Relevant bibliographies by topics / Adult educator

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adult educator'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Adult educator"

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Muthoni, Prisca. "Religious Adult Educator." Journal of Negro Education 56, no. 3 (1987): 450. http://dx.doi.org/10.2307/2295238.

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Arsenault, Anne. "The Education of an Adult Educator." Adult Learning 5, no. 3 (January 1994): 8–28. http://dx.doi.org/10.1177/104515959400500303.

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Shelton, Elaine. "Empowering the Adult Educator." Adult Learning 1, no. 1 (September 1989): 8. http://dx.doi.org/10.1177/104515958900100102.

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O’Donnell, Jennifer Lee. "Quien Sabe Mas Lucha Mejor." Adult Education Quarterly 64, no. 4 (June 17, 2014): 267–84. http://dx.doi.org/10.1177/0741713614535837.

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This article looks at popular adult educators’ care of the self practices within social movements in Buenos Aires, Argentina. It answers the following questions: How is popular adult education practiced amongst educators in social movements? What can studying popular adult educators’ care of the self practices offer the field of adult education? To answer these questions, I look to adult educators’ practices of sacrifice and self-naming; remembering historical tragedies; and educator, classroom, and community support within the Union of Popular Organizations’ political formation school and popular adult education schools.
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Horuk, Nataliya. "Comparing the American and European perspectives on the roles of adult educators for the development of adult education theory and practice in Ukraine." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 53–61. http://dx.doi.org/10.30970/vpe.2021.35.11305.

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The article describes differences in the implementation of adult education practice in the American and European traditions (the USA and the UK mainly) and the competences of those who provide the adult education process. The study draws upon the existing theories on adult education which include continuing (the USA) or further (the UK) education, community education, recurrent education, non-formal education, popular education, lifelong education etc. This diversity makes it difficult to describe the profession of adult educators and their roles, because their activity defines itself in terms of their clientele. Comparative analysis reveals that in American and European countries adult educator’s roles have overlapping meanings, which depends mostly on the activity the educators perform. It is argued that in both analyzed countries researchers indicate a lack of training for adult educators, and a huge number of volunteers and part-time educators, who often do not view themselves as adult educators. Among the roles that are recognized in the UK, except the traditional teaching role, adult educators are often involved as tutors, organizers, administrators, managers, entrepreneurs, animators, advisors, campaigners, leaders of the group, moral leaders, and “change agents”. In the USA the roles of adult educators are distinguished within the context they appear in. Their spectrum is wider and the responsibilities are better defined. They include teaching, program development, training and human resources development, community actions, but those roles also mean active participation in the educational process, where educators of adults perform as critical analysts, provocateurs, co-learners, consultants, activators and “change agents”, whose responsibility is to empower. The description and comparison of those overlapping adult educators’ roles are vital and very important for promoting the concept of adult education “professionalization” in Ukraine. Those roles should be reflected also in training that adult educators receive. Keywords: adult education, adult educator, adults, adult educators’ roles and competencies.
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Turmo, Are, Knut-Andreas Christophersen, and Eyvind Elstad. "ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 125–36. http://dx.doi.org/10.33225/pec/13.52.125.

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The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model. Key words: adult education, informal learning, job autonomy, leadership, teacher responsibility.
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Mavrak, Mirjana. "Andragoški ogledi u doba pandemije: Alternacije i alternative u obrazovanju odraslih." Obrazovanje odraslih/Adult Education 21, no. 2 2021 (2022): 19–52. http://dx.doi.org/10.53617/issn2744-2047.2021.21.2.19.

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The focus of the paper is active coping with pandemic circumstances as crisis in comprehensive space of adult education. Crisis intervention in eduaction as combination of educological and psychological theroretical concpets is illustrated through changes in microandragogical activities at the university comparing the content and the process of online teaching during three semesters of electronic communication (lecturing, exercising, tutoring, exams). The emphasis is placed on the understanding of alternations and alternatives in adult education as concepts which adult education exerts should teach educators at all levels of education, and the conclusions are drawn based on the observation of adult educators in interaction with the overall social field: personal acceptance of change (I - adult educator), control over goals and learning outcomes (institution and partipants), leading stile in teaching out of the chief-model in coaching (obedience and responsibility in adult education), self-education as new-old skill in adult learning.
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Giannoukos, Georgios, Georgios Besas, Christos Galiropoulos, and Vasilios Hioctour. "The Role of the Educator in Adult Education." Journal of Education and Learning (EduLearn) 9, no. 3 (August 1, 2015): 237. http://dx.doi.org/10.11591/edulearn.v9i3.2316.

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Kariuki, Lieutenant Mary. "Adult Educator with the Army." Journal of Negro Education 56, no. 3 (1987): 442. http://dx.doi.org/10.2307/2295237.

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Rossman, Mark H. "The Adult Educator as Actor." Adult Learning 5, no. 1 (September 1993): 29. http://dx.doi.org/10.1177/104515959300500115.

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Dissertations / Theses on the topic "Adult educator"

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Dressler, Dennis Wayne. "In The Service of Adults: A.A. Liveright, an American Adult Educator." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331748/.

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The purpose of this study was to identify, investigate, and analyze the life and contributions of Alexander Albert Liveright (1907-1969). It was limited to selected experiences that characterized him as an adult educator. The dissertation primarily examines Liveright's speeches, books, articles, reports, research papers and correspondence; government documents; and newspaper articles located in the Archives and Manuscripts of Continuing Education at Syracuse University. From these data a synthesis and interpretation were developed.
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Jiearatrakul, Tamrongsin. "Knowledge and Skills for the Adult Educator in Thailand." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330785/.

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The purpose of this study was to identify and specify knowledge and skills needed by adult educators in Thailand. This study provided information for establishing a guide to be used in professional training and in graduate programs in adult education. A three round Delphi technique was used to develop the consensus of findings. The first round solicited open-ended responses from twenty panelists. One hundred and twenty-five knowledge and skill statements, the responses from the first round, were developed into a five-point rating scale questionnaire. This questionnaire was utilized in both Round II and III. Median, mode and interquartile ranges were applied to specify the consensus of the panel of experts. The one hundred and twenty-five knowledge and skill statements, seventy-five knowledge statements and fifty skill statements, were classified into four major categories: teaching, administration, research and general experience. The experts for the study consisted of eleven non-formal education officers and nine university professors in adult/continuing education and non-formal education. From seventy-five knowledge statements, sixteen were rated at the highest priority of importance. Forty-nine statements were rated at above average priority of importance and two statements were rated at average. Eight statements did not meet the interquartile range criterion as a consensus of the panelists. From fifty skill statements, fifteen statements were rated at the highest priority of importance; thirty statements were rated at above average; one statement was rated at average; and four statements failed to meet the interquartile range criterion.
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Moss, Ricki Carol. "Dorothy Clode : community educator." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28180.

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This thesis will primarily focus on the career of Dorothy Clode as an adult educator, examining her leadership and influence in professional adult education associations; her advocacy regarding provincial adult education policies; and her role in community development at Lake Cowichan and in the broader context of British Columbia, as in the Consortium on Economic Dislocation. The relationship of the role of a professional adult educator to the community development process will be examined, using Clode's career as a case study. The intention is to examine the nature of adult education practice, in terms of the daily concerns, issues and philosophy of a woman whose 18 year career spanned three dynamic decades in the recent history of adult education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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McManus, Katherine Anne. "Florence O'Neill, a Newfoundland adult educator : alone in the wilderness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ48675.pdf.

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Munro, Patricia Jane. "Presence at a distance : the educator-learner relationship in distance education and dropout." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32299.

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The purpose of the present study was to provide an understanding of the educator-learner relationship in distance education and then to identify and discuss parts of that relationship associated with dropout. Its underlying assumption was that education, at a distance or face-to-face, involves an educator-learner relationship. There were three justifications for this investigation: to illuminate the educator-learner relationship, to contribute to research on dropout in distance education, and to foster integration between practice and scholarship in the field. The scope of the first research question, what characterizes educator-learner relationships in distance education? necessitated drawing on a broad data base and suggested an interpretive study. The research method chosen was an integrative review of scholarly literature in the field of distance education. In answer to the first research question, the educator-learner relationship in distance education was conceptualized as a wheel with an axle of dialogue, spokes of support, and a rim of independence. The development of this model was the most important result of the present study. Concern among practitioners over high attrition rates led to the second part of the purpose and the second research question, what characteristics of the educator-learner relationship in distance education are associated with dropout? In answer to this question, findings from the dropout literature were filtered through the model of the educator-learner relationship in distance education. Tinto’s research into dropout from higher education informed the analysis. Results indicated that perceived deficiencies in dialogue along the spokes of support in the quadrants of learning and instruction have been associated with dropout. This study recognized that the relationship between educator and learner affects student perceptions of intellectual and social integration and so may influence dropout. Recommendations for research and practice were generated from the model of the educator-learner relationship in distance education. Presence at a distance can be enhanced by a dialogue-centred practice. Suggestions included the tracking of students, professional development for practitioners, and evaluations of distance education practice based on the model of the educator-learner relationship in distance education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Reeves, Jessie C. "Educator Perceptions of Transition Programming for Youth with Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7951.

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A local problem exists with transition service providers lacking the skills and knowledge necessary to effectively implement transition planning practices, ensuring youth with disabilities experience positive in-school and post school success. The purpose of this basic qualitative study was to investigate transition service provider perceptions of implementation variables that impact the transition service providers' use of evidence-based practices with youth with disabilities. Kohler, Gothberg, Fowler, and Coyle's Taxonomy for Transition Programming 2.0 was used as the conceptual framework for this study. Interview participants included 5 special educators, 4 general educators, 2 district administrators, 2 child study team members, and 2 guidance counselors. Open coding and thematic analysis were used to analyze the results from 15 participants. Themes that emerged from the results of this study were the need for professional development for educators and the need for assistance with parental engagement in the transition planning process. Results from this study may provide positive social change in the form of data to inform future professional development for schools and districts across the United States regarding how to provide meaningful transitional support to youth with disabilities.
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Kennedy, Rozelia Maria. "A Biographical Study of Bernard LaFayette, Jr. as an Adult Educator Including the Teaching of Nonviolence Conflict Reconciliation." Thesis, University of South Florida, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977907.

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Rozelia Kennedy Abstract The purpose of this study was to explore the life and work of LaFayette, nonviolence and conflict reconciliation from an adult education perspective. This study explores LaFayette’s life from an early age through his involvement in the Civil Rights Movement, his contributions to adult education, and his current views on social change. The nonviolence conflict reconciliation LaFayette teaches is based on the philosophy and strategies of Martin Luther King, Jr. During the last 50 years, LaFayette has been kidnapped, threatened, and survived ventures into hostile environments in his effort to teach nonviolence philosophy, strategies, and methods.

This historical/biographical study used semi-structured interviews to obtain information from LaFayette directly and from a plethora of media, books, and articles about him. Semi-structured interviews were also used to interview his family members and colleagues.

Despite the numerous awards and recognitions LaFayette has received, he had not been recognized in the field of adult education. Without realizing it, he incorporated some of the theories of adult education such as adult education agencies and categories during his workshop and encouraging institute participants to understand the first principle of the nonviolence training, which is nonviolence is a way of life for courageous people.

This study began with a review of LaFayette’s family ties followed by his spiritual upbringing. It briefly outlined LaFayette’s contributions to the Civil Rights Movement. LaFayette co-authored material and curriculum for the nonviolence training by codifying and creating a quality standard which has been used in important organizations he co-founded such as the Alternative to Violence Project and The Summer Institute at the University of Rhode Island Center for Nonviolence and Peace Studies. In addition to these two major institutions, the study included his contributions to adult education in six other institutions.

This study provides the most comprehensive, current, and overall picture of LaFayette’s life and contributions. Education institutions, prisons, and community agencies could benefit from the information provided in this study including information about the nonviolence conflict reconciliation training.

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Hutson, Brad. "Teaching the high school educator| Understanding their learning preferences in an adult-learning environment." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140131.

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This mixed-model study utilized the qualitative and quantitative data from high school teachers of one middle Tennessee school district and high school teachers of the Tennessee High School Speech and Drama League to determine if differences existed amongst the learning preferences of high school teachers in adult learning environments. All participants completed the Canfield Learning Styles Inventory to provide quantitative data. Members of an executive board completed a focus group questionnaire to provide qualitative data for the study. The study led to a recommendation that developers of professional development and school officials consider learning preferences because significant differences existed amongst the participants. Accounting for these differences could lead to more effective implementation of professional development content.

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Kennedy, Rozelia Maria. "A Biographical Study of Bernard LaFayette, Jr. as an Adult Educator Including the Teaching of Nonviolence Conflict Reconciliation." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7536.

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The purpose of this study was to explore the life and work of LaFayette, nonviolence and conflict reconciliation from an adult education perspective. This study explores LaFayette’s life from an early age through his involvement in the Civil Rights Movement, his contributions to adult education, and his current views on social change. The nonviolence conflict reconciliation LaFayette teaches is based on the philosophy and strategies of Martin Luther King, Jr. During the last 50 years, LaFayette has been kidnapped, threatened, and survived ventures into hostile environments in his effort to teach nonviolence philosophy, strategies, and methods. This historical/biographical study used semi-structured interviews to obtain information from LaFayette directly and from a plethora of media, books, and articles about him. Semi-structured interviews were also used to interview his family members and colleagues. Despite the numerous awards and recognitions LaFayette has received, he had not been recognized in the field of adult education. Without realizing it, he incorporated some of the theories of adult education such as adult education agencies and categories during his workshop and encouraging institute participants to understand the first principle of the nonviolence training, which is nonviolence is a way of life for courageous people. This study began with a review of LaFayette’s family ties followed by his spiritual upbringing. It briefly outlined LaFayette’s contributions to the Civil Rights Movement. LaFayette co-authored material and curriculum for the nonviolence training by codifying and creating a quality standard which has been used in important organizations he co-founded such as the Alternative to Violence Project and The Summer Institute at the University of Rhode Island Center for Nonviolence and Peace Studies. In addition to these two major institutions, the study included his contributions to adult education in six other institutions. This study provides the most comprehensive, current, and overall picture of LaFayette’s life and contributions. Education institutions, prisons, and community agencies could benefit from the information provided in this study including information about the nonviolence conflict reconciliation training.
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Gustus, Christine H. "E-Mentoring an Educator in a State School for the Deaf| An Action Research Study." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284660.

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The purpose of this qualitative action research study was to explore the benefits and challenges of e-mentoring an adult learner in a rural state school for the deaf that taught children with hearing loss to listen and speak. This school lacked the benefit of a spoken language programs for deaf children. This study focused on e-mentoring the Lead Teacher/SLP, in order to enhance her understanding of language development in children with hearing loss and improve her ability to use diagnostic teaching, in order to implement strategies that would allow the children in this specialized classroom to continue to develop spoken language. Through use of synchronous and asynchronous e-mentoring, I assisted the mentee as she developed a plan specifically focused on providing her with the skills needed to lead/direct the program independently, in order for it to continue successfully. The mentee and supervisory/administrative staff were participants of this study. The mentee participated in the e-mentoring process twice each month, for 30-45 minutes per session, for one academic school year.

The mentee typically guided the topic of the e-mentoring session by asking for assistance in a particular instructional area. On alternate weeks, I was in contact with the mentee via email, text, and/or phone. After e-mentoring, I completed a journal entry with my thoughts about the session and the mentee responded to questions about the e-mentoring experience. At the conclusion of the academic year, I conducted a focus group with the supervisors and administrators of the spoken language program asking for input about this new program. Secondary data were collected from vocabulary and concept tests on the children attending the program using. Results from the journaling and responses to questions and focus group were coded and analyzed for emerging themes. One major themes was Change, with subthemes of opportunities, e-mentoring the spoken language program, progress of the children, perceptions of the program, increase in enrollment, and scheduling. Other major themes included Andragogy and e-mentoring, Teaching Strategies, and Technology. The results of this study may be important to administrative personnel in state schools for the deaf, interested in initiating a spoken language classroom.

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Books on the topic "Adult educator"

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Michael, Collins. Adult education as vocation: A critical role for the adult educator. London: Routledge, 1991.

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Knowles, Malcolm Shepherd. The making of an adult educator: An autobiographical journey. San Francisco, Calif: Jossey-Bass, 1989.

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Sauvé, Virginia L. From one educator to another: A window on participatory education. Edmonton, Alta: Consumer Education Project, Grant MacEwan Community College, Cromdale Campus, Community Education Division, 1987.

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Roby Kidd, adult educator, 1915-1982: The autobiography of a Canadian pioneer. Toronto: OISE Press, 1995.

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Stephen, Brookfield, ed. Training educators of adults: The theory and practice of graduate adult education. London: Routledge, 1988.

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Sava, Simona, and Petr Novotny, eds. Researches in Adult Learning and Education: the European Dimension. Florence: Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-425-1.

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The book represents several contributions that guide the readers in the comprehension of the paradigmatic shift from adult/lifelong education, to adult/lifelong learning. At the same time it presents the contexts where adults learn: the organized contexts, such as the institutions and services, and the informal contexts. The book is one of a series dedicated to adult learning and education developed under the auspices of ESRALE (European Studies and Research in Adult Learning and Education) an EU supported project. Its companion books are Maria Slowey (ed.) Comparative Adult Education and Learning. Authors and Texts and Vanna Boffo, Paolo Federighi, Ekkehard Nuissl, Empirical Research Methodology in Adult Learning and Education. Authors and Texts.
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Bwatwa, Josiah D. M. Adult education methods: A guide for educators. [Dar-es-Salaam]: National Adult Education Association of Tanzania, 1990.

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Education, Perth &. Kinross Council Education Department Community. Working with adults: Basic training for adult education. Perth: Perth & Kinross Council, 1996.

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O, Gangel Kenneth, and Wilhoit Jim, eds. The Christian educator's handbook on adult education. Wheaton, Ill: Victor Books, 1993.

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Pati, Sura Prasad. Adult education. New Delhi: Ashish Pub. House, 1989.

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Book chapters on the topic "Adult educator"

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Bowl, Marion. "Adult Educator Philosophies and Values." In Adult Education in Neoliberal Times, 99–115. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50883-2_7.

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Ockerman, Melissa, and Breanna Adams. "Classroom Engagement and Evidence-Based Teaching Strategies With Adult Learners." In Preparing the Educator in Counselor Education, 78–100. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315521695-5.

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Bound, Helen. "Introduction: Flipping the Lens from Educator to Learner." In Pedagogies for Future-Oriented Adult Learners, 3–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92867-4_1.

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Kleinschmidt, Jessica, Claire Garner, and Jörg Schwarz. "Studying Adult Education. A comparison of master’s degree programmes on ALE in Germany and the US." In International and Comparative Studies in Adult and Continuing Education, 99–114. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.07.

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Earning a university degree in adult education continues to be one prominent way of becom-ing an adult educator. That is because obtaining a comprehensive academic education is con-sidered essential, especially in conjunction with the aim of professionalising adult education. But how do the contents, structure, and aims of study programmes differ internationally, and how does this relate to different concepts of the professional role? This study compares mas-ter’s programmes in adult education in Germany and the United States. The findings point at characteristic differences in the relation between academics and practice.
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Mhina, Christine, and Ali A. Abdi. "Mwalimu’s Mission: Julius Nyerere as (Adult) Educator and Philosopher of Community Development." In Global Perspectives on Adult Education, 53–69. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230617971_4.

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Fitzsimons, Gail E., Helga Jungwirth, Jeurgen Maaß, and Wolfgang Schloeglmann. "Adults and Mathematics (Adult Numeracy)." In International Handbook of Mathematics Education, 827–76. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_23.

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Potter, Jeremy. "Adult Education." In Independent Television in Britain, 244–51. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09907-8_15.

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Kuusipalo, Paula, Hanna Toiviainen, and Pirkko Pitkänen. "Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden." In Young Adults and Active Citizenship, 103–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_6.

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AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.
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Westwood, Peter Stuart. "Adult Numeracy." In SpringerBriefs in Education, 67–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3761-2_6.

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Kersh, Natasha, Hanna Toiviainen, George K. Zarifis, and Pirkko Pitkänen. "Active Citizenship, Lifelong Learning and Inclusion: Introduction to Concepts and Contexts." In Young Adults and Active Citizenship, 1–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_1.

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AbstractThis chapter provides insight into the rationale, background and key concepts of the book and will discuss relevant theoretical considerations, contexts and discourses. The complexity surrounding the conceptual understanding of active citizenship, adult education and vulnerability will be considered, and approaches towards achieving a shared understanding of the nature of adult education and lifelong learning will be addressed within this chapter. In this book, the concept of active citizenship is used as a conceptual lens to understand the role of adult education in including young adults in active social, political and economic participation and engagement. The findings indicate that the social, economic and political dimensions of active citizenship, encompassing the development of social competences, labour market skills as well as civic and political participation, have been related to various educational initiatives (programmes) to engage young adults in active participation. The chapter will open the discussion of the cross-national complexity and interdependencies between adult education, social inclusion and active participatory citizenship, which underpin the dialogue offered in the seven contributions within this book.
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Conference papers on the topic "Adult educator"

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Hayati, Ridha Husnul, Sitti Chotidjah, and Yanti Shantini. "The Role of Mamak as Adult Educator in Family Strengthening in Modernization Era." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.019.

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Giossi, Styliani, and Achilleas Gkamanis. "LESSON FROM THEATER IN BECOMING A BETTER ADULT EDUCATOR." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1432.

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Pavlov, Ivan, and Michaela Skúpa. "CATEGORICAL OBSERVATION SYSTEM OF HUMANISTIC ANDRAGOGICAL WORK OF AN ADULT EDUCATOR." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.8.

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Tūbele, Sarmīte. "Mobile Learning Games for Dyslexic Young Adults." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.13.

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This article is devoted to revealing the theoretical background of dyslexia in young adults to substantiate the chosen approach for mobile learning games. Education in the 21st century has changed just the same as young adult learners; especially those who have some developmental problems, such as developmental dyslexia. If they are lucky to encounter smart teachers, understanding parents, siblings and peers, they succeed in the education system, they reach learning goals and are satisfied with their life quality. If there are gaps between regulations, rules and the real situation, learners lose interest in learning and especially in reading, they do not achieve their learning goals and sometimes they even experience school failure. Educators have to think about new methods, new approaches to diminish the possibilities of failure, to renew interest in learning (and especially in reading) to achieve education goals and to ensure the possibility for better life quality. The article deals with theoretical findings in differences of dyslexia in young adults and the role of technologies and educational mobile games in the learning process.
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Dementieva, T. G. "FOREIGN LANGUAGE ENVIRONMENTAL EDUCATION FOR SPECIALISTS AS A FACTOR OF SUCCESSFUL PREPARATION TOWARDS INTERCULTURAL COMMUNICATION." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-53-56.

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The purpose of additional adult education is the personal development of students as subjects of intercultural communication. Foreign language environmental education of specialists is one of the conditions for successful preparation for intercultural communication. To achieve this goal, teachers use various pedagogical technologies for teaching adults, which helps to increase the communicative motivation of adult students, increases their activity, and contributes to the intensification of the educational process. The article presents the experience of working with the educational material of the authentic textbook «EDITO A2», dedicated to the analysis of environmental problems in francophone countries: France, Belgium, Switzerland and Canada.
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Ginzburg, Tatiana, and Linda Daniela. "Looking for “The Best of all Worlds”: Using Different Teaching Formats in an English as an Additional Language Program." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.14.

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In spring of 2020, when the first Covid-19 related restrictions were introduced, educators were forced to rapidly look for new solutions. Most of those involved moving classes online. However, although quality was a concern for all institutions, ensuring a balance between safety and quality of education presented an additional challenge to providers of non-formal adult education. Therefore, developing a course to accommodate the new and, probably, enduring reality as well as carefully monitoring its delivery was essential. Even though different modalities have been used in education for decades, only now have they become a part of the mainstream. Most educators were used to working in either traditional face-to-face or online mode, while some students could have used a combination of both as well as other web-based resources. Thus, shifting from one modality to another or mixing them in a course presented certain challenges for both educators and students. This paper describes a blended hybrid program of English as an Additional Language for adults developed at RTU Riga Business School English Language Center in response to the Covid-19 pandemic. The program has the same basic content as previous face-to-face one but incorporates various carefully analyzed modalities. Specifically, it combines a face-to-face (F2F) and remote online synchronous learning, and adds asynchronous part to the course. It has been piloted in open public groups as well as corporate courses with student feedback analyzed vis-a-vis face-to-face courses. This paper analyzes the development of a program for open groups.
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Jekabsone, Inga, and Ina Gudele. "Challenges of the adult learning sector in context of COVID-19 in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.

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The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to attend high-quality trainings regardless the place of residence. In context of COVID-19, during the emergency situation Latvia has fully moved to remote learning, including adult learning. Educational institutions as well as enterprises that organise trainings for adults have to implement remote learning using several online tools. The aim of the paper is to analyse the main challenges of the adult learning sector in Latvia in context of COVID-19 taking into consideration the regional development issues. In order to achieve the aim, following research methods have been used: scientific literature studies, statistical data analysis, interviews. Main results of the survey: in case of Latvia, the Ministry of Education and Science of Republic of Latvia has launched several initiatives towards enabling the shift to online learning, providing recommendations, digital tools as well as good practice sharing. At the same time, there is no methodology and detailed step-by-step recommendations, how to develop the online education learning for educational institutions in Latvia. However, there are incentives to develop online adult learning via project funding.
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Hazzan, Afeez A., Kristin Heffernan, and Jason Dauenhauer. "Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12865.

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Institutions of higher education are increasing efforts to focus on ways to meet the growing needs of older adult learners. Many institutions are addressing these needs by joining the Age-Friendly University (AFU) Global Network. Affiliated institutions are required to promote intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages. However, these institutions will need to provide instructors with the training to ensure that intergenerational engagement is being actively fostered. In this study, we examine the perspectives of faculty members who have opened their classrooms to older adult auditors. The research question was: What types of training do faculty recommend to promote intergenerational engagement in the classroom? In-depth face to face interviews were conducted with 27 faculty members. Qualitative content analysis of the data yielded the following four themes: 1) Provide accessible training to teach faculty their role 2) Educate faculty about the importance of becoming aware of generational time periods/context 3) Learn to approach auditors with a mindset that they are adults and have had careers/experiences, and 4) Train faculty on how to foster discussion. Overall, these findings point to a need for training that focus on intergenerational curricular design and multigenerational classroom management
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Mason, Jon, and Deb Carr. "Boosting Lifelong Learning Through Digital Online Education." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.024.

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Susanti, Illa. "Education System in Financial Life Skills (FLS) Training - USAID YEP." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.031.

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Reports on the topic "Adult educator"

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Panitsides, Eugenia. Adult education: Reaching the unreached. Emerald, January 2022. http://dx.doi.org/10.35241/emeraldopenres.1114922.1.

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Sibieta, Luke, Ben Waltmann, and Imran Tahir. Adult education: the past, present and future. The IFS, June 2022. http://dx.doi.org/10.1920/bn.ifs.2022.bn0344.

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Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.

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Waltmann, Ben, Imran Tahir, and Luke Sibieta. Big changes ahead for adult education funding? Definitely maybe. Institute for Fiscal Studies, April 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0325.

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Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1349.

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Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w8986.

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Brown, Adrianne, and Wendy Manning. Non-Marriage Among College-Educated Adults, 2005-2019. National Center for Family and Marriage Research, January 2022. http://dx.doi.org/10.25035/ncfmr/fp-22-02.

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Over the years, minor children’s family structure has experienced little change and has been well documented in previous family profiles (FP-17-15 & FP-13-19 & FP-19-25) and research. Consistent with prior work (Manning, Brown, & Stykes, 2014), U.S. children’s family structure has remained stable—with little to no change over the past ten years. Although changes to minor children’s family structure over time is small, examination of potential changes is still important. Using data from the 2021 ASEC Current Population Survey from IPUMS, this profile updates FP-19-25. We visualize variation in family structure of minor children (under the age of 18) in the U.S. by race/ethnicity. We also present state-level variation in the share of children living with two married biological parents.
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Zimmer, Zachary, Linda Martin, Mary Ofstedal, and Yi-Li Chuang. Education of adult children and mortality of their elderly parents in Taiwan. Population Council, 2005. http://dx.doi.org/10.31899/pgy2.1021.

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Clark, Damon, and Heather Royer. The Effect of Education on Adult Health and Mortality: Evidence from Britain. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16013.

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