Книги з теми "European Society for Research on the Education of Adults"

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.

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.

Prison education should be a top priority issue in most societies. Prison conditions must not infringe human rights and dignity and must offer meaningful treatment programmes in order to support inmates in their rehabilitation and reintegration in society. The use of ICTs within a penitentiary context plays a crucial role in that. The present Volume looks at the learning potential in prisons and reports on innovative (e-)learning pathways for basic skills education as designed and tested in Cyprus, Greece, Italy and Romania. Research investigated on what counts as ‘educational’ in such a complex context and how to combine relevant pieces in a ‘learning mosaic’ (the broad range of any learning opportunity across it). This Volume argues that such an approach may be adopted in a wider European perspective within the frame of dynamic security.

The volume is a collection of the papers from a study seminar held at the University of Florence Faculty of Education and Training Sciences in March 2012 entitled Formazione e orientamento al lavoro. Le sfide della disabilità adulta. The aim of the initiative was to highlight a topic/problem which has little or no resonance in civil society, or in study and research contexts, namely, training and career guidance for disabled adults. The volume also recounts a course of studies carried out by Le Rose, a cooperative from the municipality of Florence, involving empirical research on the relationship between disability and job placement. As well as proposing an interdisciplinary and multifaceted reflection on a definitely innovative topic, the intention is to emphasize the central place of work in the lives of all people and the role that suitable education and training plays in constructing the adult identity. Care for the place where the job training is carried out, as well as attention to the relationships and actions pursued by the workers undertaking to develop job placement programmes, are central dimensions for the construction of a renewed culture of inclusion, citizenship and social and personal recognition.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

This work examines the evolution of military-scientific research and theory as it was taught to student-officers at the Nicholas Academy. It is the only work (in English or Russian) to focus on this intellectual-institutional dialogue in the context of evolving professional responsibilities of the Russian Imperial General Staff during the 19th and early 20th centuries. The book contains five portraits of influential Russian military theorists and educational administrators.Russian Imperial Doctrinefeatures extensive use of original Russian language bibliographic sources and extensive use of French, British and American archival sources. Chapter One examines the introduction of post-Napoleonic strategic theory to Russian military traditions via the establishment of a higher military-educational institution to instruct officers of the Russian Imperial Army in the theory of conducting large-scale warfare. Chapter Two illustrates the interaction of the liberal intellectual community at the Academy with the Imperial Russian Geographical Society in the years before the Crimean War (1853-56). Chapter Three begins with a discussion of the confusion in the Russian military liberal-intellectual community over the wild fluctuations in Imperial policy toward reform in the mid to late 1850's. This is followed by a discussion of the era of institution-wide reform in the Russian Army and the Nicholas Academy under the tutelage of the newly appointed War Minister, D.A. Miliutin. Chapter Four discusses the dismissal of War Minister Miliutin in 1881 and the extent to which political conservatism dismantled the reformed military institutions and effected the curriculum of the Nicholas Academy. Chapter Five discusses the reform of military institutions and theory in the wake of the Russo-Japanese War in 1904-05. This book serves equally well as a text for courses in Russian History, European Military Policy and Strategy, the History of Operational Art, and Military Command and Leadership.

Adopting a ‘social practice’ approach to literacy research based on ethnographic methods, this book provides a strong critique of dominant understandings of the role of literacy in the lives of adults. It explores how groups of working-class adults can manage the literacy practices of their everyday lives by drawing on social networks of support. It is based on research conducted by the author over a forty-year career in adult literacy education, featuring the voices of varied adult groups, including: prisoners, the long-term unemployed, local council workers, manufacturing workers, adult literacy students, marginalised young people, vocational students, and patients living with a chronic illness (type 2 diabetes). Each chapter follows a format of firstly explaining how dominant society views these adult groups in relation to literacy, followed by a qualitative examination of the perspectives of members of these groups on how they manage the literacy practices of their everyday lives.

W. E. B. Du Bois was a prominent civil rights leader, sociologist, historian, educator, author, and thinker of the early twentieth century. Du Bois’s works in all of his areas of endeavor are filled with allusions to the classical mythology, philosophy, and history that permeated his education. This book examines the influence of Du Bois’s education in the classics on Du Bois’s thought on education, the arts, government, and society. It then discusses the influence of classical philosophy on some of Du Bois’s distinctive ideas, such as the concept of the Talented Tenth, his opposition to Booker T. Washington’s industrial education, and his support of propaganda through art. The influence of the thought of Plato and Cicero on Du Bois receives particular attention. Finally, it explores Du Bois’s critique of the classical tradition in his responses to modern racism and colonialism. Alongside Du Bois’s critique of the classical tradition, he also exhibited an increasing interest in the history—ancient and modern—of Africa and Asia. In his attempts to combat modern prejudice, Du Bois appealed to the long traditions of thought and story of peoples outside of Europe, in several instances pioneering the research of non-European history. Du Bois’s influence by the classics and simultaneous appreciation of the history of Africa and Asia eventually culminated in a modern cosmopolitanism that calls for an appreciation of all cultures and heritages.

Succeeding in the art of contemporary policymaking involves designing policies which reflect the deeply interconnected nature of political space. And yet, while it is undisputed that political spaces are fluid and networked, policy continues to be articulated through the age-old categories and hierarchies of scale. This book asks why scale occupies this enduring position of privilege in the work of policymakers. By highlighting how scales are far from ‘natural’ features of policy and that they are instead essential to the armoury of policy practice, the book presents ‘scalecraft’ as a new dimension of policymaking. Drawing on empirical data from the field of education governance – England’s academy schools policy and the European Commission’s Education and Training 2020 agenda – the book traces how scales are crafted and mobilised in policymaking practices to argue that scalecraft is a major force in producing and sustaining hegemonic notions of ‘common sense’ in society. The book’s analysis integrates political discourse theory and political geography to illustrate how scalecraft develops new readings of policy, and it does so by discussing major themes in policy analysis including powerful forms of policy knowledge, statecraft practices, and frontline work. The book will be of interest to scholars and research students across the fields of policy studies, education governance, and political geography.

Dieter Grimm is one of Germany’s foremost scholars of constitutional law and theory with a high international reputation and an exceptional career. He teaches constitutional law at Humboldt University Berlin and did so simultaneously at the Yale Law School until 2017. He was one of the most influential justices of the German Constitutional Court where he served from 1987 to 1999 and left his marks on the jurisprudence of the Court, especially in the field of fundamental rights. He directed one of the finest academic institutions worldwide, the Wissenschaftskolleg zu Berlin (Institute for Advanced Study). He is also well known as a public intellectual who speaks up in questions of German politics and European integration. This book contains a conversation that three scholars of constitutional law led with Dieter Grimm on his background, his childhood under the Nazi regime and in destroyed post-war Germany, his education in Germany, France, and the United States, his academic achievement, the main subjects of his research, his experience as a member of a leading constitutional court, especially in the time of seminal changes in the world after the fall of the Berlin Wall, and his views on actual challenges for law and society. The book is an invaluable source of information on an outstanding career and the functioning of constitutional adjudication, which one would not find in legal textbooks or treatises. Oxford University Press previously published his books on Constitutionalism. Past, Present, and Future (2016) and The Constitution of European Democracy (2017).

Non-pharmacological approaches are widely and consistently recommended for the management of osteoarthritis (OA). This recommendation is based on biomechanical observations and emphasizes the therapeutic interest of biomechanical interventions able to modulate adverse mechanical factors affecting the symptomatic OA joint. Therapeutic approaches include braces, orthoses, insoles, joint protection, joint-preserving surgical procedures, walking sticks, and other aids. Overall, biomechanical interventions aim to modulate joint biomechanics, in order to improve joint mechanosensitivity, decrease mechanical joint loading, and eventually reduce pain. These interventions must be adjusted to the biomechanical specificities of each joint, and of the individual patient. This chapter uses an evidence-based approach, including the most recent European League Against Rheumatism, Osteoarthritis Research Society International, and American College of Rheumatology recommendations, to describe and to review non-pharmacological strategies available in daily clinical practice, designed to modulate mechanical joint loading, with a focus on the management of hand, hip, and knee OA. The interest of weight loss, specific and non-specific exercises, patient education, and self-care programmes is discussed elsewhere in this book.