Adult Education and the Labour Market. European Society for Research on the Education of Adults Seminar Proceedings (Ljubljana, Slovenia, October 10-12, 1993). First Edition (original) (raw)

Adult education and lifelong learning as the basis of social and employment path of the modern man

2017

The article presents the analysis of international tendencies of the development of continuous education system. It briefly reviews the research literature on the topic of establishment and development of continuous education worldwide and in Russia. In exploring the international experience, the authors studied the main directions of continuous adult education development in the European Union and presented the statistical data about the structure and dynamics of adult students in the European Union countries. The article also explores the problems and the perspectives of the development of the normative and legal basis of the continuous education system in the Russian Federation. It describes the specifics of professional development in people of middle and older age. In conclusion, it proposes teaching methods, which are necessary to use in the process of adult education.

Adult and Continuing Education in Norway

2016

The interconnectedness of adult education, learning and its socio-political environment (persons and organizations, aims and educational concepts, as well as the labor market) is closer than that of universities and schools. Political, social, economic and cultural aspects of the particular national environment not only provide the general framework for adult education and learning, but are also under their influence. There are various reasons for that. First of all, adult education has become an integral part of people's lives. Learning is considered a lifelong process in which knowledge, new competencies, skills and behavioral patterns are acquired. In addition, learning occurs not only on an individual level, but all economic development as well as democratic participation of the individual requires formal and informal learning. Hence, the appearance of adult education and learning can be quite interlaced, confusing and complex. It varies from presentations, weekend seminars, courses of longer duration up to long-term vocational training. It occurs in companies, in educational organizations, at home, in cultural institutions and in the media. It is subject to different political and legal contexts. Sometimes, adult education is financed by official or state funds, sometimes by project resources; increasingly it is structured by the market. The various "systems" of adult education that are embedded in national and regional traditions are hard to compare with each other. This becomes obvious when supra-regional and transnational projects with common interests and experiences are aspired to. The European Union is an excellent example for a process in which such differences are becoming more and more visible. Stakeholders in research, practice and politics of adult education are more and more and more often confronted with the necessity to communicate and cooperate with partners in other nations on a professional level. Here, content, funding, reputation and interests become relevant. Cooperation and communication may be inefficient if the knowledge about conditions and structures in other European regions is insufficient. Especially when it is about details in cooperative structures, a lack of knowledge can turn into a problem. If you want to cooperate with European partners, an overview about the situation of adult education and adult learning in other countries can be very helpful, since it puts partial information into context. This can be the base for further exploration. The German Institute for Adult Education (DIE)-Leibniz Centre for Lifelong Learning continues its established series of reports on adult education in other European countries with this volume on "Adult and Continuing Education in Norway".

Adapting adult education to today's society

In recent years, the Mercè Rodoreda Adult Education Centre has developed an educational model that has been recognized with the greatest award the Spanish Ministry of Education and Science can offer to adult education centres: the first place in the Miguel Hernández Prizes. This educational model is based on students' integral (personal, social, academic, labour and entrepreneurial) development. The award-winning educational model has taken into consideration students' needs, analysing such needs through a first study undertaken in the educational centre itself, and a later study which involved seven schools in the province of Alicante. This later study was conducted within the framework of the European Project CASE (Career Assistance and Spirit of Enterprise). The purpose of this article is to show the model previously described, as well as the results obtained from the final qualitative study methodology based on participant observation.

Adult and lifelong education: the European Union, its member states and the world

International Journal of Lifelong Education, 2014

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