Adult Education System Research Articles

Informal education in foreign language teaching

The article analyzes the current trends of research in foreign language teaching in connection with informal education. The preconditions and prospects of foreign language teaching development in the system of informal adult education in modern society as one of the components of social consequences of globalization and informatization are studied. Such an effective pedagogical technology as language portfolio is highlighted and characterized. It can be used by both teachers and students in foreign language classes due to its personal orientation and a high level of creative work on their own.

İleri Yaş Yetişkin Eğitim Sistemleri ve Tazelenme Üniversitesi

Purpose: This research aims to determine the place of the "Refreshment University" in the systems of older age education in the world by examining the purposes, basic features, admission conditions, activities, and ways of providing funding for the systems for older age education in the world.Design/Methodology/Approach: Since the researcher will develop an objective attitude by looking at the facts from the outside with a deductive approach, the research has been designed with a cross-sectional descriptive design, one of the survey models, with a quantitative research approach. The study population was determined by grouping them as French model, English model, and hybrid models, and ten universities were determined to be examined through purposive sampling. One of these universities represents the French model, one represents the English model, and the other eight universities represent the Hybrid models. The investigated features of these ten older adult education systems were also carried out for Refreshment University. In collecting data, the websites of the older adult universities in the sample were examined and the catalogs, reports, plans, periodic written sources, magazines, books, films, photographs, and videos (documents) accessed from the websites were used. The data analysis was carried out by presenting the tables created in line with the questions determined to achieve the purpose.Findings: Old age adult university systems in the research sample were analyzed in terms of their objectives, main characteristics, student admission conditions, educational areas and activities, and sources of funding. The research has concluded that although the "Refreshment University" is similar to the French model, it is a proper candidate to create a hybrid model. It should be noted that this could change, given that “Refreshment University” is more recent and developing.Highlights: The primary purpose of the systems for older age adult education is to ensure healthy and quality aging as well as active aging in line with the philosophy of lifelong learning.

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.

Problems of adult education development in Germany in the second half of the twentieth century

The article examines the process of formation and development of the system of additional adult education in Germany in the second half of the 20th century. The historical, eco-nomic and political prerequisites that influenced the formation of the adult education system are analyzed. Special emphasis is placed on the value and importance of the legislative acts on adult education adopted by the German Government. It is established that adult education in Germany is “the fourth column” of the education system after primary, secondary and higher education. The principle of unity of the educational system serves as the basis for obtaining a high-quality and satisfying all the emerging needs of a rapidly developing modern society.

RETHINKING ADULT EDUCATION IN TURKEY: THE PROPOSAL OF AEP MODEL

In this study, it is aimed to examine adult education policies in Turkey based on the views of managers, teachers, qualified instructors and trainees and to present a conceptual model for a future-based adult education system. The study is a case study and has the single nested case study design. Adult education policies in Turkey, which is the single case of the study; is considered in the dimensions of policy and strategy, organizational structure and implementation. By using semi-structured interview technique in the study, data on the features of a future-based adult education system were collected from a total of 32 managers, teachers, qualified instructors and trainees who played a role in the adult education system in Turkey and were selected through stratified purposeful sampling. Content analysis, one of the qualitative data analysis methods, was used for the analysis of the data. In consequence of the study, certain findings related to the basic features of a future-based adult education system have been reached particularly in the dimensions of policy and strategy, organizational structure and implementation, educational qualifications, human capital education and sustainable development, organizational autonomy, access and participation, teaching methods and techniques and content. As a result of the study, it is suggested for the implementers that a restructuring process should be initiated towards a productive, employable, self-sufficient and sustainable economic structure in adult education. As for the researchers, quantitative and qualitative studies are also recommended in the dimensions of human capital education, sustainable development, global change and developments, and 21st century skills.
 
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Adult education development in independent Ukraine

In the 21st century, the rapid pace and complexity of economic, technological and cultural change require adults to adapt to globalization throughout life. These challenges of today not only emphasize the importance of lifelong learning in general, but require adults to continue to receive more information, improve previously acquired knowledge and skills, to adapt to the new rhythm of life. The present article analyzes the state and outlines the features of adult education in the postwar period, in the period after the collapse of the USSR and in the years of Independence of Ukraine. The author identifies and discloses factors that hinder the qualitative development of the adult education system in Ukraine, such as: imperfection of legal support for adult education, the demographic situation in the country, high unemployment and poverty, fragmentary research on adult education and uncertainty about practice training of andragogy specialists. Possible ways to improve the system of adult education in Ukraine are suggested.

Adult Education: Organizational Approaches Under Uncertainty

Education, undoubtedly, is recognized as determining the social configuration of each state. Most countries of the world are intensively developing and improving the adult education system as an important element of lifelong learning that ensures the development of society. The concept of lifelong education is viewed as a system of the future, which should become the basis for sustainable development, ensuring stability in society, socialization of a person in a changing social environment. Globalization world processes also have a significant impact on education. At the same time, individual education systems should take into account national and cultural characteristics when developing adult education programs so that universalization is combined with existing diversity.
 The article analyzes the main directions of adult education such as obtaining a second higher education, business education and training for people of the third age. The specifics of the adult audience, the specifics of the work of teachers, the content of curricula and teaching methods are considered. When writing the article, the experience of working with adults, accumulated at the People's Ukrainian Academy, which is a complex of continuous education, in which the adult education system is logically inscribed, was used and generalized. The need to improve the national system of postgraduate education is expressed. We are talking about creating a unified regulatory framework for adult education, changing sectoral legislation, optimizing the structure of additional postgraduate education.

Ismail Gaspirali: The Architect of the Modern Education System Among the Russian Turkic People

After accepting Islam, Turks found themselves in an education system that would meet the needs of the current era. For this time period, one might observe that while formal education was proceeding, religious or common-public education was also present among the society. During the Golden Age (time of the Prophet Muhammed) and after, the times when philosophers such as Biruni, Farabi and Ali KuĢçu lived, has been seen as the well-established patterns of modern education system. But in time, political turmoil, authority gap and other reasons interrupted this education system. In addition, the sixteenth century Russian invasion caused the Turkic tribes to be isolated. It is well-known that the modern education began for the Russian Turkic people in Tsarist Russia in the nineteenth century. It is observed that the modern education began in Azerbaijan, with its geostrategic place, closeness to Ottoman Empire and Europe. Intellectuals such as Seyyid Azim ġirvani and Mirza ġefi‟ applied the usul-i cedit type education and wrote course books but they could not manage to make this system as a conventional education. A Crimean pedagogue, intellectual, writer, and journalist Ġsmail Gaspıralı was the first figure who envisioned a systematical Westernized kind of educational pattern namely usul-i cedit. He not only made an effort to disseminate the usul-i cedit education system, but he was also the architect of the common public or adult education system. These efforts are all reflected in his literary works. The common public or religious education is the methods of restoration of the people aiming to modernize or awaken the society.

Alternative education paths for pregnant girls and young mothers in Tanzania

AbstractThis paper aimed to elaborate the importance of investing in girls’ educating for socio‐economic development, by describing the Tanzania's Alternative Education Paths, following the ban of pregnant girls and young mothers in public regular schools. Qualitative design (document review) was used to collect and analyze data from different documents and official websites such as World Bank, UNESCO, UNICEF, and Ministries of Education. 3.6 million Primary and secondary aged children are out of school, and 5,500 girls drop out of school every year because of pregnancy in Tanzania. Open schools and Folk Development Colleges are not in good quality but opted as alternative paths for dropouts. Chinese adult education system and provision of sex education are few suggestions lamented in this article. Girls' education is essential and with the additional possible alternatives of ensuring pregnant girls’ right to education, the paper will help policymakers to think about the best option of ensuring pregnant girls’ and young mothers’ right to education.

Comparative Analyses of Adult Education Systems of England, Denmark, and Turkey in the Context of The Lifelong Learning Policies of the European Union

Bu arastirmanin amaci AB’ye uye olan, eskiyen uye olan veya aday ulke olan Ingiltere, Danimarka ve Turkiye’de yetiskin egitiminin hedefleri, yapisi ve yasal sorumlulugunu karsilastirarak analiz etmektir. Dolayisiyla bu calismanin yontemi karsilastirmali yetiskin egitimidir. Bu arastirma insanlar uzerinde yapilmadigi icin etik kurul onayi gerekmemektedir. Arastirmada, soz konusu ulkelerin yetiskin egitimi sistemlerinin hedefleri, yapisi ve yasal sorumlulugu karsilastirilmistir. Bu arastirmada elde edilen bulgulardan ilki, AB’nin yasam boyu ogrenme hedeflerinin her uc ulkenin yetiskin egitimi hedeflerini etkilemis oldugudur. Soz konusu ulkelerdeki yetiskin egitimi sistemi yapi boyutunda incelendiginde, yerel yonetimlerin Ingiltere’de etkin oldugu, Danimarka’da uc farkli paydasin yer aldigi, Turkiye’de ise kamunun yetiskin egitiminde agirlikli rol aldigi gorulmustur. Ingiltere’de yerel yonetimler yasal sorumlulugu ustlenirken Danimarka’da kamu ve birliklerin bu rolu ustlendigi belirlenmistir. Merkeziyetci bir yapiya sahip Turkiye’de ise yasal sorumluluk merkezdedir. Yetiskin egitimi hizmetlerini en basarili bir sekilde yuruten ulkenin Danimarka oldugu gorulmustur.

Mogućnosti primene softvera baziranog na edukativnoj igri u obrazovanju odraslih

The paper considers the educational potentials of educational computer software in the system of formal adult education. The aim of this paper is to present the possible educational effects in primary adult education using software based on educational games. This presentation is given through the prism of research and review of relevant literature dealing with issues of adult education, the use of educational computer software, as well as the educational effects of learning through educational software games. These are often unrelated research and concern the education of children in regular primary schools. The most important results so far in this area in our country refer to the andragogical research on adult learning with the help of computer games and theoretical concepts of educational computer software. Basic education of adult students also implies the acquisition of certain digital competencies in accordance with the current needs of education and the labor market. The results of numerous studies, conducted almost exclusively in the conditions of regular education, have shown that the application of educational software contributes to better achievements of their users, as well as that the motivation to learn increases with the application of certain educational games.

The architecture of the corporate training system in the system of non-formal environmental education for sustainable development in Russia

The purpose of the study is to analyse the readiness of the education system to educate employees and train the personnel reserve in the system of non-formal environmental education and awareness. Mission: To develop a new integrated policy of environmental education for sustainable development at the federal level in the Russian Federation. Objectives: to evaluate the possibility and necessity of introducing transversal educational courses for Master students and teachers of additional education on the themes of the environmental cluster of Sustainable Development Goals (SDG); to substantiate comparability of separate modules, practical works and course as a whole for preparing students in general education for implementing education for sustainable development; to integrate SDG-related topics into existing directions of environmental education and additional education in general education; to promote efficient training of staff reserve in the system of informal education for sustainable development. The main research methods: the end-to-end system modelling of adult education, continuous learning, and professional development systems using ASSURE design algorithm for economic and qualitative assessment of learning outcomes. A novel methodology for the adaptation of corporate training for the system of additional environmental education at the state level was developed and proposed for the first time.

Teacher Training as Contribution to Strengthening Capacities for Development of Elementary Adult Education in Bosnia and Herzegovina

The paper is dedicated to the analysis of the effects from teacher trainings which were developed and applied in Bosnia in Herzegovina (B&H), as a project activity within the larger project titled ''Support for adult education: subsequent acquisition of elementary adult education'', which was implemented during 2012-2013 by the GIZ and the Institute for International Cooperation of German Adult Education Association (DVV International), Office in Bosnia and Herzegovina. The reasons for initiating this training and the analysis of its effects are considered in a specific socio-historical and educational-political context, in order to analyze not only the inherited problems of illiteracy, but also the conditions in which the capacity for their resolution and building of a system of adult education are developing today. The methodological approach and findings of the research are presented, which is based on estimates of the teachers on the effects of the training in which they participated. Bearing in mind the insight into the context and findings of the research, possible directions for improvement in this field are suggested.

DIGITALIZATION OF ADULT EDUCATION IN THE CONTEXT OF HUMAN CAPITAL DEVELOPMENT

Modern society has entered a new century in the process of increasing global change, among which human changes and their development sharply lag behind the changes in the techno-economic sphere. Global processes require overcoming this gap and creating a modern adult education system that shapes and develops human beings and, as a consequence, increases human capital.The article describes digital adult education as a factor in improving national human capital, its direct impact on human development as a whole, and as an employee. It also shows Ukraine's place in the human capital index of countries, which includes education as one of the rating points. With the changing nature of work, some workers find themselves in a situation where their skills are lacking. Against the backdrop of transformations aimed at shaping and improving human capital, people of working age are experiencing increasing concern about job prospects and their social role. In the course of work, a number of benefits of lifelong learning have been identified and grouped into such categories as: increasing well-being, contributing to human capital through continuing vocational training and enriching one's life and realizing oneself as a person. Ukraine needs a radical change in the paradigm of its socio-economic progress, the transition to new forms of education, namely, more attention to adult education. It is the basis of a high quality of life and national human capital.

Pedahohichni umovy formuvannia universalnoi kliuchovoi kompetentnosti v intensyvnii terapii na pershomu etapi pisliadyplomnoho navchannia zakladu vyshchoi medychnoi osvity [Pedagogical conditions of forming a universal key competence in intensive care during the first stage of postgraduate education in a medical school

Background: Intensive care is a universal professional key competence for doctors of all specializations. Preventive care, early detection and timely correction of precursors, life-threatening symptoms and complications, are its structural components that must ensure capabilities and readiness to diagnose acute pathologies and to provide efficient treatment for patients in critical conditions. It requires complex professional skills, know-hows, attitude and working experience which must be created by professional educational systems, focused on both near- and long-term outcomes for patients. Purpose: To increase effectiveness of medical education by improving related technologies and methodologies. Materials and Methods: Contemporary interactive education in cardio-respiratory resuscitation and intensive care for medical interns of all specializations which was improved in line with recent development of intensive care technologies and devices for patients’ monitoring and life support. Results: Our adaptive educational environment allowed to implement pedagogical process as a complex professional adult education system. Competency-oriented approach was used for structured accumulation of know-hows, increased complexity of systematic assignments for theoretical, simulated, and practical clinical training, thereby providing for comprehensive adoption of the invariant content. Systematic approach to assignments of variable complexity helped to overcome educational difficulties and adequately evaluate the results and perspectives of individual activities. It strengthened motivation for professional self-organization and developed related competencies and value-based attitude to professional activities. Conclusions: Adult professional education during early post-graduate stage is implemented as pedagogical process targeting comprehensive improvements of personal actionable self-organization while acquiring new know-hows, technological and perceptive actions and providing new levels of self-development and professional competencies.

ДЕЯКІ АСПЕКТИ РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ З НЕФОРМАЛЬНОЇ ОСВІТИ ПРИ ПЕРЕХОДІ В ОНЛАЙН-ФОРМАТ

У статті презентовані результати емпіричного вивчення проблеми адаптації професійної освіти до онлайн-режиму в ситуації вимушеного карантину. Мета дослідження полягала в створенні моделі компетенцій викладача / тренера для забезпечення освітньої діяльності онлайн. Обставини гостро актуалізували нагальну потребу забезпечення безперервності освітньої діяльності в нових умовах, показали реальний стан психологічної готовності фахівців освітянської галузі до діяльності в умовах невизначеності. Ключовими ознаками цього стану можна вважати певну фахову та психологічну дезорієнтацію, яка поставила під загрозу якість і сталість результатів освітньої діяльності. Фахівці формальної й неформальної освіти були змушені швидко адаптуватися до нових умов, в основі яких – цифрова трансформація. Фокус уваги нашого дослідження зосереджено на фахівцях, які працюють у сфері післядипломної освіти. Важливим аспектом досліджуваного питання є певна плутанина щодо сутності онлайн-навчання. Це стосується різнотлумачення у середовищі фахівців поняття «дистанційне навчання», зокрема розрізнення синхронного (в режимі реального часу) і асинхронного (у відкладеному часі) режимів освітнього процесу. Принципові відмінності у підходах до методів та психологічних технологій їх застосування вимагають особливої підготовки відповідних фахівців. Результати презентованого дослідження розкривають ряд психологічних труднощів, з якими зіткнулись фахівці післядипломної освіти в ситуації необхідності переведення діяльності в онлайн-режим. В першу чергу, це навчальна діяльність із питань підвищення кваліфікації, проведення навчальних курсів для дорослої аудиторії. Важливим завданням для викладачів / тренерів постало збереження сутнісних ознак і результатів такого навчання: інформація, інструментарій і досвід, які наявні в офлайн-режимі навчання. Основним результатом дослідження можна вважати визначення ключових напрямів психологічної підготовки фахівців до роботи в онлайн: психологічна готовність до управління груповою динамікою та обмеженими комунікаційними інструментами, цифрова компетентність – володіння специфічними цифровими навичками (платформи, програми, окремі інструменти роботи в онлайн), методична компетентність – здатність добирати та поєднувати прийоми й техніки роботи з інформацією, адаптовані до онлайн-середовища.
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THE TEACHING ADULTS WITH USING TRAINING TECHNOLOGIES: PSYCHOLOGICAL ASPECTS

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

Adult education and training system evaluation constructs aimed at performance excellence : a South African perspective

Adult education and training system evaluation constructs aimed at performance excellence : a South African perspective

Adults as non-traditional students in the tertiary education of Denmark and Ukraine: comparative discourse of structural, psychologic and pedagogic peculiarities

Today with the demand of a knowledge-based society to adapt workforce to modern flexible and innovative production, sustainable and coherent adult education becomes an integral part of the European education system. The article offers a comparative analysis of the structural models, principles and new political initiatives of adults training in tertiary education systems of Ukraine and Denmark. The Danish context is the most important for the development of adult education policy in Ukraine as Denmark has gained a unique experience in creating of democratic adult training system existing as a component of lifelong learning. Multiple sources in Ukrainian, European and Danish educational environments at various time points from 2000 till 2020 have been used in data collection for this study. Adult education in Ukraine requires a substantial adjustment at the legislative, structural and technological levels. Based on a comparative analysis of the adult education systems characteristic features of Denmark and Ukraine, the author has substantiated suggestions for the construction of efficient adult training models in higher educational institutions of Ukraine.

Creative adaptation of Grundtvigian educational concept in Indian Adult Education: a lab to line educational effort in rural India

This ethnographic research attempts to find relevance of Grundtvigian educational philosophy in the promotion of lifelong learning opportunities and the institutionalisation of community education for the adults in rural India. The researcher analyses thoroughly the concept of Grundtvig’s social and educational anthropology in Indian context, which comprises pedagogical strategies and people’s enlightenment though education and social development. The research utilizes relevant literatures, case-study and educational model in order to analyse the contemporaneity, relevance and creative adaptation and assimilation of Grundtvigian philosophy in Indian adult education. The research argues - if the Grundtvigian alternative education and social concept could be creatively adopted and assimilated in the adult education system in rural India, the core of learning ecology in the Grundtvigian concept would be able to bring significant improvement in the traditionally rigid adult education system and support learners in exposing their inherited potentials to a greater extent.