. In order to find out the real state of andragogue preparation in Ukraine, the authors developed and tested a questionnaire of online adult education experts using the Google form. The results of the study show that representatives of state institutions, non-governmental organizations and public associations have enough scientific and practically oriented experience in the field of adult education. Their activities are centered around providing adult education and counseling services to careers, mobility, retraining and life trajectory design. The need for training andragogues as specialists in the field of adult education capable of effectively organizing the adult learning process has been identified. Respondents identified significant personal qualities of the andragogue: organizational and communicative abilities, broad outlook, emotional stability, availability of analytical, prognostic and project skills and cognitive activity.

Educational Activity as a Problem of Adult Education in the Context of Globalization

Abstract The article deals with the problem of adult education in the context of globalization. The analysis of scientific pedagogical literature devoted to studying of some aspects of educational activity in adult education has been conducted. The problem of public institutions development and activity has been analyzed in the broad context of “globalization”. Possibilities and threat for the work of “the third sector” have been explored. The tendency of deepening international cooperation of public organizations in adult education with the increase of their interdependence and competition has been emphasized. The article deals with the historical and pedagogical issues of educational activities in the field of adult education. Much attention has been given to social problems of the subject (the problem of human’s social protection, the necessity of a systematic solution of a range of socially-oriented issues in the education sphere, the focus of the social educational work’s vector in the field of nonformal adult education). The features of internationalization of educational activities in the field of adult education have been defined. Methodology of the problem’s research has been researched. Transnational research has been conducted with the help of functional analysis method, which allows to allocate complex international requirements in national standards of public organizations. It has been determined that at present there is increase of integration processes in national European systems which influence the change of their structure and creation of regional and general world models of adult and informal education.

The Role of Adult Education in Socialist Modernization

In a discussion of the problems of adult education in the course of a recent Central Secretariat discussion of education work it was pointed out that the educational system should consider the educational problems of workers and peasants. Unless the education of the workers and peasants is intensified and unless there is culture, the modernization of industry and agriculture will be difficult to realize. When the workers and peasants have been educated and their cultural and scientific levels improved, it becomes possible to increase the labor productivity rate. This clearly demonstrates the position of adult education and the important role of the development of adult education.

On the Question of Expanding The Boundaries Of Pedagogy

Under the conditions of developed socialism, the creation of the material and technological foundation of communism, the development of communist social relations, and the education of the new man have become a three-in-one, urgent task of the Communist Party, the government, and all Soviet society. The task of educating the new man is not confined to the activities of the general education schools and of higher and specialized secondary educational institutions. It is resolved through the joint efforts of all ideological institutions, through the entire system of social education work carried out by Party, Soviet, Komsomol, trade union, and other social organizations. In this regard, a very acute question arises as to the expansion of the boundaries of pedagogy and the elaboration of the most important problems of adult education.

Television in Education

This article introduces the educational services of the BBC as integrated media for learning. Television is considered as one of the component parts of a complex learning system. Reference is made to the role of television in the Open University, and to the problems of adult education in an open society. Instances are given of the difficulties of specifying objectives and identifying a target population.

Conference on the Use of Mass Media in the Education of Adults

The educational problems in developing countries are immense. Not least is the shortage of teachers. This shortage is felt—in Africa certainly—not only in the schools but also in the adult education field. Can the developing countries afford to wait wishfully, in the belief that out of the womb of time a natural solution will one day emerge in the shape of enough teachers to satisfy the enormous demand?From the very outset, the Lusaka conference on mass media was convinced that the answer to this question is an emphatic no; that the problem of adult education must be solved, not shelved—and that a serious beginning must be made now. The task of the conference was to see how the resources of the mass media could be harnessed in an all-out effort to wipe out ignorance and illiteracy. The conference was short and fruitful, its recommendations practical and to the point.

The “Great Issues” Course at Dartmouth College

Dartmouth's new required course for seniors, called “Great Issues,” is avowedly an exercise in training for more effective citizenship. Its twofold purpose is to arouse in students a greater sense of public-mindedness and to make them more competent in the use and evaluation of the common sources of public information. Thus the Great Issues course, dealing with college students at the moment of their greatest undergraduate maturity, is pointed toward the problems of citizenship which beset a person in his adult years, just as it is also pointed toward the problems of adult education. It might, therefore, be described as an attempt to facilitate the transition from the methods of undergraduate instruction to the methods which adult citizens have to rely upon in securing the information necessary for making well-informed decisions.The principal textbook in the course is the daily and Sunday editions of either the New York Times or the New York Herald Tribune, according to the students choice. Other reading assignments are such official or semi-official publications as the Acheson-Lilienthal report, the Supreme Court decision and minority opinion in Everson v. The Board of Education of the Township of Ewing, and To Secure These Rights. Students are required also to read in entirety designated numbers of such magazines as the Atlantic, Harper's, Saturday Review of Literature, Bulletin of the Atomic Scientists, The Nation, and Foreign Affairs, as well as a few particularly apposite current books.

(1) Educational Yearbook of the International Institute of Teachers College, Columbia University, 1940 (2) Student Teaching (3) Psychology in Education

(1)THE determination of the English-speaking peoples to maintain educational thought and practice at a high level, even in the present distracted times, is illustrated by these three books from the United States. The first of them is the seventeenth annual issue (1940) of the well-known “'Educational Yearbook”, devoted on this occasion to problems of adult education. On this subject, profoundly important to democracy, the yearbook enables us to compare notes, not only with the United States, but also with the British Commonwealth of Nations, and with many other countries. One is not suprised to learn, however, that the editor found it “unfortunately impossible to secure articles from Soviet Russia and Nazi Germany”. (1) Educational Yearbook of the International Institute of Teachers College, Columbia University, 1940 Edited by Prof. I. L. Kandel. Pp. xiii + 397. (New York: Columbia University, 1940.) 3.70 dollars. (2) Student Teaching An Experience Program, By Raleigh Schorling. (McGraw-Hill Series in Education.) Pp. xiii + 329 + 33 plates. (New York and London: McGraw-Hill Book Co., Inc., 1940.) 17s. 6d. (3) Psychology in Education By Herbert Sorenson. (McGraw-Hill Series in Education.) Pp. xiv + 489. (New York and London: McGraw-Hill Book Co., Inc., 1940.) 19s.

Problems of Adult Education: Seventeenth Educational Yearbook of the International Institute of Teachers College

Problems of Adult Education: Seventeenth Educational Yearbook of the International Institute of Teachers College

The Problem of Adult Education in Passaic, New Jersey.

<i>The Problem of Adult Education in Passaic, New Jersey</i>.

The Problem of Adult Education

The Problem of Adult Education