Relevant bibliographies by topics / European Society for Research on the Education of Adults

Academic literature on the topic 'European Society for Research on the Education of Adults'

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Published: 26 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "European Society for Research on the Education of Adults"

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Hake, Barry J. "European Society for Research on the Education of Adults (ESREA)." Bildung und Erziehung 50, jg (December 1997): 287–92. http://dx.doi.org/10.7788/bue-1997-jg24.

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Ioannidou, Alexandra. "ESREA – European Society for Research on the Education of Adults." Der pädagogische Blick, no. 3 (May 12, 2021): 187–91. http://dx.doi.org/10.3262/pb2003187.

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Järvinen, Annikki. "Aikuiskoulutuksen tutkimusverkostojen toimintaa ESREA:ssa." Aikuiskasvatus 16, no. 4 (December 1, 1996): 322–24. http://dx.doi.org/10.33336/aik.92422.

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Clover, Darlene. "Private World(s): Gender and Informal Learning of Adults." Canadian Journal for the Study of Adult Education 28, no. 1 (January 20, 2016): 103–5. http://dx.doi.org/10.56105/cjsae.v28i1.4089.

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Book Review Of:PRIVATE WORLD(S): GENDER AND INFORMAL LEARNING OF ADULTSJoanna Ostrouch-Kamińska and Cristina Vieira (Eds.). The European Society for Research on the Education of Adults (ESREA) in Collaboration with Sense Publishing, Rotterdam, 2015, 194 pages.
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Heikkinen, Anja. "Kuosinvaihtoa vai uusia tuulia." Aikuiskasvatus 28, no. 2 (May 15, 2008): 142–43. http://dx.doi.org/10.33336/aik.93815.

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Kirjoittaja kuvaa kokemuksia eurooppalaisen aikuiskasvatuksen tutkimusseuran (ESREA = European Society for Research on the Education of Adults) johtokunnan kokouksesta ja samaan aikaan järjestetyistä saksalaisen kasvatustieteen seuran vuotuisista päivistä Saksan Dresdenissä maaliskuun lopulla 2008.
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Brunila, Kristiina. "Aikuiskasvatuskuulumisia Euroopasta." Aikuiskasvatus 32, no. 4 (December 1, 2012): 315–17. http://dx.doi.org/10.33336/aik.94012.

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Aikuiskasvatuksen Tutkimusseuran sihteeri, tutkijatohtori Kristiina Brunila on reilun vuoden ajan tarkkaillut aikuiskasvatuskenttää Euroopan mittakaavassa. Paikka ESREA:n (European Society for Research on Education of Adults) johtokunnassa on muun muassa osoittanut, että Suomi on aikuiskasvatuksen mallioppilas.
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Ruiz-Eugenio, Laura, Itxaso Tellado, Rosa Valls-Carol, and Regina Gairal-Casadó. "Dialogic popular education in Spain and its impact on society, educational and social theory, and European research." European Journal for Research on the Education and Learning of Adults 14, no. 1 (February 14, 2023): 47–61. http://dx.doi.org/10.3384/rela.2000-7426.4325.

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Dialogic popular education developed by La Verneda-Sant Martí School for Adults in Spain, influenced by the work of Paulo Freire, has had a range of significant social and educational impacts. Starting with an emancipatory approach to eradicate oppression, this dialogic popular education resisted and has transformed aspects of the Spanish educational sphere despite ongoing hindrances and difficulties. This article presents a path of events, a history of interventions and findings from research on how dialogic popular education has affected and changed educational practices as well as how research is approached elsewhere in Europe. In addition, it presents ways in which a radical commitment to social change can be combined with scientific standards in the pursuit of achieving a better society for all.
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Merrill, Barbara, and Linden West. "A history of biographical research in the United Kingdom." Revista Brasileira de Pesquisa (Auto)biográfica 3, no. 9 (December 20, 2018): 765–80. http://dx.doi.org/10.31892/rbpab2525-426x.2018.v3.n9.p765-780.

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Biograpahical researchers in the United Kingdom have been influenced by symbolic interactionism, feminism, oral history, critical sociology, psychoanalysis and what we term an auto/biographical imagination. The latter involves reflexively situating the researcher and her influence, via power, unconscious processes and writing, into the text and by acknowledgeing the co-construction of stories. The focus of much research has been on marginalised peoples, as part of a democratising project to bring more diverse voices and stories into the historical or contemporary social record. It is important to avoid too rigid a distinction between mainland Europe and developments in Britain. Collaboration and dialogue have been extensive, across various research networks, including in the European Society for Research in the Education of Adults (ESREA).
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LAZORENKO, Olena. "CIVIL SOCIETY AS DRIVER IN DEMOCRACY DISCOURSE OF ADULT LEARNING POLICY IN UKRAINE." Filosofska dumka (Philosophical Thought) -, no. 5 (December 4, 2020): 41–59. http://dx.doi.org/10.15407/fd2020.05.041.

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The article is focused on some aspects of development adult learning and education policy in Ukraine from stakeholders` perspective, and active role of the Ukrainian civil society in this discourse. This was facilitated by conducting analytical research and further advocacy activities on the protection and representation of interests in Ukraine in 2018-2019. Adult learning and education following the change in UNESCO’s terminology from «adult education» to «adult learning and education» (abbreviated - ALE), is interpreted as a permanent activity aimed at acquiring, recognizing and applying key skills. Acquisition of new skills, abilities and knowledge by adults usually occurs after they receive basic education and enter the labour market. In European practice, this covers formal, non-formal and informal forms of adult learning. Stakeholders were involved in the analytical re- search through a survey of experts; participation in a practical seminar on peer review workshop, which was held in the format of a progress meeting to present the Policy Research Report and discuss the preliminary results; virtual discussion of analytical documents. Usually, adult learning policy promotes social well-being and integration, employment and active civil participation. Ukraine lack of consolidate active state adult learning policy during the whole period of its independence since 1991. The problem-solving options proposed in the research and validated by stakeholders are presented in this article. The article will be interesting for social philosophy, educational & learning academic and non-academic researchers, policy-makers and practitioners.
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Hosnjak, AM, B. Ilic, B. Kurtovic, Ficko S. Ledinski, and M. Smrekar. "Development Strategies in the Field of Lifelong Learning of Older Adults." Acta Medica Martiniana 20, no. 3 (December 1, 2020): 122–32. http://dx.doi.org/10.2478/acm-2020-0014.

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AbstractIntroduction: European gerontological research confirms that accelerated aging of the population will lead to a pronounced occurrence of target groups of functionally capable older people. Lifelong learning is a tool that enables an active post-retirement period in order to enhance cognitive mental capacities, prevent dementia, and overcome the intergenerational gap. The aim of this paper is to develop strategies in the field of lifelong learning for older adults through SWOT analysis.Methods: A qualitative study on lifelong learning for older adults was conducted during the month of November 2019 using 4 SWOT matrices which were subsequently analyzed and integrated into one common matrix. Four strategies were developed based on this template.Results: The analysis of the SWOT matrix showed that lifelong learning contributes most to a sense of belonging, prevention of social isolation, prevention of dementia, and better personal satisfaction. The biggest obstacles for older people when it comes to participating in lifelong learning programs are finances, physical illness, and a lack of understanding from their family members and the wider society for this kind of activity.Discussion: Lifelong learning contributes to a long-term maintenance of cognitive processes of participants involved in education processes. Lifelong learning provides the opportunity to promote older people’s health regardless of the formal education they received in early adulthood.Conclusion: Learning and further education are not only the indicators of active aging, but also a need for older people to master new tools so that they can actively participate and contribute to the society.
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Dissertations / Theses on the topic "European Society for Research on the Education of Adults"

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Szyszlo, Peter. "Mapping the Borderland of the Knowledge Society: Strategic Global Partnerships and Organizaitonal Responses of Universities in Transition." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37983.

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Globalization has motivated universities to calibrate institutional responses for strategic purposes. Yet, specific challenges remain for Ukrainian National Research Universities insofar as the interplay between global and (post-)Soviet knowledge discourses reveal a dual framework, whereby adaptive responses to globalization and entrenched state-centered logics run parallel, and often in conflict, with one another. This study took a critical approach to identify and interpret how the phenomenon of internationalization manifested in the development of strategic partnerships, was translated and re-contextualized into structural innovations, and resulted in systemic institutional change. The thesis delves into the institutional behaviour of three flagship universities in Kyiv, Ukraine and their respective doctoral schools. The selected universities – Kyiv-Mohyla Academy, Kyiv Polytechnic Institute and Taras Shevchenko National University of Kyiv – represent a mixture of organizational types which fall into one or more of the three education archetypes, including the Humboldtian, Soviet and Anglo-American models. These governance models allow for differentiation of institutional interpretations of internationalization and a means of capturing the various ways in which university actors negotiate their spaces of action and translate higher education discourses into practice. The analysis addresses issues of ‘hybridity’ which is not evident in this categorization. The study attempts to problematize internationalization anew by shifting focus on non-linear accounts of the phenomenon in order to comprehend the complex, multi-faceted and often contradictory ways the process plays out across different university landscapes. The inquiry employs conceptualizations combining the Delta Cycle for Internationalization (Rumbley 2010) and a new institutional approach (North 1990). The study is structured as a single-case embedded case study design as described by Yin (2015). Data were collected via 45 semi-structured interviews with university actors and higher education stakeholder agencies, including: senior administrators, mid-level leaders, faculty members and doctoral candidates. The data were supported by scholarly literature, official documents, reports, strategy papers, grey materials, policy statements, field notes. as well as university and ministerial websites. These data were analyzed for content and triangulated according to a modified content analysis approach. This study expands and contributes knowledge on the internationalization of higher education by distinguishing variations of how the phenomenon manifested within different university settings. It examines the place of the university as an organization that not only produces and disseminates knowledge, but assimilates and adapts global knowledge to national needs. Finally, the inquiry explores internationalization as an academic innovation and a process of institutional change which shapes academic identities and legitimizes the university as a global actor.
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Barnett, Karen Rae. "Transformation of communication practices : a case study of older adults' participation in the information society." Thesis, Queensland University of Technology, 2002.

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The info1mation society marks a shift from the dominance of the industrial to the rise of the "informational" (Castells, 1996, p. 21 ). The effects of this shift on social arrangements generally have been greeted in diverse ways, ranging from the enthusiasm of Negroponte (1995) to the more cautious scepticism of Postman (1992). While recognised as an inevitable and ongoing process, the wider social imperatives for change have brought people and technology together in ways that are often highly problematic. Older people, as one group among others identified as experiencing the disadvantage in the information society, face challenges of adaptation to a new form of literacy and communicative practice. A large body of research is developing to investigate the needs of older people in the new information society, yet little of this focuses on the full complexity of relationships that exist between the wider institution of communication technologies and the management of these changes in everyday places. Everyday, mundane activities of older people, as they interface with the discourses and practices of the information society, are, therefore, prioritised in this qualitative study. A purposively structured case study applies Bourdieu's concepts of field and habitus (Bourdieu, 1990) in an ethnomethodological investigation. Levels of social phenomena representative of the field in the context of older people's experiences are assembled in the case study. Qualitative methods of data collection bring three elements of the field together. Firstly, discourses of the digital divide set the contextual scene for examining persuasions towards computer literacy for older people. Then observations in settings for older learners provide information about building computer competencies. In addition, interviews with geographically dispersed older people allow a range of users, from novices to experts, to contribute to the study. Data analysis based on the dramaturgical perspective of Goffman (1973a, 1973b) and the grammar of motives advocated by Burke (1969a) produce an interpretive ethnography in which older people's strategies and motives are revealed. The thesis finds that within the full set of relationships in the field of older people's use of ICT, a complex network of influences operates as discursive and interactive strategies. Motives implied in discourses of the digital divide direct attention towards the field of ICT and the settings of older people's active engagement with information and communication technologies. Within such settings a range of dispositions towards technology become obvious. These dispositions are critically important to the ways in which technology is integrated into everyday practices of individuals. In a field of opportunities and constraints computer technology is involved in creating particular communities of interest. Practices with technology promote self-esteem, secure networks of friendship, and connect the person within the home to the world beyond in real and virtual ways. The case study effectively describes the field of older people's engagement with computer technology as a microcosm of strategic everyday practices, a contingent set of experiences that enjoin older people with the process of change to an information society.
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Books on the topic "European Society for Research on the Education of Adults"

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Ostrouch-Kamińska, Joanna. Considering gender in adult learning and in academia: (in)visible act. Wrocław: Wydawn. Nauk. Dolnośla̜skiej Szkoły Wyższej, 2012.

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European Society for Research in Mathematics Education. Conference. European research in mathematics education: Proceedings of the First Conference of the European Society for Research in Mathematics Education. Edited by Krainer Konrad 1958-, Goffree Fred, and Berger Peter. Osnabruck: Forschungsinstitut für Mathematikdidatik, 1999.

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European Society for Research in Mathematics Education. Conference. European research in mathematics education: Proceedings of the First Conference of the European Society for Research in Mathematics Education. Edited by Schwank Inge. Osnabrück: Forschungsinstitut für Mathematikdidatik, 1999.

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European Society for Research in Mathematics Education. Conference. European research in mathematics education: Proceedings of the First Conference of the European Society for Research in Mathematics Education. Edited by Schwank Inge. Osnabruck: Forschungsinstitut für Mathematikdidatik, 1999.

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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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Kitamoto, Masaaki. Kodomokan to kyōiku no rekishi zuzōgaku: Atarashii kodomogaku no kiso riron no tame ni = A historical iconography of children, childhood and education in European society : for the basic theories of new child studies. Tōkyō: Shin'yōsha, 2021.

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Rob, Mark, Queen's University of Belfast. Institute of Continuing Education., Standing Conference on University Teaching and Research in the Education of Adults., and Adult Education for a Multicultural Society, (1995 : Belfast), eds. Adult education for a multicultural society: Report of a conference organised by the Institute of Continuing Education of Queen's UniversityBelfast in association with the Standing Conference on University Teaching and Research in The Education of Adults (SCUTREA) on Friday 19 May 1995. Belfast: Institute of Continuing Education, Queen's University Belfast, 1995.

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Conference, European Society for Research in Ethics. The turn to applied ethics: Practical consequences for research, education, and the role of ethicists in public debate : proceedings of the 1992 Conference of the European Society for Research in Ethics (Societas Ethica) : Woudschoten/Utrecht, 24-28 August 1992. Kampen: Kok Pharos Pub. House, 1993.

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J, Conti Gary, Fellenz Robert A, American Association for Adult and Continuing Education. Commission of Professors., Standing Conference on University Teaching and Research in the Education of Adults., and W. K. Kellogg Foundation, eds. Dialogue on issues of lifelong learning in a democratic society: Working papers from a British and North American Faculty Exchange sponsored by the Commission of Professors of the American Association for Adult and Continuing Education, and the Standing Conference on University Teaching and Research in the Education of Adults. College Station, Tex: Texas A&M University, 1985.

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Tartaglia, Andrea, Roberto Bolici, and Matteo Gambaro, eds. La ricerca tra innovazione, creatività e progetto / Research among Innovation, Creativity and Design. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-160-7.

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In the current socio-cultural scenario, the implementation of the university reform aimed at boosting third-level education calls for meditation within the discipline of Architectural Technology (ICAR 12). This review must address the research topics and academic profiles of PhD courses in the Technological Area, also in terms of fostering actions consistent with European strategic lines for the promotion of a knowledge society. Research, innovation, creativity and design are the keywords of this scenario that PhD students and lecturers must bear in mind when considering three fields of study: environmental design and landscape, building production and construction and works and services strategic for the community. This book "Research among innovation, creativity and design" develops the topics addressed during the VII OSDOTTA workshop (the network of PhD courses in the field of Architectural Technology) held at the Mantua campus of Milan Polytechnic on 15th-16th-17th September 2011.
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Book chapters on the topic "European Society for Research on the Education of Adults"

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Nuissl, Ekkehard. "European Society for Research on the Education of Adults." In Wörterbuch Erwachsenen- und Weiterbildung, 139–40. 3rd ed. Bad Heilbrunn, Deutschland: Verlag Julius Klinkhardt, 2023. http://dx.doi.org/10.35468/wbeb2022-090.

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Endrizzi, Francesca, and Beate Schmidt-Behlau. "Active Participatory Citizenship for and with Young Adults in Situations of Risk – On the Cover and Under-Cover." In Young Adults and Active Citizenship, 37–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_3.

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AbstractDrawing on theoretical research findings of the EduMAP extensive study on national Adult Education (AE) policies in the European Union (EU) and as part of a broader qualitative data collection based on 40 case-studies, the following chapter investigates four selected adult education practices dealing with young people in situations of vulnerability, in France, Austria and Germany, respectively. The intent is to analyse how diverse conceptualisation of Active Participatory Citizenship (APC) and the educational strategies adopted in the different programmes impact on the learning outcomes of the interviewed learners. APC can be either explicit and on the cover, as a core objective pursued through an adopted education strategy, or it acts more implicitly and under cover. To prove this assumption, the findings have been systematised, first scrutinizing the endorsed APC concepts and the implemented educational approaches in the programme’s designs and from the providers and practitioners’ perspectives, and second investigating learners’ points of view on their learning outcomes in terms of competence development and reflected experiences. The third step analyses the factors that are relevant for successfully enabling young people in situations of risk to participate in the society and/or community. The findings bear out that how APC is defined and characterised in the AE programmes is not the only impacting factor but equally important is how this is incorporated in the educational practice and adopted in the pedagogical strategy.
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Boffo, Vanna, Giovanna Del Gobbo, and Francesca Torlone. "Educazione degli Adulti, dalle strategie alle urgenze. In luogo di una introduzione." In Educazione degli Adulti: politiche, percorsi, prospettive, 7–28. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0006-6.02.

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The text highlights the lines of the research crossed by Paolo Federighi in his forty-year professional career within the University of Florence and the European institutions. We take the opportunity of this perusal to problematize the discipline, Adult Education, through a semantic and lexicographic analysis which aims to bring to light the history and theory of Adult Education from its beginnings in Italian society and culture in the period after the Second World War to date. The pedagogical-educational knowledge forming the building blocks of the discipline cannot be separated from scientific research and methodological results. The second part of the essay sets out to understand which research methodology can be more appropriate to respond to the needs of a constantly evolving and rapidly changing civil society. The third and fourth parts reflect on a human and scientific itinerary always pointed towards the lodestar of educational innovation and educational transformation.
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Slade, Bonnie, and Preeti Dagar. "Tracing Longitudinal Impact of Professor Lalage Bown: International Master in Adult Education for Social Change." In Adult Education and Social Justice: International Perspectives, 269–79. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0253-4.27.

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Adult education is recognised globally as a critical element in addressing challenges pertaining to climate justice, migration, employment, education and inequality. This chapter will explore the development, delivery, and impact of the International Master in Adult Education for Social Change (IMAESC n.d.), a European-funded joint master’s degree, that can proudly trace its lineage to the work of Prof. Bown at the University of Glasgow. IMAESC is jointly delivered by the Universities of Glasgow, Malta, Maynooth, Tallinn and the Open University of Cyprus. Students complete three mandatory mobility periods and choose between two study tracks ‘Community Engagement and Education’ or ‘Critical Issues, Policy and Curriculum’. Additionally, this two-year programme has a summer school in Malaysia (Universiti Sains Malaysia) focused on sustainability and peace studies. The first cohort of IMAESC students started in 2016 and there have been 118 graduates over the past seven years from over 60 countries. Adult Education takes place in many different sites – Vocational Education and Training (VET) institutions, higher education, community-based, workplace, and political struggle – and our students’ experiences reflect that diversity. We examine what impact IMAESC graduates have made nationally and internationally, drawing from an empirical qualitative research project, ‘Decolonising Higher Education: A case study of Erasmus Mundus master’s programme IMAESC’, undertaken in 2021-22. This research included interviews with 19 IMAESC graduates from the Global South. Through critical engagement with theory, policy and action, graduates have contributed to improving their communities, cities, civil society, nations, and international relations.
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Pintó, Roser. "A European Research Project for New Challenges in Science Teacher Training." In Science Education Research in the Knowledge-Based Society, 435–46. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_45.

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Kalerante, Evaggelia, and Theodoros Eleftherakis. "Parallel Association Between the European Educational Policy on Lifelong Education and the Introduction to Information Society (1995–2010)." In Research on e-Learning and ICT in Education, 275–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34127-9_20.

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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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Federighi, Paolo. "Institutional Learning in Higher Education and Graduate Transitions." In Re-thinking Adult Education Research. Beyond the Pandemic, 17–32. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0151-3.04.

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The ‘learning exclusion equilibrium’ strategy in Italy also governs young adults’ possibilities of accessing higher education institutions (HEIs) and entering and being successful on the labour market. The upshot of this strategy has been to weaken the social role of universities and open the field to new players promoting new solutions based on stronger teaching and research partnerships. After graduation, young university leavers face a period in which they follow non-linear paths as they try to fit their skills to the labour market demand. For many professions, there has been an immense change in this demand. Now, unlike the past, life skills are considered basic competences for technical professions too. If those lacking these skills enter the labour market later, the problem arises of how to create these competences both during the period of university education and in the following years. Universities have to practise institutional learning and study with those who need knowledge in order to come up with a new strategy so that their graduates can directly manages their relations with the labour market. Knowledge of the situation and development of graduates’ professional lives is needed in order to give academic programmes a new direction and allow students to make an informed choice of which university to enrol in. The European Graduate Tracking Initiative can lead the way towards this goal.
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Zarifis, George K. "Active Citizenship Programmes for Unemployed Young Adults with Low Skills in Southern Europe: Participation, Outreach, and Barriers." In Young Adults and Active Citizenship, 19–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_2.

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AbstractThe development of policies and targeted initiatives that promote or support active participatory citizenship for vulnerable young adults with low skills has largely passed unnoticed in Southern Europe in the last decade. Despite the existing lifelong learning (LLL) strategies, most countries in the area do not place active citizenship for low-skilled young adults as a priority. This chapter is based on the results of the European research project EduMAP (Horizon 2020), and focuses on participation of unemployed young adults with low skills (hence early school-leavers) in educational activities that either focus or promote active citizenship in Southern Europe (Greece, Cyprus, Malta, Italy, Spain and Portugal). More specifically the chapter explains the reasons behind low participation rates among vulnerable young adults in the region. South European countries are not yet showing any favourable conditions for increasing participation of the low-skilled unemployed young adults in such programmes. Some of the countries that were hit by economic depression in particular, face –not necessarily for the same reasons– major barriers for implementing policies to increase the number of low-skilled young adults in active citizenship oriented courses. The chapter concludes that one of the problems in promoting active citizenship through adult education activities is that the programmes delivered in the region are still not competence-based. Adult education is not high in the value system, and therefore low skilled young adults do not appear motivated to obtain such skills and competences. A key challenge therefore is to deliver a service that simultaneously meets the needs of the learners, provides sufficient responses to the needs of the local societies, and stimulates further demand.
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Erdoğan, Armağan, and M. Murat Erdoğan. "Syrian University Students in Turkish Higher Education: Immediate Vulnerabilities, Future Challenges for the European Higher Education Area." In European Higher Education Area: Challenges for a New Decade, 229–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_16.

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Abstract Since 2011, millions of Syrian people have had to leave their country and seek shelter in neighbouring countries and in Europe. Forced migration or displacement creates multiple vulnerabilities while trying to settle in a new environment. Socioeconomic, cultural and psychological vulnerabilities hinder them from participating actively in society. Higher education is one of the main ways that refugees and displaced people cling to hope for a better life. Their access to and participation in higher education has been a challenging route for many reasons both for themselves and also for the higher education systems and universities in their host countries. Turkey has a unique place in regard to Syrian refugees. It hosts the largest refugee population in the world with 3.6 million Syrians and 500,000 asylum seekers from other countries, such as Iraq, Iran, Afghanistan and Pakistan. Turkey has a young population with the 5–17 age group comprising 21% of the population, but the Syrian population is much younger as its rate is 30%. Turkey is also the country with the largest student population in the European Higher Education Area. The incomparable magnitude of the situation, among others, plays a crucial role in developing new integration policies. In spite of the ongoing difficulties and challenges, the past nine years proved a success story in protection, social cohesion and integration of these newcomers. Turkey has been suffering from some challenges, such as a supply and demand imbalance in higher education. Demographic factors, shortcomings of the higher education system and the unemployment rate among university graduates have been some long-term challenges for Turkish higher education. Moreover, a common misconception in public opinion, that Syrian refugees are admitted to Turkish universities without fulfilling the requirements, adds new challenges for future policies. Both the sheer number of migrants and also the emergency of the situation during this migration flow necessitated some action to be taken in the area of higher education. In a country like Turkey, where there is high competition between students to pass the nationwide university selection exam each year, encouraging Syrian students to access higher education seems to be an area for discussion. This paper is based on the fieldwork of research conducted in the context of the Hopes-MADAD project entitled “Elite Dialogue II- Dialogue with Syrian Refugees in Turkey through Syrian Academics and Students” in 2019. The main research subject is which types of vulnerabilities Syrian university students face, and how they can integrate into society in Turkey. New approaches and definitions are needed to touch the actual needs of the refugees to be actively involved into society. Nevertheless, research on the higher education practices of vulnerable groups in general, and of Syrian students in particular, is largely missing.
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Conference papers on the topic "European Society for Research on the Education of Adults"

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Romić, Danijela, and Jelena Dujmović Bocka. "STRENGTHENING THE ACTIVITIES OF YOUTH ASSOCIATIONS IN THE EUROPEAN ENVIRONMENT: CERTAIN LEGAL AND SOCIAL MATTERS." In The recovery of the EU and strengthening the ability to respond to new challenges – legal and economic aspects. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2022. http://dx.doi.org/10.25234/eclic/22438.

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In the previous ten years in the EU, the youth have become one of the priority groups that is being strengthened for more intensive involvement in the life and development of society. Research has shown that the youth are quite uninterested in getting involved in political and social activities that contribute to the development of the community and society. The still current pandemic caused by Coronavirus Disease (COVID-19) has further “pushed” the youth into the virtual world because they are now forced to conduct their daily activities (for example, schooling, additional education) in an online environment. The youth, otherwise avid fans of technological achievements, are now trapped in their homes with computers, smartphones and other technological aids, thus losing direct contact with their peers and adults, remaining deprived of some of the socializing effects of the teaching process and are at risk of complete alienation. EU Youth Strategy 2019-2027 addresses youth organizations, as one of the key actors that strengthen the competencies of the youth and promote their social inclusion. Youth associations and associations for the youth, in addition to providing various services and programs for the youth, strengthen empathy among the youth, raise awareness of the youth on the needs of society and, through the development of additional competencies, empower them to actively participate in community life. This paper presents the results of the part of the research created within the Youth Activation Network project. The research was conducted using the focus group method, where the respondents were representatives of youth associations and associations for the youth from entire Croatia. Research questions were focused on trying to identify and differentiate youth associations and associations for the youth from other associations, ways to activate and involve the youth in the work of associations, and assess the current legal framework of associations. The results obtained from the implementation of focus groups were transcribed, processed in Dedoose computer program and presented in the paper according to main research issues. For results analysis, content analysis method was used, as well as comparison method and contrast method. The results of the research show that it is necessary to legally define work with the youth so that it can be used as one of the distinguishing criteria of youth associations and associations for the youth. Associations involve the youth as volunteers, users and service providers, and empower and motivate them to further engage in social activities. The biggest problems pointed out by the representatives of associations are related to the ways of financing the work of the associations. Although some respondents pointed out certain shortcomings, research results indicate that the existing legal framework for the work of the associations is satisfactory, while its amendments could further complicate the work of youth associations. The revocation of the complex consequences of the pandemic requires the active involvement of all factors in society, where active and engaged, socially responsible and empathetic youth can be the bearers of change and improvement.
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Kourkoumelis, Christine. "Engaging Adults – Education and Outreach for ages 16+." In The European Physical Society Conference on High Energy Physics. Trieste, Italy: Sissa Medialab, 2024. http://dx.doi.org/10.22323/1.449.0654.

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"Research and Higher Education course providers: their role in Real Estate Education." In 10th European Real Estate Society Conference: ERES Conference 2003. ERES, 2003. http://dx.doi.org/10.15396/eres2003_279.

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Wint, Natalie, Bill Williams, Mike Murphy, and Andrew Valentine. "Mapping engineering education research in Europe." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1340.

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Block, Brit-Maren, and Marie Gillian Guerne. "Sustainable engineering education in research and practice." In SEFI 50th Annual Conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1441.

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Sustainability and responsible use of the resources at our disposal are among the most important goals of our time. Employees are looking for next-generation employees with ever more skills. To ideally foster these in engineering and prepare them for future challenges, the integration of education for sustainable development (ESD) with a linkage of technical and sustainability-oriented issues in the curriculum is essential. This paper takes up two points: Firstly, an analysis of the research landscape in Engineering Education Research (EER) on the topic of "sustainability" is undertaken. For this purpose, more than 3500 conference papers of EDUCON and FIE of the years 2014 to 2018 as well as 2021 (EDUCON only) are evaluated. The methodology of the analysis as well as the set of main and sub categories (among them "sustainability") will be presented at SEFI 2022. The results of the analysis of the research landscape show that the topic of sustainability has so far played a negligible role in the conference contributions. Secondly, the focus is on the implementation process and the linking of technical and sustainability-oriented issues. The study programme concept of the Leuphana University offers two options for sustainable technical education by combining major and minor study programmes. The interdisciplinary combinations are presented and explained using module examples. In total, this paper provides a research-based contribution to sustainable engineering education in research and practice. Engineering students’ courses of action have been videorecorded in design projects and in electronics labs at two universities. It can bee seen that students’ use a wealth of bodily-material resources that are an integral and seamless part of students’ interactions. They use bodily resources, concrete materials, “low-tech” inscriptions as well as “high-tech” (“digital”) inscription devices. Our results challenge that by hand – by computer and analogue tools – digital tools should be seen as dichotomies. Our empirical evidence suggests that students should be trained to not only be trained to work with “digital” tools but with a multitude of tools and resources. We, thus, advocate that a postdigital perspective should be taken in education where the digital makes up part of an integrated totality.
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Kelly, Lourah, Nicholas Livingston, Tess Drazdowski, and Kristyn Zajac. "Gender and Age Differences in Comorbid Cannabis Use Disorders and Suicidality in a National Sample." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.28.

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Approximately 40 million adults use marijuana annually, making marijuana one of the most commonly used substances in the United States (SAMHSA, 2019). Men and emerging adults (ages 18-25) report higher prevalence of cannabis use disorders (CUDs) relative to women and older adults (CBHSQ, 2015; Khan et al., 2013). More frequent marijuana use is associated with greater likelihood of suicidal ideation (Ilgen et al., 2009), and past year use in emerging adults is associated with future suicide attempts (Pedersen, 2008). Similar to correlates of marijuana use, emerging adults and men have higher rates of suicidality (SAMHSA, 2019; Krug et al., 2002). Limited research has tested gender and age differences in comorbid CUDs and suicidality. The current study evaluated gender and age differences in CUDs only, suicidality only, or comorbid CUDs and suicidality in a national sample of adults. We hypothesized that men and emerging adults would be over-represented in comorbid CUDs and suicidality and CUDs only groups. Data were from four consecutive years (2015-2018) of the National Survey of Drug Use and Heath. Multinomial logistic regressions tested gender and age differences in adults with DSM-IV cannabis abuse or dependence (CUDs) only, suicidality only, and comorbid CUDs and suicidality, all compared to adults with neither CUDs or suicidality. Four separate regressions were conducted for passive suicidal ideation, active suicidal ideation, suicide planning, and suicide attempts. Gender was coded as male or female. Age groups were 18–25, 26–34, 35–49, and 50 years or older. Analyses controlled for survey year, race/ethnicity, sexual orientation, education, household income, past year major depressive episode, past year DSM-IV alcohol abuse or dependence, and past year illicit drug abuse or dependence other than CUDs. Men disproportionately reported CUDs only (ORs=1.73-2.19, p<.001) and comorbid CUDs and passive suicidal ideation, active suicidal ideation, and suicide planning (ORs=1.72-2.12, p<.01), but not attempts (OR=1.16, p=.45) relative to women. Men reported 22% higher odds of active suicidal ideation than women. Women reported 15% higher odds of suicide attempts than men. Gender differences in passive suicidal ideation and planning were not statistically significant. Compared to older age groups, emerging adults were significantly more likely to report CUDs only (ORs=1.74-10.49, p’s<.01) and showed 2.36 to 14.24 times greater odds of comorbid CUDs and all four forms of suicidality (p<.001). Emerging adults were at 18% to 66% higher odds of either passive or active suicidal ideation alone compared to all older age groups (p’s<.001). This study investigated the relations between CUDs, suicidality, gender, and age in a nationally representative sample of adults. Results indicated that men and emerging adults consistently reported the highest likelihood of negative outcomes. Next steps include determining the direction of the relationship between CUDs and increasing severity of suicidality. Further, development and investment in programs for emerging adults with CUDs and suicidality are vitally important given the striking risk profile compared to other age groups. Future research should include program development and evaluation as well as gathering more information on risk and protective factors for these populations.
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Edström, Kristina, John Mitchell, Sally Male, Jonte Bernhard, Shannon Chance, Sasha Nikolic, Kate Roach, and Una Beagon. "Reviewing manuscripts in engineering education research journals: fairly, constructively, effectively." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1475.

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"Integrating Research Within Postgraduate Education - A Case Study of Improved Learning." In 18th Annual European Real Estate Society Conference: ERES Conference 2011. ERES, 2011. http://dx.doi.org/10.15396/eres2011_76.

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Bienert, Sven, Karl-Werner Schulte, Tobias Just, and Sven-Marten Schulte. "Executive Real Estate Education & Research Projects in Africa - Cooperation between Universities in SSA and IREBS." In 25th Annual European Real Estate Society Conference. European Real Estate Society, 2016. http://dx.doi.org/10.15396/eres2016_338.

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Sysoieva, Svitlana. "Comparative pedagogical research in the context of civilizational development of society: accents." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-34-38.

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Reports on the topic "European Society for Research on the Education of Adults"

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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, and Andrii V. Iatsyshyn. Cloud services application ways for preparation of future PhD. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3248.

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Currently, it is important in Ukraine to harmonize cloud technologies application with European and world scientific initiatives. Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science. The research was aimed to determine features of cloud services application in preparation of future PhDs. Concepts of “cloud computing”, “cloud technologies”, “cloud learning technologies”, “cloud services”, “cloud oriented environment” were analyzed. Experience of cloud technologies and their services application in educational and scientific space in researches of foreign and Ukrainian students was considered. Ukrainian experience in preparation of future PhD of various specialties with cloud services application was analyzed. It was emphasized that approaches improving to preparation of future PhDs based on cloud services application would increase their level of digital competence. It is recommended to include a separate course or module of specific discipline on work with cloud technologies and services during preparation of future PhDs. It is important to improve disciplines and tools content to support education process. It can be learning of disciplines using cloud technologies or services by future PhD’s. Also, cloud services application to support scientific and scientific-organizational activities will increase level of organization and implementation of scientific research. It is important to create cloud-oriented environment for preparation of future PhDs in higher education and research institutions. Making cloud-oriented educational and scientific environment should be based on principles of open education. It is recommended to use cloud-based platforms and services (G Suite for Education; Microsoft Office 365; specialized SaaS (CoCalc or other)).
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Dumas, Nathalie, Flourentzou Flourentzos, Julien BOUTILLIER, Bernard Paule, and Tristan de KERCHOVE d’EXAERDE. Integration of smart building technologies costs and CO2 emissions within the framework of the new EPIQR-web application. Department of the Built Environment, 2023. http://dx.doi.org/10.54337/aau541616188.

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The EPIQR method was developed between 1996 and 1998 within the framework of the European research programme JOULE II and with the support of the Swiss Federal Office for Education and Science. In its first versions, the EPIQR software and EPIQR+ that succeeded it, were desktop tools, allowing a precise diagnosis of the state of deterioration of an existing building and the elaboration of renovation scenarios including the different costs of the necessary works. However, deep refurbishment rate is still low. Climatic emergency state declared by most of the Swiss Cantons makes it necessary to search also for other strategies for urgent reduction of CO2 emissions. As part of the PRELUDE project, a web version of this tool has been developed to integrate both smart technologies and energy optimization actions. Some of them can be considered as soft actions, making it possible to develop a soft renovation roadmap for buildings that are not scheduled for renovation in the short term. As examples, the costs of optimization contracts, intelligent heating control, demand-controlled ventilation, abandonment of heat production from fossil fuels, integration of renewable energies into the building, and communities’ creation for self-consumption of photovoltaic production have now been modelled. Το help the residential building stock fit with the CO2 reduction of 60% by 2030 compliance and the “2000 W society” energy sobriety target by 2050, the EPIQR-WEB database includes the CO2 indirect emissions of each refurbishment action. Hence, this updated version enables the building diagnosis expert to evaluate and optimise deep refurbishment scenarios, from both financial and environmental point of view. Parallel calculation of CO2 indirect emissions with the calculation of refurbishment cost is done without extra time cost for the user. The paper will show the software new functions, the EPIQR-WEB database expansion and how its overall results can be used to meet the European Union Climate Target through a realistic and comprehensive investment plan.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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