Adult Education and Lifelong Learning

This paper opens with a story of what was once cutting-edge, state-of-the-art technology and its integration into preservice teacher preparation. It is a story of the technology, in this case video recording, the theories applied to its educational use, and a specific teacher training method-microteaching. The historical context of microteaching with video recording feedback is presented. The further evolution of this technology in self-reflective methods is explored by considering the combination of inner development of the individual teacher with the outer, critical examination of social contexts of teaching. The final part of the paper constructs a critical framework for utilizing both inner, self-reflective models of video feedback with models of critical video ethnography, used in overseas educational development work in Africa, that examine situational practice. The paper explores the theory foundation of these models in search of common principles to inform the practical use of video in new models of critical inquiry and reflection in professional development. (Contains 17 references.)

The goal of the paper is to identify the message in letters written by Polish and Czech seniors. The letters were subject to qualitative analysis. The method used was the analysis of the inspired texts-letters written by older people to the younger generation, which may become a didactic tool for the younger generations to learn from the biographies of seniors. The result of the analysis is a list of categories reflecting the main aspects dominating in the letters. These categories are: message addressed to a younger generation, important events and people in individual life story, reflection upon the meaning of life and concerns and challenges in the course of life. All the seniors express their affirmation of family, share ethical reflections on their relationships with other people and on passing. Thus, the main message of the letters is a call to cherish family relationships, nurture relations with other people and show respect to others.

In the age of intensive development of information society, the education of people considered to be digitally-excluded gains a special meaning. Through institutional and non-institutional forms of education, the eldest part of society has an opportunity to gain new crucial competences allowing them to take part in information-social area. The article depicts the problem of developing the skills of operating new media by the eldest part of polish society. The text oscillates around the aspects of opportunities offered by new media for older people. At the same time, the txt depicts educational contexts of alleviating of digital illiteracy in Poland

This paper explores the critical role of lifelong learning in enhancing the competitiveness of the workforce, which is crucial for nation building in the 21st century. Lifelong learning, characterized by ongoing, voluntary knowledge acquisition for personal and professional advancement, is increasingly vital in today's dynamic global economy. The research investigates the theoretical underpinnings and historical context of lifelong learning, underscoring its relevance in the digital era. Workforce competitiveness is analyzed through key elements such as skills, qualifications, innovation, and adaptability, influenced by education, economic policies, and technological progress. The paper highlights how lifelong learning contributes to skill enhancement, closing skills gaps, and fostering innovation, supported by successful case studies. Furthermore, it demonstrates how lifelong learning promotes economic growth, social cohesion, cultural enrichment, and sustainable development, thereby catalyzing nation building. Policy recommendations comprise government initiatives, industry-education partnerships, technological integration, and nurturing a culture of continuous learning. The study also addresses challenges to lifelong learning, including accessibility, affordability, technological barriers, and policy hurdles. Overall, the paper stresses the importance of supportive policies and practices, advocating that investing in lifelong learning is essential for cultivating a competitive workforce and achieving sustainable development in a knowledge-driven global economy.

Cite as/ Atıf: Yalçınkaya, D. (2024). The impact of neo-liberal policies on distance education focused on lifelong learning and adult education.

Deniz YALÇINKAYA: Neo-Liberal Politikaların Hayat Boyu Öğrenme ve Yetişkin Eğitimi Odaklı Uzaktan Eğitime Etkisi , 307-323
The Impact of Neo-Liberal Policies on Distance Education Focused on Lifelong Learning and Adult Education
DOI: http://dx.doi.org/10.7827/TurkishStudies.74359


Abstract: The humanitarian aspect of distance education focused on adult education and the quality of education is the most debated issue. The prevailing opinion on this issue is that this system aims to provide individuals with the job skills needed by the market through mass education in efforts to reduce people to a human resource as a result of neoliberal policies. However, the participation needs of adults and the level of satisfaction after getting diploma or certificate can reveal how adult education process is practiced. Reports on adult education practices tell us a different story when compared to some of the proposals put forward by neoliberal policies that put adult education at the center. The impact of neoliberalism on education, particularly in the domains of lifelong learning and adult education through distance education is a subject of significant concern and debate. Neoliberalism, often viewed as an economic doctrine, goes beyond mere economic principles and has broader implications for political, cultural, and social values in society. While it is often promoted as a path to economic growth and individual freedom, the effects of neoliberal policies on education, as discussed in this paper, needs a careful consideration. This study has shown that adult education and the distance education that seems to serve it are seemingly captive to the aims of neoliberalism.
Keywords: Adult education, lifelong learning, neoliberalism, distance education, marketization of education

The tension between research of policy and research for policy in an era of transnational education policy-making: an introduction. In Desjardins, R., & Rubenson, K. (eds), Research of vs research for education policy: in an era of transnational education policy-making (pp. 5-17). Saarbrücken: VDM Verlag.

Schools are settings where intergenerational relationships can be forged in their capacity as microcosms or small communities through cooperative approaches and meaningful learning. This paper outlines the main practical, policy-related, and research implications of intergenerational education programs, based on the experience of the European SACHI ("Sharing Childhood") project. From the resulting guide to good practices that was drawn up, the generation of synergies should be highlighted as a means of bringing about changes in relationships as opposed to just attitudes. The importance is also raised of a rigorous assessment process.

The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75.

The paper presents reflections of Polish centenarians about fundamental principles and values they would like to pass on to future generations. The research was conducted as a collective case study (Stake, 2009) with an in-depth interview (IDI) The study covered 18 cases of individuals aged 100-107. The most important message for future generations can be summed up as an encouragement to preserve basic values and a sense of moral responsibility for social inequalities in the world. In this intergenerational message, warnings about the future are very important: with war memories still in mind, centenarians oblige younger generations to live as history commands. Not everyone will build a home that will serve next generations. Not everyone will write a book... But each of us can pass on to another person what is the most human and divine... Each of us can leave a testament of noble patterns, ideas and values, that make people happier. Antoni Bochniarz (Polish psychotherapist)

Este trabalho apresenta as análises de parte dos dados levantados para realização da pesquisa de doutorado que teve como objetivo investigar o processo de internacionalização e de consolidação da Pedagogia Social como área de conhecimento das Ciências da Educação na Espanha e o processo, mais recente, de construção da Pedagogia Social no Brasil. Ambos os países buscam compreender a Pedagogia Social como a abordagem científica para a Educação Social. A pesquisa se configura como qualitativa, com uma abordagem comparativa, e que adicionalmente, utiliza a perspectiva da triangulação de metodologias. As constatações identificam a constituição de uma perspectiva própria de Pedagogia Social pautada na Educação Popular do contexto latino-americano. 

Bu calismanin amaci yansitici ogretimi yabanci dil egitmenlerinin mesleki gelisimlerinin bir parcasi haline getirerek yuksek ogretimde mesleki gelisim uygulamalarinin yayginlasmasini saglamaktir. Calismada veri toplama yontemi olarak yansitici ogretim programi gelistirilmis ve Ingilizce egitmenleri ile yuz yuze gorusmeler ve eylem arastirmasi yapilmistir. Calismada yer alan egitmenlerin eylem arastirmalarinda ogretimlerinde karsilastiklari sorunlara cozum bulmada buyuk bir ugrasi icerisine girdikleri ve calisma sonucunda ogretim sureclerini daha elestirel bir acidan ele almalari ile ogretime olan bakis acilari ve uygulamalarinin degistigi gorulmustur. Eylem arastirmalarinda egitmenler kendi ogretimlerini iceren ogrenci isteklendirmesinin artirilmasi, ogretmenlerin kendi dil kullanimlarinin gelistirilmesi, anadilin (Turkce) kullaniminin en aza indirilmesi ve hedef dilin (Ingilizce) yaygin olarak kullanimi gibi konularda eylem arastirmasi yapmislardir. Bu sonuclar egitmenlerin mesleki...

Classroom management (CM) is one of the most cited problems of pre-service teachers. This study aims to have a closer look at the issue within a qualitative research design by eliciting problems, coping strategies, and the sources of those coping strategies related to CM during teaching practicum. The participants of the study were 12 student EFL teachers (eight female and four male) completing their teaching practicum at Anadolu University, Faculty of Education, English Language Teacher Training Program. The participants were asked to keep diaries related to their CM problems throughout the 12-week teaching practicum. Semi-structured interviews conducted with each teacher candidate and field notes taken by the researchers were also used as the research data. The analyses of the data indicated that student teachers' CM problems were mainly because of the pupils in the classroom. Student teachers themselves, teaching point and materials, and the cooperating teachers were also the sources of the CM problems. Various coping strategies were also elicited to deal with the problems mentioned. The methodology lessons they took, their cooperating teachers, and their previous teachers were cited by the student teachers as the sources of the coping strategies they employed. The findings are discussed along with the current literature on CM, and certain implications and suggestions are provided for a better teaching practice.

In the paper some issues and problems regarding the implementation of ICT in initial vocational education and training in Slovenia are discussed. After the brief analysis of the main theoretical characteristics of ICT and ematerials, the key findings from the recent EU survey on the ICT in schools are presented and some conclusions on the basis of the results of the ICILS study are drawn. In the second part of the article, some of the most relevant findings from the empirical research conducted on the representative sample of Slovenian secondary VET teachers and students are summarized and interpreted. We have asked teachers and students how often do they use offline and online available e-materials in teaching and learning and how do they evaluate their usefulness. While being quite critical towards the usefulness of available e-materials, the vast majority of teachers and students also claim that they use e-materials quite rarely. The reasons for such results should be further explored, compared with relevant statistical data in the national as well as international context, and appropriate systemic measures should be introduced.

A exclusão social e educacional de jovens e adultos das camadas populares no Brasil, agravada pela exclusão digital, tem dificultado e impedido o acesso a direitos humanos e fundamentais. Este artigo tem por objetivo analisar o(s) papel(éis) das tecnologias analógicas e digitais em políticas de Educação de Pessoas Jovens e Adultas (EPJA) no Brasil em diferentes períodos históricos. O referencial teórico baseia-se em quatro campos de estudos que se inter-relacionam nesta pesquisa: EPJA, decolonialidade, letramentos e tecnologias em educação. A metodologia segue os aportes da pesquisa documental, tendo sido analisados documentos relativos a: Escolas radiofônicas, Plano Nacional de Alfabetização, Mobral, Projeto Minerva, Telecurso, Fundação Educar, Programa Alfabetização Solidária, Pronera, Programa Brasil Alfabetizado, Projovem, Proeja, Pronatec e Ejatec. Como resultados, identificamos que as tecnologias desempenharam papéis divergentes em decorrência de usos, significados e sentidos ...

In this article we report research addressing the facilitation of reflection amongst novice (preservice) teachers. This study is based on the analysis of written reports of 35 second-year and 36 third-year Bachelor of Primary Education (BPrimEd) student cohorts during a brief teaching practice in the 1999 mid-semester teaching practicum. Pro forma's were provided to students as guidelines for the reflective process. Students were also provided with guidelines to keep a journal which would inform their reflection while at the schools. They were required to hand in an assignment detailing their reflection on some of the lessons they taught during the practicum. Most student reflections focused on more technical aspects of teaching and classroom management, which are discussed in the article. We include a brief review of reflection and reflective practice, discuss levels of reflection, a short description of method of course development, a narration of findings, concluding remarks and propositions.

Schools are settings where intergenerational relationships can be forged in their capacity as microcosms or small communities through cooperative approaches and meaningful learning. This paper outlines the main practical, policy-related, and research implications of intergenerational education programs, based on the experience of the European SACHI ("Sharing Childhood") project. From the resulting guide to good practices that was drawn up, the generation of synergies should be highlighted as a means of bringing about changes in relationships as opposed to just attitudes. The importance is also raised of a rigorous assessment process.

The idea that inexorable hegemonic globalization is the only way to development in the aftermath of the cold war has marked most of the current debate in the academy and in the media, even in the field of education. This article will try to argue for the opposite thesis. In that sense, it corroborates the theses that stand for the existence of diverse possible «globalizations» (Boaventura de Souza Santos, 2002) by verifying the divergences and convergences of the connections between globalization and education, especially those concerned with the deployment of a «world common educational culture» or of a «globally structured educational agenda» (Roger Dale, 2004). It also aims at grasping the resistance to these influences in Brazilian educational policies from 1995 to 2002 (Silva Jr., Dourdo, Azevedo and others, 2002). Finally it argues in favor of the idea of «history as the possibility of the new», trying to underline the condemnations, the answers and the proposals of an education that contributes to counter-hegemonic globalization, using a few of the most important concepts and parameters of the critical pedagogy of Paulo Freire.

This paper aims at highlighting and interpreting current empirical facets of the Greek educational pathogeny through a sociological approach. Especially, the paper tries to investigate the relationship between education and employment in modern Greece based on the annual statistical report of KANEP/GSEE, choosing both selected facets and sociologically interpreted issues such as public and private expenditure, trends on specialties, outcomes of initial training teacher’s profile etc. According to this data, the main political challenge is based on both the decrease of public expenditure and the maintenance of significantly high levels of household expenditure. Additionally, current trends, such as «brain drain» or migration of highly educated people, prove that Greek public universities’ learning outcomes remain competitive and effective through the framework of a global labour market, notwithstanding the harsh critique blaming them for «statism» and mismatching with the labour needs.

Bu eylem araştırması, öğretmen adaylarının mikroöğretim sunumlarında, bazı duygusal ve kültürel kısıtlamalar yüzünden, gözlem ve geribildirim sürecine etkili katılamadıklarının fark edilmesi üzerine yapılmıştır. Öğretmen adaylarının hem kendi performanslarından hem de başkalarınınkinden öğrenmelerini sağlayan geribildirim, mikroöğretimin vazgeçilmez bir bileşenidir; bu nedenle, bu çalışma mikroöğretim uygulamalarında daha yansıtmacı ve yapılandırmacı bir yaklaşım geliştirmeyi hedeflemektedir. Katılımcılar büyük bir devlet üniversitesi, İngiliz Dili Eğitimi Bölümü›ndeki 24 öğretmen adayıdır. Çalışmanın süresi 7 haftadır. Çalışmada veriler, iki tutum anketi ve yarı-resmi görüşmeler yoluyla edinilmiştir. Bulgular, öğretmen adaylarının teori ile uygulamayı bağdaştırdığı için mikroöğretim tekniğini profesyonel gelişim konusunda yararlı bulduklarını göstermiştir. Ayrıca, daha etkili bir geribildirim sürecinin yararlarını kabul etmişlerdir. Ancak, başkalarının duygularını incitme konusunda derin endişeleri olmuştur. Öğretmen adaylarının çoğu, muhtemelen eleştirinin rahatsız edici yönü ve bazı kültürel kısıtlamalar nedeniyle, sözlü geribildirim verme konusunda isteksiz olmuşlardır. Ancak, yazılı bir geribildirim formu ile çok daha rahat hissetmişlerdir. Ayrıca yapılandırılmış bir geribildirim formu ile daha etkili dönüt verebildiklerini ve başkalarının performanslarından da daha iyi öğrenebildiklerini belirtmişlerdir. Bu çalışmada ayrıca mikro sunumlar için bir yazılı gözlem ve geribildirim formu geliştirmiştir.

Bu eylem araştırması, öğretmen adaylarının mikroöğretim sunumlarında, bazı duygusal ve kültürel kısıtlamalar yüzünden, gözlem ve geribildirim sürecine etkili katılamadıklarının fark edilmesi üzerine yapılmıştır. Öğretmen adaylarının hem kendi performanslarından hem de başkalarınınkinden öğrenmelerini sağlayan geribildirim, mikroöğretimin vazgeçilmez bir bileşenidir; bu nedenle, bu çalışma mikroöğretim uygulamalarında daha yansıtmacı ve yapılandırmacı bir yaklaşım geliştirmeyi hedeflemektedir. Katılımcılar büyük bir devlet üniversitesi, İngiliz Dili Eğitimi Bölümü›ndeki 24 öğretmen adayıdır. Çalışmanın süresi 7 haftadır. Çalışmada veriler, iki tutum anketi ve yarı-resmi görüşmeler yoluyla edinilmiştir. Bulgular, öğretmen adaylarının teori ile uygulamayı bağdaştırdığı için mikroöğretim tekniğini profesyonel gelişim konusunda yararlı bulduklarını göstermiştir. Ayrıca, daha etkili bir geribildirim sürecinin yararlarını kabul etmişlerdir. Ancak, başkalarının duygularını incitme konusunda derin endişeleri olmuştur. Öğretmen adaylarının çoğu, muhtemelen eleştirinin rahatsız edici yönü ve bazı kültürel kısıtlamalar nedeniyle, sözlü geribildirim verme konusunda isteksiz olmuşlardır. Ancak, yazılı bir geribildirim formu ile çok daha rahat hissetmişlerdir. Ayrıca yapılandırılmış bir geribildirim formu ile daha etkili dönüt verebildiklerini ve başkalarının performanslarından da daha iyi öğrenebildiklerini belirtmişlerdir. Bu çalışmada ayrıca mikro sunumlar için bir yazılı gözlem ve geribildirim formu geliştirmiştir.

Within the framework of action research, connectivity theory has been suggested as a means to encourage learners to manage the process during the teaching practicum. The aim of this study was to explore the impact of self-control and knowledge management abilities of prospective teachers in compiling a reflective portfolio in teaching practice as a part of a teaching practicum course. 44 prospective teachers participated in this study. In the study, qualitative research (i.e. semi structured interviews and reflective reports) was used. Research findings show that the prospective teachers require both self-control and the ability to manage knowledge in compiling a reflective portfolio. Self-control and self-learning through dialogue and negotiation with peers and course tutors enhance the prospective teachers' reflection, ability in intellectual flexibility and skills in knowledge management. In addition to this, the research findings highlight how connectivity theory can be implemented in course instruction and enhance the professional experience through reflective portfolio

Ao aproximar os estudos dedicados à compreensão do papel do letramento digital no empoderamento de grupos sociais subalternizados e estudos situados na interface entre a educação de pessoas jovens e adultas (EPJA) e a perspectiva decolonial latino-americana, o presente artigo tem por objetivo apresentar indicações teóricas, sistematizadas por meio de revisão bibliográfica, que sinalizam o potencial do letramento digital para a transgressão da colonialidade do saber nos contextos da EPJA. A colonialidade do saber estrutura-se na hierarquização que delega os saberes dos grupos sociais subalternizados - dos quais fazem parte os sujeitos da EPJA - ao silenciamento ou à deslegitimação. A conjunção do potencial da EPJA e seus sujeitos de rebelião e do empoderamento por meio do letramento digital revela-se como brecha para a transgressão da colonialidade do saber, com vistas à transmodernidade.  

The development of digital technology and logistics has promoted globalisation and modernisation of working life creating an increasingly interconnected world. Individuals need to master various technologies and to continuously select between and make sense of large amounts of information. Modern societies also face collective challenges such as balancing economic growth with environmental sustainability, and prosperity with social equity. In these contexts, the competences that individuals need to display, have become more complex, requiring more than mastering of certain limited skills. Educational authorities issue guidelines on what should be taught or learnt in schools. Usually these guidelines are included as part of curriculum documents or syllabuses. In recent years, reforms in many countries have reshaped curricula on the basis of new concepts such as 'key competences' and 'learning outcomes' and some have introduced achievement scales. In numerous countries, a subjectbased organisation with a focus on subject content has given way to a more complex curricular architecture built, in part, on practical skills and on cross-curricular approaches. New interactive learning environments have been developed to facilitate active learning. These learning environments, promote collaborative and multidisciplinary learning and are increasingly technology enhanced. They allow several transversal competences to be addressed simultaneously. However, these modern pedagogical approaches have not been adopted everywhere. Relatively little importance has been given to cross-border collaboration in developing education. This paper discusses ongoing cross-border collaboration between six European higher educational institutes. Focus of the discussion is on differences in teaching and learning practices in the institutes. Some development obstacles are identified and their influence on cross-border collaboration are reflected.

Many senior citizens are keeping in touch with modern times and put modern technologies to good use. They attempt to adapt to this era and don't avoid computers or smart devices. Such senior citizens often also educate themselves further in ICT, but are not immune to troubles that come hand in hand with ICT, or even psychological issues that stem from learning new skills in high age. Many even reconsider, asking themselves if all the effort is worth the outcome. Courses they attend might not be the best suited for them and can be very different from one another. Taught operating systems, teacher's individual attitude, accessibility of the course itself and learning environment have huge impact on both senior's attitude and quality of gained skills. This article aims to describe areas and issues senior citizens feel are most limiting in their access to quality education in ICT, and how they are tackled. The results come from a qualitative research among a selected sample of senior citizens that took part in our ICT courses.

Many senior citizens are keeping in touch with modern times and put modern technologies to good use. They attempt to adapt to this era and don't avoid computers or smart devices. Such senior citizens often also educate themselves further in ICT, but are not immune to troubles that come hand in hand with ICT, or even psychological issues that stem from learning new skills in high age. Many even reconsider, asking themselves if all the effort is worth the outcome. Courses they attend might not be the best suited for them and can be very different from one another. Taught operating systems, teacher's individual attitude, accessibility of the course itself and learning environment have huge impact on both senior's attitude and quality of gained skills. This article aims to describe areas and issues senior citizens feel are most limiting in their access to quality education in ICT, and how they are tackled. The results come from a qualitative research among a selected sample of senior citizens that took part in our ICT courses.

In this study, we investigate of science and technology pre-service teachers' opinions about the methods developed reflective thinking and we determined at the level of reflective thinking. This study is a descriptive study. Open-ended questions were used to determine the views of pre-service teachers. Questions used in the statistical analysis of data for obtained student's through. Solution to the problems encountered in practice as a method for the production of research so descriptive research approaches used in the survey method. This study was applied Department of Science Teaching at the Faculty of Education students in the third class. Department of ScienceTeaching 32 students participated the study in Bayburt University. The 32 students in the sample and all of the mare 18 female and 14 male. The findings of the study about students opinion for reflective thinking skills that most of the prospective science teachers' technical reflective thinking skills were beter than critical reflective thinking skills. In the area of critical reflective thinking skills is not at all note worthy. In addition, pre-service teachers have expressed their positive contributions to the teaching skills of the methods developed for reflective thinking. Work towards the development of preservice teachers' reflective thinking skills are complemented by recommendations.

Reflection is an essential dimension of effective teaching. It prompts classroom teachers to subject themselves to a process of self-observation or self-evaluation. By reflecting on what they do in the classroom, teachers specifically explore their teaching practices and beliefs and whether these, indeed, work. This then may lead teachers to continue or modify their teaching strategies for the improvement of their class instruction. Grounded on the notions of reflective practice (in: Kumaradivelu 2003; Freeman 2002; Borg 2003), this brief report aims to share insights from a case study conducted in the Philippines. Initially, the study presents challenges teachers face in the Philippine education system in terms of actualizing reflective teaching. Using a case study approach among teachers taking a master's class on English Language Teaching issues, the presentation proceeds with discussing the teachers' views on reflective teaching and the existing challenges faced in actualizing this practice in their respective contexts. The presentation further identifies teachers' contrasting views about existing theoretical viewpoints on reflective teaching that may serve as potential areas for further investigation.

A Kodolányi János Egyetem az alkalmazott tudományok kutatásával foglalkozó intézmény, amelynek kutatási tevékenysége az elmúlt harminc évben az MTA Veszprémi Területi Akadémiai Bizottságával közösen bontakozott ki. E kutatás a civil tudományos együttműködés kereteiben indult, hiszen a VEAB feladata is ehhez kapcsolódott, és a KJF/KJE sem kapott állami forrásokat kutatásaihoz. Az alkalmazott használatközpontú kutatás szerepe a tudásgazdaságban csak napjainkban értékelődött fel az EU szintjén is, és a KJE-VEAB együttműködés 30 éve ennek hasznosságát egyértelműen bizonyítja. A 2007-től konkrét kutatási közlemény adatokkal és idézettséggel is kimutatott a KJE kutatási tevékenysége, amely adatok szerint az intézmény a magyar tudományosság elismert szervezetévé vált.

Problem Statement: The vast majority of empirical work on second/foreign language teacher education continues to emphasize the notions of 'reflective practice', 'exploratory teaching', and the like based on the premise that teachers develop by studying their own practice. To do so, teachers need to collect data and use reflective processes. Classroom observations are one of the most common ways to develop these reflective processes in the teaching profession. In a classroom observation, there are four important possible sources of feedback on teacher performance: peers, learners, teacher trainers, and self. The main question this study seeks to answer is how views of teacher performance vary when multiple observers (in this case, the teachers themselves, learners, peers, and trainers) are invited to watch the same lesson and perform the same observation tasks.

nevelés-és művelődéstörténészi kutatásaiban evidens fejlemény, az az Európa többi régiójában munkálkodók számára nem mindig az. Élő hagyomány híján csupán kutatói érdeklődés és kontinensünk neveléstörténeti folyamatain való töprengés eredményeként fordultak néhányan a korábban európainak kevésbé ítélt civilizációk művelődése felé. Tették ezt akár szellemtörténeti okból, akár interdiszciplináris megfontolásból, gyorsan ráébredtek arra, hogy az Európa-központú történeti megközelítés, különösen, ha maga az Európa-definíció is kétséges, olyan csőlátást eredményez, amely megakadályozza számos probléma tematizálását.

The field of Adult Education has evolved and democratized access to adult learning over the years in Nigeria through innovation in higher education from extramural studies, outreach works, and correspondence education to open university system and distance learning. Artificial Intelligence (AI) has permeated daily life and is leading new technologies in higher education. However, the pace of transition for the institutional technological leap to integrate AI with adult learning among academics has been giving scholars concerns about the future of Adult Education in Nigeria. This paper contemplated the relevance of Adult Education in the age of digitisation and explored the role of AI in Adult Learning and the challenges that academics confronted as they shift the paradigm to integrate AI with Adult Education in Nigerian Universities. The paper adopted a qualitative phenomenological research design. A sample of 40 respondents comprising 20 academics who are members of the Nigerian National Council for Adult Education (NNCAE) and 20 postgraduate students from the Departments of Adult Education was drawn from universities in Southwestern Nigeria using purposive and convenience sampling techniques. The study developed 10 open-ended questions and used in-depth descriptive phenomenology, in-depth interviews, focus groups, and observations to obtain data from the respondents. The qualitative results were transcribed, and manually coded using content analysis and six thematic foci emerged. The paper found that AI is sacrosanct to the future of Adult Education as a field of study in the university and the thematic frameworks discussed were the importance of AI, infrastructure for AI applications in Adult Learning in Higher Education, Breaking Down the Brick and Mortal Classrooms in Adult Learning, Role of the Academic in Self-directed Learning and Virtual Classrooms for Formal Education, Perception of Readiness for AI in Adult Learning, and Competencies for AI in Adult Learning. The paper recommended that university administrators should embrace disruptive technology and invest in the integration of AI with higher education. The university should reskill and incentivize academics through collaborative institutional learning to upgrade the curriculum, teaching methodology, and practicum of adult education as a discipline with AI technologies.

O artigo discute as repercussoes na esfera social dos acontecimentos ocorridos na historia da educacao brasileira no periodo situado entre a expulsao da Ordem Jesuitica da Colonia e a publicacao da Lei Saraiva no final do Periodo Imperial, essa ultima proibindo o voto dos analfabetos por ve-lo como um entrave para a consolidacao do sistema parlamentar representativo. Recorre-se, como suporte metodologico, a historiografia da educacao brasileira, bem como a estudos que fizeram a analise sociologica da populacao alfabetizada na Inglaterra nos seculos XVII a XIX. A pesquisa conclui pela pertinencia de utilizar a analise de regressao dos dados historicos conhecidos, de 1872 para a frente, para estudar a composicao demografica do analfabetismo levantados os arquivos que contem documentos a respeito do assunto, sendo os mesmos aqui apresentados. Palavras-chave: historia da Educacao, historia social, alfabetismo, analfabetismo, regressao historica de indicadores.

A exclusão social e educacional de jovens e adultos das camadas populares no Brasil, agravada pela exclusão digital, tem dificultado e impedido o acesso a direitos humanos e fundamentais. Este artigo tem por objetivo analisar o(s) papel(éis) das tecnologias analógicas e digitais em políticas de Educação de Pessoas Jovens e Adultas (EPJA) no Brasil em diferentes períodos históricos. O referencial teórico baseia-se em quatro campos de estudos que se inter-relacionam nesta pesquisa: EPJA, decolonialidade, letramentos e tecnologias em educação. A metodologia segue os aportes da pesquisa documental, tendo sido analisados documentos relativos a: Escolas radiofônicas, Plano Nacional de Alfabetização, Mobral, Projeto Minerva, Telecurso, Fundação Educar, Programa Alfabetização Solidária, Pronera, Programa Brasil Alfabetizado, Projovem, Proeja, Pronatec e Ejatec. Como resultados, identificamos que as tecnologias desempenharam papéis divergentes em decorrência de usos, significados e sentidos ...

O objetivo deste texto é tecer reflexões em torno da história da Educação de Pessoas Jovens e Adultas (EPJA) no Brasil e na Argentina a partir do momento de sua incipiente organização como modalidade nas décadas de 30 e 40, passando pela sua consolidação e redefinição nas décadas de 60 e 70, até os processos de institucionalização dos anos 90, após a abertura democrática. Ao longo desse percurso, a intenção do artigo é oferecer reflexões em torno de como a EPJA, e todos os seus sujeitos, foram desenvolvendo práticas e experiências que desestabilizaram os postulados da educação escolar moderna e propuseram outros caminhos para a educação e a pedagogia. Palavras-chave: Educação de Pessoas Jovens e Adultas; História da EPJA no Brasil e na Argentina; Experiências educativas na EPJA.

A exclusão social e educacional de jovens e adultos das camadas populares no Brasil, agravada pela exclusão digital, tem dificultado e impedido o acesso a direitos humanos e fundamentais. Este artigo tem por objetivo analisar o(s) papel(éis) das tecnologias analógicas e digitais em políticas de Educação de Pessoas Jovens e Adultas (EPJA) no Brasil em diferentes períodos históricos. O referencial teórico baseia-se em quatro campos de estudos que se inter-relacionam nesta pesquisa: EPJA, decolonialidade, letramentos e tecnologias em educação. A metodologia segue os aportes da pesquisa documental, tendo sido analisados documentos relativos a: Escolas radiofônicas, Plano Nacional de Alfabetização, Mobral, Projeto Minerva, Telecurso, Fundação Educar, Programa Alfabetização Solidária, Pronera, Programa Brasil Alfabetizado, Projovem, Proeja, Pronatec e Ejatec. Como resultados, identificamos que as tecnologias desempenharam papéis divergentes em decorrência de usos, significados e sentidos ...

Reflection is an essential dimension of effective teaching. It prompts classroom teachers to subject themselves to a process of self-observation or self-evaluation. By reflecting on what they do in the classroom, teachers specifically explore their teaching practices and beliefs and whether these, indeed, work. This then may lead teachers to continue or modify their teaching strategies for the improvement of their class instruction. Grounded on the notions of reflective practice (in: Kumaradivelu 2003; Freeman 2002; Borg 2003), this brief report aims to share insights from a case study conducted in the Philippines. Initially, the study presents challenges teachers face in the Philippine education system in terms of actualizing reflective teaching. Using a case study approach among teachers taking a master's class on English Language Teaching issues, the presentation proceeds with discussing the teachers' views on reflective teaching and the existing challenges faced in actualizing this practice in their respective contexts. The presentation further identifies teachers' contrasting views about existing theoretical viewpoints on reflective teaching that may serve as potential areas for further investigation.

This was a submission for the third international Holistic Teaching and Learning Conference at Southern Oregon University, 2021: In a study of seven practicum students, I found that core reflection assisted them in surfacing internal obstacles that could be categorized as deficit-based or structural beliefs. Core reflection also seemed to aid participants in actualizing their core qualities in response to these obstacles. Questions explored in this paper include: "How can teacher educators facilitate equity literacy while simultaneously addressing the felt needs of preservice teachers?" and "How can core reflection assist in this process?" It is my hope that this paper may assist with the application and research of core reflection, while also providing new avenues in which to approach equity and holistic reflection.

The quality of education and training is considered in the European Union (EU) as a subject of the highest political priority. In all member states high levels of professional skills, social competencies and knowledge are considered to be the very basic conditions for active citizenship, social cohesion and employment. High quality of education and lifelong learning are the most important means of shaping one’s future on a professional and personal level – they are essential in the light of labour market strategies, and the free movement of workers within the European Union. The EU has already achieved one of its six 2019/2020 benchmarks for education and training and is close to meeting three others. The target of raising the share of the population aged 30 to 34 that has completed tertiary or equivalent education to at least 40 % was met in 2019. In addition, the EU is well on track to meeting its 2019/2020 benchmarks for early leavers from education and training and for early chi...

This paper considers the potential significance of a concept of lifelong learning in the context of digital disruption. Having noted some contemporary contrasts in the visibility of lifelong learning policy, it revisits the earlier more widespread dominance of the concept, identifying not only variety but also tensions that are inherent and constituent. Drawing on examples from England and Singapore, difficulties arising from compass, scope and fluidity of goals are discussed, illustrating how lifelong learning can lose its meaning. The paper then turns to the prospects for a new concept of lifelong learning that may be more sustainable and meaningful in a context characterised by digital and other changes to the nature of work, suggesting that such a concept must be both life-facing and work-facing.