Trends in Adult and Continuing Education in Germany

This contribution summarizes the most important trends in adult education in Germany as they were elaborated in a secondary analytic research project of the DIE (Deutsches Institut für Erwachsenenbildung - German Institute for Adult Education) in 2007. According to the study, participation in continuing education in Germany is increasing after long years of decrease, even though, overall, financing of adult education has been further reduced. Cooperation as well as competition between continuing education institutions has increased. Course offers have become shorter, counselling and information have more significant roles than in the past, and those employed in adult education, especially teaching staff, have a higher level of qualifications than before. Adult education policy in Germany has varying aims as a result of the federal structure of the country. Incentives for vocational and workplace training predominate however

Advancing adult learning in Eastern Europe and Central Asia

This report presents available evidence on adult education and training in Europe and Central Asia (ECA), differentiating two separate types: continuing vocational education and training (CVET) for the employed, sought either by employers or individuals, and retraining and second chance education for the non?employed. This paper presents available evidence on the extent and patterns of lifelong learning in ECA. It argues that advancing adult education and training in ECA is important not only to meet the new skills demands but also to respond to a rapidly worsening demographic outlook across most of the region. While it is not equally important for all ECA countries, adult education and training should be high on the agenda of those ECA economies that are closest to the technological frontier and facing a demographic decline, such as the new European Union (EU) member States and Russia. The paper lays out a framework for government action to advance adult learning in ECA through a mix consisting of policy coordination between government and the enterprise sector, a sound regulatory regime and appropriate financial incentives.Access&Equity in Basic Education,Education For All,Primary Education,Teaching and Learning,Gender and Education

Explaining Change and Rethinking Dirty Words: FCC v. Fox Television Stations, Inc.

This report presents the results from a comparative study of the qualification of adult educators in the Nordic-Baltic region. The study involved Denmark, Estonia and Sweden. The rationale behind the study is a growing interest in adult education resulting from a focus on lifelong learning in the public and political agendas, internationally and nationally. According to the authors of the report, an increased interest in adult education generates an increased interest in the professionalisation of the adult education sector, and thereby in the qualification of those teaching adults: adult educators. Based on this belief, the study and hence the report looks into the role that the qualification of adult educators plays in policy, learning opportunities for those interested in qualifying as adult educators as well as adult educators’ status as professionals. Besides the formation of personal teaching, which is grounded in learning theory, theoretical principles and experiences from practice, the development of a professional identity plays a role in adult educators becoming professionals. Similarly, so does the recognition of adult educators as professionals by society at large. Methodologically, the study is based on document analysis. The documents selected for analysis have been: national and international research reports and articles; official descriptions of national education systems; and policy papers, laws and other legal documents dealing with adult education and/or the qualification of adult educators. The study shows that in all three countries, there has been an increase in the political interest in adult education and training. In 1993, an act on adult education and training was accepted in Estonia and updated in 2001 (Estonian Ministry of Education and Research, 1993). Four years later, in 1997, a huge reform of the adult education and training system was carried out in Sweden, and in 2000, a reform of adult and continuing education was launched in Denmark. The main drivers for the increased focus on adult education and training in all three countries seem to be the needs of the labour market, in light of globalisation and international competition as well as the Lisbon strategy. The study also shows that in spite of the increased focus on adult education and training and its importance, through out policy papers, there seems to be a lack of interest in the quality of the provision, in terms of education and learning processes, including the qualification of adult educators in Denmark and Sweden. In Estonia, a professional qualification standard for adult educators was accepted in 2004. Except for Estonia, thus, the question of qualification of adult educators is practically absent in ongoing national, political debates with respect to adult education and training. In relation to the options for those interested in qualifying as adult educators, it is difficult to find courses or education programmes offering initial education and training. Instead, most courses and education programmes either offer in-service or a combination of initial and in-service education and training. Thus, there are few opportunities for adult educators to acquire the professional knowledge and identity as adult educators, before entering the field. In addition, adult educators, to a high degree, develop their competencies as adult educators through their work. Further, qualification requirements for teaching within adult education and training vary a lot, and are linked to the specific field of adult education. Within general adult education, in all three countries, the requirements are similar to those for teachers in primary and secondary schools with no demands on specific competences in teaching adults. Within vocationally oriented adult education and training, the situation is very similar to that within general adult education, as demands for pedagogical qualifications do not include specific competences in teaching adults. Liberal adult education in all three countries stands out as the least regulated sector in relation to required pedagogical qualifications for educators. Requirements within this sector are set by each employer. Being that an individual’s professional development is tantamount to a society’s recognition of his/her occupation as a professional one, it can be discussed whether adult educators today are considered as being part of a real profession in the three countries. Based on the study, it can be concluded, that: Adult educators are absent within the policy discourse of adult education and training. Adult educators stand on the edge of a profession. Adult educators are self-taught professionals. These issues are worth further attention within both policy and research circles

The Effect of Continuing Education Participation on Agricultural Worker Outcomes

Migrant farmworkers are among the poorest members of the working class served by the U.S. public workforce investment system. The National Farmworker Jobs Program (NFJP) provides job training and employment assistance to migrant and seasonal farmworkers and their dependents. While stated goals include assisting migrant farmworkers increase “economic stability” by steadying agricultural employment and developing job skills, little empirical evidence exists as to the effectiveness of these programs. This study investigates the effects of continuing education participation on wages, time worked in agriculture, and poverty in this population. Data come from the U.S. Department of Labor’s National Agricultural Workers Survey (NAWS), a nationally and regionally representative survey of employed U.S. farmworkers. Multivariate regression analysis suggest that continuing education participation is associated with approximately 26 percent higher wages all else equal, though variation across programs is large and returns are greatest from job training and English language courses. Program participation is negatively related to annual weeks in agriculture overall, and positively related to nonagricultural work weeks and weeks spent abroad. Understanding the dynamics between continuing education participation and worker outcomes contributes to limited academic literature on migrant education programs and is important for strategic planning pertaining to future workforce investments.returns to education, adult education programs, agriculture, migrant education, migrant and seasonal farmworkers, NAWS, Farm Management, Teaching/Communication/Extension/Profession, I21, I32, J43,

Continuing education : at the heart of the democratization of education for over 50 years

Comprend des références bibliographiquesEntrevue : propos recueillis par Catherine Charron, responsable de rédaction à l’Observatoire sur la réussite en enseignement supérieur (ORES)Disponible en français dans EDUQ.info sous le titre "La formation continue : au cœur du projet de démocratisation de l’éducation depuis plus de 50 ans""As an educational sociologist, Pierre Doray has dedicated his research career to the issues surrounding access to higher education and adult education, fields in which he has published numerous articles and books. Having retired from teaching, he continues to be involved in adult education, notably with the Institut de coopération pour l’éducation des adultes (ICÉA), where he serves as Chairman of the Board of Directors.The ORES recently published a thematic file on continuing education in higher education1 and sat down with him to discuss the history and contemporary issues surrounding continuing education in colleges." -- AQP

Applying an Andragogical Approach to Foster Lifelong Self-Directed Learning in the 21st Century Higher Education Classroom Settings

The relationship between adult learning and self-directed learning (SDL) is a topic worth exploring on both theoretical and practical grounds. It is essential to provide a nourishing and encouraging environment for fostering self-directedness in adult learners. This will allow adult students to actively take responsibility for their own continuing lifelong learning. This study aims to explore the practical application of Andragogy as an overarching instructional element for fostering self-directed learning in the higher education classroom setting. We examine the role of self-directed learning in adult education; explore the implementation of the andragogical approach; and propose strategies to foster more sustainable self-directed learning. The lessons learned may further guide and enhance adult education teaching and learning

Continuing education for nurse\u27s aides

The purpose of this project was to develop an instructional manual on in-service education for Certified Nurses\u27 Aides. It provides examples of classes for staff developers to use when teaching continuing education classes. Topics covered include caring for the elderly, Alzheimer\u27s disease, infection control, adult cardiopulmonary resuscitation, and end of life care

PEER ASSESSMENT IN ADULT EDUCATION: CHALLENGES AND OPPORTUNITIES

Adult education as a part of lifelong learning requires the use of modern teaching methods. Peer assessment is topical as it promotes the involvement of participants in the learning process more actively. The research aim is to explore challenges and opportunities of peer assessment in adult education. Structured interviews were used to achieve the aim of the research and to answer the question: what are the challenges and opportunities of peer assessment mentioned by participants of adult continuing education course. Main research results are related to opportunities of experience sharing, better understanding of the topic, but challenges relies to refers to lack of the ability to comment and emotional aspects

Review: Outside the Classroom: Researching literacy with adult learners

BY ELLAYNE FOWLER AND JANE MACE (EDITORS)National Institute for Adult and Continuing Education (NIACE) 2005, 21 De Montfort Street, Leicester, ISBN: 1 86201 223 7, 142 pages.  http://www.niace.org.uk Outside the classroom: researching literacy with adult learners is another of those interesting publications from the National Institute for Adult and Continuing Education (NIACE) in the UK that take on the important task of linking the theory and practice of teaching and researching literacy with adult learners.

Teaching Strategies for Diverse Classrooms: Including the Non-traditional Student

Adult enrollment in higher education increased by 50 percent between 1991 and 2011, and continues to increase while traditional enrollments decline across America. How to meet the diverse needs of adults continuing their education part-time while juggling work, family and community commitments is a challenge. Attend this workshop to increase your understanding of teaching strategies that make online and face-to-face learning activities more applicable for non-traditional learners