Adult Education System Research Articles

Challenges of Adult Education in China: A Review

This literature review examined the situation of adult education in China, using Knowles' Andragogy Theory and an assessment of legislation, policies, and challenges to adult learning. Knowles' approach emphasizes the value of self-directed, experiential learning, which is critical for adult learners. In China, the government has implemented laws such as the "Lifelong Education Law" to encourage continual learning, although considerable problems remain. These include insufficient finance, out-of-date curricula, restricted access to educational resources, and social attitudes that devalue adult education. Therefore, this review emphasized the need for policy refinement, creative teaching methods, and more investment in infrastructure and educator training. Addressing these difficulties is essential in developing a strong adult education system in China that encourages lifelong learning.

A Study on the Path of Improving the Performance of Autonomous Learning in Adult Education in Universities under the Concept of Lifelong Learning

In today’s rapidly developing education, the concept of lifelong learning has penetrated adult education systems in various countries. The attention paid by leaders and major educational institutions to lifelong learning has, to some extent, promoted the reform and development of adult education. This article analyzes the role of adult education in universities and the problems in improving self-directed learning performance in adult education. It explores the path of improving self-directed learning performance from three aspects: management, learning subjects, and teaching subjects, for reference only.

Construction of Adult Education System under the Perspective of Lifelong Learning

Construction of Adult Education System under the Perspective of Lifelong Learning

СТАНОВЛЕННЯ І РОЗВИТОК СИСТЕМИ НАВЧАННЯ ДОРОСЛИХ МІГРАНТІВ У КАНАДІ

Canada has considerable experience in integrating migrants, including adults, into its society and labour market. In view of this, the purpose of the article is to highlight the path and changes that took place during the formation and development of the adult migrant education system. The author has found out that an adult migrant does not differ from a typical adult student in terms of goals, needs, and preferences for choosing various educational programs or training courses. At the same time, it has been noted that an adult migrant has slightly different motives and a stronger motivation to continue studying further. These are determined by various social and personal factors. The article provides a detailed list of these factors and offers a brief description. In view of the above, it has been traced how the educational needs of adult migrants were taken into account within the adult education system of Canada. Also, the process has been characterized at various stages of the formation and development of the Canadian adult education and training system. The following three stages have been distinguished: language courses for adult migrants without andragogic principles of education; the development of civic education and the introduction of the principles of adult education into the practice of language courses; integration of educational opportunities of formal, non-formal and informal education. Each stage introduced both positive and negative changes in the system of adult migrants’ education, which were characterized and substantiated. Prospects for further research related to the analysis of Canada’s educational opportunities for the integration of Ukrainian migrants who were forced to become refugees due to the war are determined.

Adult education ecosystem: Terminological field and interdisciplinary thesaurus modelling

Introduction. The relevance of the study is provoked by the rapid expansion of the educational environment, the emergence of new actors and educational service providers, which indicate changes in the institutional landscape of adult education and the development of educational ecosystems. Both in the world and in Russia, there is a growing demand for bridging the qualification gap and retraining a significant part of adults. Therefore, a comprehensive study of continuing adult education, including formal and informal education, that is inseparable from the demands of the platform economy, is becoming extremely important. There is a tendency to transform the idea of an educational ecosystem for lifelong adult learning into a well-thought-out educational policy. However, the problem is that the scientific and methodological substantiation of the ecosystem approach and the subsequent development of managerial work to develop the quality of human capital education are impossible without a unified terminological language of description.Aim. The article is aimed at theoretical substantiation of the terminological field and interdisciplinary thesaurus modelling of the adult education ecosystem.Methodology and research methods. The methodological basis is framed by evolutionary, systematic and interdisciplinary approaches to analyse adult education with regard to complex socio-economic and digital transformations. Using theoretical methods, such as critical, conceptual, comparative, thematic content analysis of Russian and foreign publications, the authors described the categorical field of the problem under investigation.Results. The authors have found that the conceptual and terminological field of the adult education ecosystem is shaped at the intersection of four disciplinary areas (ecology, economy, education, digital technologies). Based on the results, the authors identified the concepts and categories that reveal the processes in adult education; and proposed the idea of an interdisciplinary thesaurus and its conceptual model. Using the developed thesaurus, the authors gave a theoretical explanation for new phenomena and processes in adult education, carried out comparative analysis of the ecosystem with the traditional system of adult education. The authors define the adult education ecosystem as an open multidimensional self-regulating educational environment, where different types of education (formal, informal, corporate training) integrate via modern digital tools, providing symbiosis and co-evolution of participants, new patterns of links aimed at making a valuable offer for learners.Scientific novelty. For the first time, the idea and model of the interdisciplinary thesaurus have been proposed to describe transformation processes in adult education; the concept of “adult education ecosystem” has been revealed; the peculiarities of the adult education ecosystem in comparison with the traditional education system have been identified. The adult education ecosystem is explained as a theoretical construct, a socio-economic phenomenon and a management paradigm.Practical significance. The proposed thesaurus provides a unified description language that is in demand in pedagogical, managerial and scientific discourses. This is of particular importance for practitioners, designers of educational programmes, methodologists, managers, providers of various educational forms in the context of reforming the national adult education system, synchronising supply and demand in the labour market, developing tools for regulation and support of lifelong learning.

Experience of the implementation of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland

The article considers the experience of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland. The author analyzes the main legal documents of the legislative regulation of adult education in the United Kingdom of Great Britain and Northern Ireland. The content of «non-formal adult education» is highlighted, which is considered as a structural element of lifelong learning that supplements the existing formal education and is a powerful tool for the sustainable development of society and the potential of each adult, in particular, increasing their competitiveness in the labour market. Statistical data on the participation of the adult population of the United Kingdom of Great Britain and Northern Ireland in formal and non-formal learning have been analyzed, which allow us to assess comprehensively the state of development and functioning of the adult education system in this country. Modern forms of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland are characterized, including professional courses and trainings, internships, massive open online courses, etc. Examples of educational programmes and training courses available at British universities, which are providers of educational services in the field of non-formal adult education, are given. Attention is focused on the features of validation of the results of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland. The author concludes that the experience of the implementation of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland can serve as a certain reference point for the modernization of non-formal adult education in Ukraine, because the system of adult education in this country allows adults to adapt quickly to socio-economic challenges and realize themselves on employment and social security, economic growth and competitiveness.

Challenges and risks of implementing innovative practices in higher education of Ukraine

The article deals with the introduction of innovative practices in Ukraine, their feasibility in higher education, challenges and risks that cause both progress and decline in higher education. The authors emphasize the need to introduce innovative resources in the field of adult education, because it is in the current crisis conditions that innovative digital resources are created. It is determined that the purpose of this article is to reveal the effectiveness of the implementation of innovative practices as an important object of development of higher education in Ukraine. The task is to study innovative practices: the challenges of today, the feasibility of application and avoidance of risks that could lead to the decline of higher education; review of the advantages and disadvantages of artificial intelligence resources: Gamma, ChatGPT. The authors characterize the peculiarities of the concepts of "innovation" and "innovative practices" aimed at ensuring quality education for higher education students in today's crisis conditions, in particular, full-scale invasion and lack of electricity. The author analyzes the feasibility of introducing innovative practices of the twenty-first century, which include applications of artificial intelligence, for example, Gamma, ChatGPT. The author emphasizes that higher education in Ukraine is significantly influenced by the European space, since education is based on the European-type structure, and, accordingly, the learning process is on the way to mastering them. It is found that the adult education system in European countries is imperfect, the biggest problem is ensuring quality teacher training, which should be given sufficient attention, since the basis of qualitative education is highly qualified specialists. In conclusion, the author emphasizes that the preservation of the intellectual potential of the nation in the difficult conditions of the twenty-first century, characterized by the challenges of society, depends on the introduction of innovative practices in higher education in Ukraine.

Comparative Analysis of Adult Education System in Bosnia and Herzegovina and Southeast European Countries

Adult education is now recognized as an integral part of the educational system. Considering its importance and relatively weak interest of authorities in Bosnia and Herzegovina in improving this area, we decided to conduct this research that compares the adventages and disadventages of solutions in Southeast European countries that were part of the former Yugoslavia (Montenegro, Croatia, Nort Macedonia, Slovenia, Serbia). The article presents that state of legislation, institutional competencies, funding models, and the status of the adult education profession. The ultimate purpose of this paper is to describe the complexity of the education system within Bosnia and Herzegovina and identify succesful solutions developed in neighboring countries. The primary method used is the comparative one, comparing the system of Bosnia and Herzegovina with that of the regional countries. The content analysis technique was employed to extract necessary data from relevant documents. The article concludes with recommendations for improving the adult education system in Bosna and Herzegovina.

FEATURES OF REGULATORY SUPPORT OF NON-FORMAL ADULT EDUCATION IN THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

The article analyzes the regulatory support of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland through the main types of legal acts of the governments of England, Scotland, Wales and Northern Ireland. The adult education system in this country is characterized, which is represented by formal and non-formal education institutions, associations, councils, and committees on adult education. It is emphasized that in the United Kingdom of Great Britain and Northern Ireland, the reform of adult education is aimed at the formation of the necessary professional skills; improvement of employment prospects; modernization of the existing educational system in accordance with employers’ requests; establishment of the financial support programme, which will promote the non-formal learning opportunities for the adult population. It is noted that in each country of the United Kingdom (England, Scotland, Wales and Northern Ireland), the development of non-formal adult education has specific features: a high degree of autonomy for all providers, cooperation and partnership between educational institutions and employers, etc. The non-formal education providers are also presented (non-profit, charitable, private organisations, universities, colleges, and other educational institutions). The conclusion is made that, the reform of adult education has been put front and centre by the British government; it is presented by regulatory and legal acts in each country and is aimed at promoting the lifelong learning.

Research on the Construction of Quality Standard System of Adult Higher Education from the Perspective of Student Satisfaction

Research on the Construction of Quality Standard System of Adult Higher Education from the Perspective of Student Satisfaction

Surviving transition: A qualitative case study on how families adapt as their youth with medical complexity transitions from child to adult systems of care

BackgroundA growing population of youth with medical complexity (YMC) are entering adult health care, education, and social systems in which their needs have been largely neglected. To better support YMC and their families, an understanding of how they manage the challenges of transitioning to adult services is needed. The aim of this study was to examine how families of YMC adapt to challenges and opportunities posed by the youth’s transition to adulthood and transfer to adult services. MethodsIn partnership with two parent co-researchers and underpinned by complex adaptive systems and the Life Course Health Development framework, a qualitative explanatory case study was conducted. Seventeen participants from 11 families of YMC (aged 16–30) living in Ontario were recruited. Data from 21 semi-structured interviews were analyzed using reflexive thematic analysis and further refined through theory-driven analysis. Supplementary documents shared by participants were analyzed using directed content analysis. FindingsThree overarching themes were generated. “Imagining, pursuing, and building a good future” describes families’ priorities and visions for the youth’s life as an adult. “Perils and obstacles of an imposed transition” examines challenges that families face in their pursuit of a good future. Lastly, “surviving the transition” describes how families are forced to advocate, make sacrifices, and persist in their efforts to adapt to transition. ConclusionsPediatric providers should offer anticipatory guidance, partner with families in advocacy, and provide psychological support during transition. Education for adult and primary care providers should focus on developing professional competencies in the safe care of YMC, building capacity through clinical exposure, and creating culturally safe environments. Most importantly, YMC and their families need a model of care that can provide integrated, holistic, multidisciplinary care management across the lifespan.

FUNCTIONING AND DEVELOPMENT OF NATIONAL AND EUROPEAN ADULT EDUCATION SYSTEMS:

In the imminent future, an accelerated aging trend is anticipated in certain professions, concomitant with the swift emergence of novel occupational domains. Consequently, there will be a heightened demand for fresh knowledge across diverse age cohorts. Adult education emerges as a pivotal mechanism capable of adeptly addressing this exigency. This study examines the evolving adult education frameworks in both Ukraine and Europe, delineating primary commonalities and distinctive attributes. Additionally, an evaluation of the impact of the European adult education system on the maturation of the national counterpart is undertaken. The findings reveal that the adult education system in Ukraine is grounded in the guidance provided by European counterparts in its developmental trajectory, concurrently aspiring towards autonomous and congruent rejuvenation. The delineated legislative and regulatory framework governing the operation of adult education within our nation underscores the imperative for enhancements in this educational domain. The necessity for the advancement of lifelong learning in Ukraine is underscored through a thorough examination of a sociological survey. The outcomes of this analysis substantiate the exigency to elevate public awareness concerning the phenomenon of adult education and to foster an appreciation for the systematic nature of its operation. The potential for the development of adult education in Ukraine appears promising; however, due to objective constraints, this potential has yet to be fully realized.

The Role of Scientific and Methodological Support for the Professional Development of Teachers in the Context of Reforming Basic Secondary Education

This article discusses the state of scientific and methodological support of teachers, which is aimed at implementing the tasks of reforming basic secondary education on the basis of the Concept of «New Ukrainian School».
 The presented material is based on the results of the analysis of scientific, methodological and innovative activities of institutions of postgraduate pedagogical education, aimed at improving the system of quality assurance of education and professional growth of the teacher.
 Taking into account the changes in the content of education, the practical implementation of student-centered learning, the introduction of innovative pedagogical technologies into the educational process, it is indicated how the professional formation of a teacher in the system of postgraduate education is practically ensured. On the basis of the study, the authors determine the organizational and pedagogical conditions for improving the process of professional growth of teachers in the system of postgraduate pedagogical education, as a factor in increasing their competitiveness.
 The role of the system of postgraduate pedagogical education, as a system of adult education, in improving the process of professional growth of a teacher is disclosed. It is noted that the system of postgraduate pedagogical education, under the influence of socio-economic changes that take place in society, ensures the continuous professional development of teachers and their mastery of competencies that are closely related to the implementation of their professional pedagogical activities and the transition to a new quality of education.

Exploring the Link Between Education Length and Employment Outcomes among Youth in Europe: A Hierarchical Clustering Approach

Abstract Background As the world rapidly evolves, digitalisation continues, and artificial intelligence is used, it is crucial to understand how education systems are preparing future generations to succeed in this very dynamic environment where there is a tremendous demand for skilled workers. Objectives This paper analyses similarities and differences between European Union Member States regarding the educational attainment of young adults and their performance in the labour market. Methods/Approach Ward’s cluster method in hierarchical cluster analysis for output and outcome indicators of young adult education systems is used for two selected years: 2012 and 2021. Results Belgium, Cyprus, Denmark, France, Ireland, Latvia, Lithuania, Luxembourg, and the Netherlands have the highest average percentage of young adults with tertiary education in 2021. On the other hand, Belgium, Bulgaria, Hungary, Ireland, Lithuania, Malta, Poland, and Romania have the highest average employment and income benefits of tertiary education for young adults. Conclusions The average share of 25-to 34-year-olds with tertiary education increased significantly in the EU-27 between 2012 and 2021, partly due to higher demand for skilled workers in labour markets. Higher levels of education are generally associated with better employment opportunities and higher wages. However, there are large differences across EU economies. The results can help governments and education policymakers design future policies and provide insights into cross-country comparisons.

Functional Literacy in the System of Adult Education

RESEARCH OBJECTIVE: The scientific aim of the article is to improve understanding of func- tional literacy (illiteracy) phenomenon and its role in adult learning system, pedagogical and socio-economic approaches to this concept.
 THE RESEARCH PROBLEM AND METHODS: The research problem is included in the questions: What are the essence, definition and constituents of functional literacy? What are pedagogical principles and techniques of functional literacy training for adults? The author uses the method of theoretical analysis of scientific works, some documents and UNESCO reports on the issues, and comparison of certain research views.
 THE PROCESS OF ARGUMENTATION: The article starts with investigation of functional literacy in historical and contemporary dimensions, the reasons for development of the phenomenon in the world. Then we focus on various concepts and approaches to the functional literacy through the time. The next is comparison of scholars’ research on the components of functional literacy; and then we study the principles and methods, peculiarities of functional literacy training in adult education.
 RESEARCH RESULTS: The research has revealed that functional literacy is a complex of social necessary knowledge and skills allowing a person to participate effectively in social process. Its constituent elements are basic, information, economic, political, cultural literacy, and many others depending on community level. Functional literacy concept and training are connected with the priorities of economic and social development. The constant interest by national and international organizations for maintaining functional literacy is explained in the work.
 CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The conclusion emphasizes the importance of functional literacy for development and well-being of individual and societal progress in the community. The need for working out and implementation of specific principles, teaching materials and techniques for functional literacy training in adult learning is highlighted.

‘And suddenly it’s not so flexible anymore!’ Discursive effects in comments from school leaders and staff about distance education

Distance education has received a lot of attention in contemporary policy as something that makes it possible for more students to participate, but also involves a certain set of challenges. When it comes to distance education, Swedish municipal adult education (MAE) stands out with its long history of flexible education, often provided on distance. Applying Bacchi’s poststructural WPR approach, the aim of this study was to scrutinise how distance education is construed, and the discursive effects of this, in comments by MAE school leaders and staff during a quality audit. The analysis shows that it becomes difficult to question or think differently about distance education within the flexibility discourse in adult education. Moreover, the blame for students’ lack of goal attainment and increased dropouts seems to be put on external providers, municipalities, and the students rather than on the way that the adult education system is organised or the demands around flexibility in adult education policy. What seems to be left out is a discussion about the pedagogical and didactical implications of distance education.

Study and career counselling in Swedish adult education

ABSTRACT This article presents and discusses findings from a qualitative study of Swedish adult education, with focus on meetings between counsellors and students and how counsellors translate and enact different expectations from policies and ethical guidelines, as well as from adult students. The results show that counsellors have an important role in the marketised and complex system of adult education in Sweden, both to guide people during the encounter with adult education and to guide and support them as students. A policy enactment emerges where counsellors are in conflict between different guidelines and are forced to compromise between the ethical ideal that they, as counsellors should always start from individual needs, and policy requirements concerning e.g. skills supply and labour-market integration.

Adults between school and working life

The aim of this study is to examine what it means to be a student in a vocational education and training programme in the municipal adult education system in Sweden and how the interplay between school and working life affects students’ identity formation. To achieve this, 12 students from two different programmes have been interviewed at the end of their education: one group of assistant nurses and one group of floor layers. The results show that learning a vocation and developing a vocational identity is a journey through different practices with whom students both identify and dis-identify themselves. In these processes of identification, students can also undergo personal development in a broader sense or develop an identity as an adult. Understanding adult student identities, in particular how they see themselves as learners, can be beneficial for those working with and in adult learning. Furthermore, what the school teaches may conflict with the expectations and daily demands of working life, creating a divide between practices. Understanding the divide between school and working life, and how students are affected by this divide, can also facilitate the understanding of their vocational identity development process.

ADULT EDUCATION IN UKRAINE: FEATURES AND DEVELOPMENT PROSPECTS

The article considered the issues of forming factors of development and prospects of adult education in Ukraine. The peculiarities and the importance of adult education in our modern conditions of social development are substantiated. In particular, adult education should be considered as the important component of continuing education. The complex of problems connected with its functioning and has a specificity, which is caused by peculiarities of the composition of those who study, as well as the originality of tasks. There is no country in the world that would not be obliged to develop its own technological, social and economic development, cultural development. Nor is there a country that does not link its own future to its further development through the process of continuous education or education through the life. The author also identified the main factors of the development and prospects of adult education in Ukraine, among them: human resources; availability of objective need of systematic adoption of modern information systems and technologies; market needs; satisfaction of higher needs of individual adult person in the development of his/her personality; social and economic development of the country. The main tasks of improvement and development of the adult education system in Ukraine are: improvement of normative and legal support and change of branch legislation; study of the labor market; optimization of the structure of the adult education system according to actual needs of the market in regions, branches and the country as a whole; improvement of educational and methodical, informational and material-technical support of the general system of adult education; expansion of the scope of international cooperation in the field of adult education; formation and application of innovative methods of teaching and learning.

ФОРМУВАННЯ ЗМІСТУ ОСВІТИ ДОРОСЛИХ У ВЕЛИКІЙ БРИТАНІЇ В ДРУГІЙ ПОЛОВИНІ ХХ – ПЕРШІЙ ЧВЕРТІ ХХІ СТ.

The article examined the peculiarities of the formation of the content of adult education in the UK in the second half of the 20th - first quarter of the 21st century. The author has determined that education of adults is gaining importance in the system of modern processes of globalization, integration and informatization of society. Therefore, its new role is determined by the increase of its social value, changes in the conditions of life-long activity of people, as well as by corresponding age, psychological, social characteristics of adults. Since the concept of adult education should be considered as a rather specific process of human development, which is taking place throughout its life, the rapid change in modern society objectively prompted the need to form and develop a personality capable of adequately perceiving and creating such changes as a natural norm. Therefore, adaptation to such changes is impossible without satisfying the educational needs of a person throughout her life. The article also noted that in the UK formal and informal education is important and functionally related parts of the adult education system. In particular, formal education is provided by higher educational institutions, namely: Universities, further education institutions, polytechnics, colleges. Informal education for adults is provided by educational associations, national educational organizations. The most progressive approach to adult education in the UK is information. The use of multimedia technologies motivates a new paradigm in educational methods and strategies, which, in turn, requires new approaches, forms of education and innovative ways of transfer of educational materials to adult learning people. Moreover, the functioning of the Internet has expanded the possibilities of education within the global perspective, as well as providing educational access to educational resources and information throughout the world. Studies have shown that in the 21st century, the UK is undergoing intensive development and introduction of modern information technologies in various spheres of society, including science and education. Ukraine is taking quite powerful steps toward entering the world information space. Modern adult education is impossible without functioning of distance learning system, network of electronic libraries, introduction of information technologies in the sphere of scientific research and training, and also specialized scientific and educational computer network, which are considered as the basis for creation of the Ukrainian scientific educational portal.