7 research outputs found

    The Challenges of Educating the Adults of the Middle East and North Africa

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    The Middle East and North Africa (MENA) is a diverse region with 7.7% of the world\u27s population and 4.3% of the world\u27s GDP (Abed & Davoodi, 2003). The region has approximately 75% of the world\u27s oil supply. In spite of the oil exports, the 21 Arab countries, Afghanistan, Iran, and 2 territories of the region have some of the highest rates of unemployment and poverty in the world. The region also has a significantly large and growing population of children under 14. Couple this with serious environmental issues and there are critical consequences for the future. To avoid these consequences, the region has to face economic development now. Before it can promote any type of economic development in the region, the MENA countries must first invest in knowledge. The current MENA educational systems are outdated and will be inadequate to handle all of the needs to effectively prepare their youth and adults for the workplace. One case study provides hope for this challenging situation through the use of adult education methodologies

    The MENA Youth Bulge: Let’s Help Them Save the World

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    They are called the “Youth Bulge,” the millions of young adults under 24 years old that make up an average of 50% of the population of the 25 countries and territories of the Middle East and North Africa (MENA). They live in massive poverty and inequality that Mandela calls “terrible scourges of our times.” [1] These MENA youth are literate, watch other youth of the world on their cell phones and want what other young people have, a job, a family of their own, a safe place to live and status. The chances of achieving the life they want seem hopeless in their countries with low GDP, lack of economic development, poor educational policies and overwhelming environmental problems. Many of the youth are refugees living in tents and temporary shelter waiting for war to end. Terrorists prey on these youth with promises to give them their dreams. It is just a matter of time before this “perfect storm” of angry unemployed youth, living in poverty, and facing environmental catastrophe collides with terrorism. Proposed is a model of an integrated plan assembled with the voices of the youth who “just want a chance!” The model has economic and educational development, with MENA youth taught knowledge, skills and abilities to correct the environmental problems and then puts them to work to rebuild their countries. [1] From a speech by Nelson Mandela, London, 2005

    Learning Transfer: Lessons Learned from Software Company Professionals

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    This article investigates how training and working environments, attitudes, and experiences influence transfer of learning for professionals in the corporate setting. A study of 54 software test engineers, software developers, documentation content managers, technical writers and editors, programming writers, and program managers looks at variables during three phases of the training process: the planning of continuing educations programs, the presentation of the training, and the professional\u27s application of the training after returning to the work setting. Findings indicate that several variables influence strongly successful transfer of learning: involvement in the pre-program planning process and self-motivation to participate, use of a variety of delivery approaches and involvement of the trainee in the the learning process, and immediate application of post-training experiences with organizational support for the transfer of learning. The data also suggest that the professionals would have experienced a higher level of transfer if there had been a corporate expectation that the professional would share the skills and knowledge with others and the company had allowed time for implementation

    Transfer of Learning for Health Care Workers

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    This study of health care workers who are nurses, medical assistants, administrators or team coordinators, demonstrates that while the workers responded positively to an optional training program, they reported they still needed additional support in order to transfer the new information into their practice. The 16 health care workers in this study are expected to continually update their skills, knowledge and abilities and then transfer or use the information in their work. Health care educators participating in this study assumed if the training program is well planned, the workers will transfer the information to their practice. Findings indicate that if the health care educators planning the programs apply several variables, such as involving the workers in the planning process, using a variety of delivery approaches, and arranging for immediate application opportunities with support from the organization, the health care workers would experience a higher level of transfer. The results of the study are a series of recommendations for health care educators and continuing professional educators to promote transfer of learning to practice

    Facilitating a Collaborative Approach to E-Learning for Program Planners, Instructor Training and Technology Leadership

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    Significant differences in expertise and attitudes towards e-learning technology are not uncommon between those who design the program and maintain the technology (program planners and technicians) and those who use the resources and technology (instructors and trainers). This wide disconnect between the two groups will often result in frustration and a poor quality product. Models of e-learning training and collaboration will be illustrated in three settings: higher education, secondary education, and the corporate level

    Planning programs for adult learners : a practical guide

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