Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education (original) (raw)

Adoption and popularity of adult education (1)

2018

Adult education is a process to give the adults new dimension of knowledge and skills; values and attitude in well organized way so that they become able to perform better in the society. This may goes beyond the traditional school education that is to give basic literacy to personal fulfillment. All nations require adult education for the economic development as lifelong learning is being recognized by educational institutions. In this scenario, many countries are adopting adult education and this sort of education is taking popularity due to its wide scope. This study focused on the overview of adoption and popularity of adult education. The objective of the study was to analyze that how important is the adult education for society development. Furthermore, it was studied that how much this type of education is helpful in overcoming the educational need of the nation. In this research, a documentary analysis along with some experimental execution was taken from policies, available literature, research articles and any other related information to analyze and discuss the adoption and popularity from global perspectives. The study concluded that to achieve the goal of economic growth is only possible when all masses will be engaged irrespective of gender and age. As now international educational institutions are offering continuing education, online courses, distance education, non formal education etc. In which learners and teachers are far from each other but teaching-learning process is the critical factor during the whole educational cycle, so it is recommended that for the economic development, it is dire need to focus on the access of adult education.

An Analysis of the Adult Education Curricula Implemented in Turkish Universities

The aim of the study to examine the characteristics of the programs conducted by the Continuing Education Centers (CECs), to reveal whether these programs serve for equality, and to identify the institutional barriers related to the CEC programs against adult education. CECs aim to fulfill the educational needs of adults and/or sectors in different fields through the trainings they conduct. In this study, descriptive research method is adopted. The data for this study were collected by examining the 1727 adult education programs through macro analysis, and 83 adult education curricula stated on the webpages of CECs functioning in 57 universities in 2015 were subject to micro analysis. The trainings conducted by CECs were examined according to some criteria such as theme, duration, training fee, mode of instruction, and the features of target audience. Moreover, the curricula of the trainings conducted by CECs were analyzed in terms of objectives, content, teaching-learning processes, and measurement and evaluation. The most important findings of the study involved the inefficiency of the CECs in contributing to the social equality, the lack of standards in curricula and insufficient collaboration with enterprise and other institutions.

Social and Psychological Framework of Curriculum for Learning and Education of Adults

CERN European Organization for Nuclear Research - Zenodo, 2022

This article addresses the issue of the curriculum for adults' learning and education in formal and non-formal terms from the perspective of social and psychological influences. In this sense, learning and education of adults are strongly focused on the psychocentric and sociocentric approaches, which must be relevantly reflected in the curriculum. Namely the curriculum has as object of reflection the relationship between the individual, the society and the educational (learning) institution. The socio-psychological approach of the curriculum for adults' learning and education is focused on the following conceptual approaches: the process of changing/developing the curriculum in relation to social and psychological factors; organizing and conducting adult education through a curriculum that creates contexts for active learning and respects personal and professional needs.

Evaluative Strategies in Adult Education

Procedia - Social and Behavioral Sciences, 2014

Structural changes in post-revolutionary Romanian society require affirmation of adult education as a prerequisite for harmonious integration and development on the socio-professional plan. If in the past, the adult education was specific to academic environment, nowadays this educational term covers most social groups as a consequence of the ability of human beings to be educated. It can be said that the process of education occurs during the adult's life, based on their learning needs and in correspondence with the adult's psychological features. In the message Declaration of the First National Conference regarding adult education, Timisoara 2001, it's stated that "it is necessary to recognize adult education as a national priority, as part of the national education system" (Sava, 2001: 194). An important role in adult education is played by the access to the latest information from the social, cultural and professional domains, as a premise for skills development at individual level but also macro-economical level, for the society progress based on knowledge. Learning can be performed in specialized institutions through courses, training programs and/ or e-learning platform which are completed by an official diploma certifying a particular professional qualification. Improving the quality of evaluation trough training programs for adults require the identification of evaluation strategies that highlight correctly the skills acquired by the students. This article aims to identify the main evaluation strategies used in adult education from teacher-trainers' perspective in order to optimize courses' design and development for adults. The paper is structured in four chapters, as follows: the first chapter outlines general characteristics of adult assessment activity. The second chapter presents various conceptual approaches in the literature on assessment strategies used in courses for adults. The third chapter presents the authors contribution to the dynamics of educational policy elements of Romania relating to adult education The fourth chapter highlights the conclusions drawn from the proposed study.

Changes in the Activity of the Adult Educator

2011

This article aims at analyzing the influence of the specificity of the practices of recognition, validation and certification of non formal and informal learning on the functions and knowledge of the adult educators, work with adult low school education levels. From a theoretical point of view, we have based our research on the issues of adult education, experiential learning, and evaluation. Apart from an analysis of the functions and knowledge required to the trainers who work in the teams of the studied centres of recognition, validation and certification of non formal and informal learning we are going to examine the issues which they are confronted to in their professional practices.

Students' Perception Of Adult Education As A Discipline In

The purpose of this study was to determine among other considerations, the influence of sex, types of programmes, areas of study and geographical location on students' perception of Adult Education as a discipline. A sample of 1500 students was drawn from eight faculties randomly selected students. The instrument used for the collection of data was a self-made questionnaire. The questionnaire was made up of 40 items, designed to assess the students' perception of Adult Education as a discipline. A significant difference was also found between postgraduate and undergraduate students in their perception of the discipline. The findings also revealed that the mean perception of Arts students was significantly higher than that of the Science students. However, there was no significant difference between students from rural and urban areas in their perception of the discipline. Based on the above findings, it was recommended that the National Universities Commission (NUC) should consider the introduction of Adult Education as a general studies course for undergraduates in all Nigerian Universities, especially to students into non-teaching courses.

Education in The Period of Adult Development and Its Implications on Education

Cetta: Jurnal Ilmu Pendidikan

This research looks at education in adult development and how it affects education. This study is motivated by the rapid advancement of science, technology, and communication at this time, which necessitates the development and improvement of human quality as a solution to face the current of modernization; thus, an educational process is required that can play an active role in following changes and developments that exist both now and in the future. Recognize that adulthood is a time when you have reached a mature and complete view of life, which can be achieved through consistent decision-making. However, it frequently appears when people fail to recognize the significance of adulthood and middle age. The goal of this study was to examine and analyze education during the adult development period, as well as its surprise in education. This study employs an approach approach in data processing through literature analysis, particularly literature descriptions. Helping people face li...

Key Concepts in Adult Education Contexts

Language in India, 2017

During the post-modern times, a shift has taken place in adult education theories and practices throughout the world that have become more learner-centred now. Moreover, education has become a lifelong activity due to an increase in the significance of adult education. Furthermore, several key concepts are given focus for meeting the educational needs and goals of adult learners. The current paper focuses on three such concepts, transformative learning, andragogy and professional development. Transformative learning theory plays a key role in adult education as it suggests ways to adults to make meaning of their lives. The notion of andragogy is commonly known as the process which helps in engaging the adult learners with the actual structure of the learning process and experience. Lastly, like transformative learning, professional development helps adult educators transform their theory and practice of teaching and learning through reflecting on their assumptions and expectations and by revising them.