Adult and Continuing Education

Ιn this article, we argue that integrating and self-directed knowledge across university learning can lead to critical reflections and potentially transformative learning, for both students and educators. A learning experience regarding the critical awareness of transformative learning and changes in thinking and/or action in the field of Biosciences that students of the Department of Molecular Biology and Genetics of the Democritus University of Thrace have gone through the Student-Run Biology Workshop (SRBW) is presented. This is a project fully undertaken by the students, aiming to involve undergraduate students in the field of Biosciences to approach and present scientific issues in an innovative way, in order to reach scientific knowledge through self-improvement, teamwork , interaction, collaboration and discussion. The participating students worked using self-regulating learning, a strategy in which they took control of their learning through team building and active learning processes, exploring alternative ways of collaborating, deepening and presenting and, in general, understanding their scientific knowledge and their role within their curricula. Therefore, students through self-directed learning chose to leave their comfort zone mostly by integrating new concepts of learning into their mental models, thus engaged in critical reflection and led to a radically innovative learning model in Biosciences. The aim of the research was to find out whether this educational experience was a transformative experience, as well. Qualitative research method was used; data was collected by personally-written documents and proceeded through Content Analysis. Results showed that students' participation and consequently their teamwork within the SRBW energized them to face assumptions, to engage in new concerns, to adopt alternative learning practices, to gain a critical and comprehensive understanding of Biosciences and their role within the field. The experience gained by the students has led them to a review of roles, to the building of a new perception of knowledge, to cooperation , to self-management of educational activities, and, eventually, to a more emancipatory learning. The findings confirm Mezirow (1990), who underlined that learning is essentially the process of interpreting an experience that affects the subsequent action of the individual, since values, perceptions, thoughts and feelings are determined, to a significant extent, by the reflection on our habits and assumptions, which are at the same time the limits of our perception. This experience offered the students the opportunity to approach university learning through a self-regulated, alternative, innovative strategy, leading to integrative, synthetic approaches grounded in team work, innovation and engagement in activities encouraging problem solving. Concluding, this initiative seemed to generate to a cognitive struggle, a concept identified as the engine that drives highly creative thinking since knowledge, skills and concepts are acquired and mental models are subsequently transformed, a process Mezirow referred to as transformative learning (Pennington, Simpson, McConnell, Fair, & Baker, 2013). But what if this SRBW project is something much more? Which are the key dilemmas concerning this emancipatory learning strategy deriving from this experience for the participant students-future Bioscientists? Furthermore, what about the dilemmas that we, their professors, faced when we saw our students fly so high-without needing us? And, as Brookfield (1996) underlined, can we critically approach our assumptions and assertions without experiencing the consequences of our actions? 1. Introduction In Sciences' third grade education the pedagogical interest has been lately focused on educating students to be critical and reflective.Transformative learning theory is considered one of the most proper ones, with its emphasis on changing and adapting frames of reference through critical discourse and critical reflection on content and personal assumptions (Fraser, 2015). Pennington et al (2013) in their long-term transdisciplinary research proposed a model for understanding how transformative learning occurs in cross-disciplinary collaboration and how can this lead to transformative science. They argued that engagement in cross-disciplinary collaboration within a project produces disorienting dilemmas that initiate transformative learning. Such an education focuses on critical approaches, authentic learning experiences, multiple ways to think and the formation of the professional identity of

The Single Payment Authority (SPA) is a Public Organization that complies with the most
modern management systems, seeking the maximum utilization of human resources and
a high degree of effectiveness and efficiency in Greece and Europe. The present study
attempts to investigate the training needs, attitudes, and views of the staff of the SPA in
the context of reform actions and modernization of the Public Administration. The
necessity of the study is considered important so that the personnel managed by SPA are
able to face the challenges and respond to crisis conditions. The aim of the study is to
highlight the benefits civil servants gain by attending training programs, identify the
barriers hindering their participation in the training programs offered and define new
subjects for training programs that will cover the modern needs of SPA employees. The
sources of investigation for the systematic collection of information and data analysis
were based on the method of triangulation with literature review, interviews and
questionnaires ensuring validity and activating the meritocratic judgment. From the
research results, it becomes clear that the training in the public sector needs to improve
in terms of subject areas, methodology, as well as adult educational methods and
techniques in order to satisfy the constantly changing needs of the services. Needs
analysis must be included as a vital step of any educational program design in order to
meet the needs of SPA employees today, thus upgrading the services and facilitating its
development

Online continuing education holds promise as an effective method for rapid dissemination of emerging evidence-based practices and best clinical practice in health care. Online continuing education has the potential to engage collaborative interdisciplinary teams in a manner that emulates the practice model of virtual teams. Yet, the field of continuing education continues to focus on live programming at the expense of new developments in practice-oriented online educational methods. While is it is acknowledged that health practitioners require an experiential approach to continuing education; the question remains how online asynchronous programming deliver higher-level practice competencies?

To address the question of educational methods for health practitioners, the authors have examined the relevance of situated learning theory to online learning methods. From this examination, seven key factors have been identified that aid the engagement of learners in the creation, delivery, and skill building for practice-oriented online educational programs (Zaghab et al, 2015). Based in organizational learning theory, knowledge management (Nonaka, 1994; Szulanski, 2002), and adult education or andragogy (Knowles, 1970; 1984), the resulting seven composite factors are termed “sticky” factors. These sticky factors are then mapped to Moore and colleagues’ (2009) higher level learning outcomes in healthcare continuing education. Data are presented on learner reported practice-related outcomes in a growing series of online continuing education programs through the University of Maryland School of Pharmacy’s Center for Innovative Pharmacy Solutions (CIPS). Delivered through an accessible a learning portal developed by CIPS and Connect for Education; the portal is called the CIPS Knowledge Enterprise™.

In addition to practice oriented outcomes, the CIPS Knowledge Enterprise engage in the Learner Stewardship Cycle (Zaghab et al, 2015), an iterative continuous improvement process to improve stickiness and learner engagement through micro-interventions. Both sticky learning strategies integrated into the continuing education classroom and the stickiness of the Learner Stewardship Cycle contribute to higher level learning outcomes in practitioner learners. A dynamic, adaptive learning environment is also needed to optimize learner-practitioner programs. The technology-instructional partnership will also be described. Observed outcomes from the partnership are abbreviated development and launch times

Recent years have witnessed considerable growth of research on the benefits of adult learning. Much of this draws on evidence from large scale longitudinal data sets. Overwhelmingly, these studies have found clear evidence of economic, social and individual benefits as a result of participating in adult learning. While these claims are important and influential ones, there has to date been little discussion of the nature of the data and analytical techniques being used. The paper explores the limitations of longitudinal research, but concludes that this body of work still represents an important new departure in the field.

Veterans enrolled in college face unique challenges compared with those of traditional students. Their experiences and perspectives, coupled with battling stereotypes and entering an
unstructured college setting, contribute toward what can be a difficult transition. Student veteran organizations, veteran resource centers, veteran-specific orientations, and faculty training are relatively new approaches used by universities and have not been well-researched or reported. Educators need to be aware of the currently offered services and prepared to establish a safe environment for student veterans in their classrooms. By acknowledging student veterans and understanding how to support them in the classroom, education providers may be less concerned about the veteran
stereotypes that persist today. This article provides adult
educators with an overview of student veterans and their transition into college, offers suggestions to ease veterans’ adjustment to the classroom, and provides research opportunities for faculty to further advance higher education’s understanding of student veterans.

This presentation talks about the role of adult education in active participatory citizenship and shortly presents a Horizon 2020 three-year research project, the so-called “Adult Education as a Means to Active Participatory Citizenship” (EduMap). This project focuses on the educational needs of young people with low levels of basic and functional literacy, with deficient language and cultural skills (foreign newcomers, ethnic minorities), those who have dropped out of school and those not in education or training due to disability. The project investigates new ways for the European education system to become more responsive to young adult’s educational needs and assist especially those at risk of social exclusion to get a foothold in the labour market, to make them more active citizens and enable them to express their aspects. (EduMap, http://blogs.uta.fi/edumap/2017/03/27/edumap-report-broad-research-on-adult-education-in-the-eu/).

The Nord-du-Québec region has a potential of significant socio-economic development for which growth can be anticipated. In 2008, the Charest Government initiated the Plan Nord with the objective of developing the economy of the Northern Québec regions in a responsible and sustainable manner. Such a project implies that there are significant challenges with regard to education, as well as employee attraction and retention.

This report, requested under a joint initiative of the Commission scolaire de la Baie-James and the Cree School Board, is aiming at four objectives: (1) identify the needs and preferences of the Crees from Eeyou Istchee with regard to education and technical training related to the mining, construction, forest and energy sectors, as well as to the land-based employment and activities; (2) place these needs in the current socio-economic and demographic environment; (3) weigh up the socio-economic viability of said training and employment areas; and, finally, (4) probe the Crees’ attitude towards the various job opportunities and the employability alternatives available in their region.

Our study is based on interviews conducted in June and July 2010, as well as on a review of potential socio-economic development avenues in Northern Québec. In a broader manner, we tried to highlight the anthropology dimension of training Crees, especially in taking into account parameters such as the mobility on the territory, the hazards related to the training location and duration, and the challenges of the Crees’ lack of schooling regarding major projects such as the ones put forward by the Plan Nord.

We acknowledge many facts. First, it is difficult for most Crees to get the necessary academic prerequisites (Secondary IV or V) for some training programs that are currently offered to them, which prevents them from accessing courses leading to qualification. Given this situation, the Crees find it extremely difficult to persevere in a DVS type of system, which is considered as restricting. Also, the Crees’ low schooling rate and their difficulties with the language of instruction delay and, in some cases, compromise the arrival of youth aged 15 to 24 on the job market. Finally, the Crees are highly affected by the on-going decrease in the number of people who practice hunting, fishing, trapping, harvesting and native arts and crafts activities, which are crucial for the Cree culture.

This study highlights the necessity to implement school programs (RAC, STC or DVS types) that would promote courses leading to qualification that could both meet the identified needs and increase the second language literacy level of the Crees. The Crees seem to be particularly interested in the land-based employment and activities (tourism, hunting, fishing, trapping, harvesting, native arts and crafts, as well as management and conservation of wildlife and flora) sector and in the construction, mining and forest industries. Besides targeting some technical jobs from the mining sector that could be the subject of customized training programs, we have also considered the occupations of environmental officer, mining explorer, carpenter-joiner and silvicultural worker because we believe these fields allow us to tie technical and traditional knowledge together.

La presente investigación tuvo como objetivo la caracterización de alumnos que obtienen un alto nivel de logro cursando las Carreras de Psicología [PSICOL] o Ingeniería Comercial [ICOL] en el programa Programa Especial de Titulación [PET] modalidad e-Learning de UNIACC.
En primer lugar, se describieron variables de caracterización general, (edad, sexo, nivel y área de estudios previos) y se evaluaron los estilos de aprendizaje de un grupo de alumnos voluntarios, a través del Cuestionario Honey-Alonso de Estilos de Aprendizaje. La comparación de estas variables entre alumnos de ICOL y PSICOL mostró ciertas diferencias estadísticamente significativas.
El nivel de logro académico de los alumnos se definió, considerando sus promedios parciales de notas y la proporción asignaturas aprobadas. Así se identificó a los alumnos con mayor nivel de logro en cada carrera y se describieron sus características de personalidad a través del análisis del Test de Edwards.
Todas estas variables fueron contrastadas respecto de los alumnos que, al momento de la investigación, presentaban un mayor riesgo académico, encontrándose que los alumnos que alcanzan un alto nivel de logro en ambas carreras se caracterizan por ser mujeres, con grado de título profesional o estudios de postgrado, moderada preferencia por el estilo de aprendizaje Teórico y rasgos de personalidad tendientes a la Autonomía y a una baja Deferencia. Adicionalmente los alumnos de ICOL se diferencian por poseer bajos puntajes en Intracepción.

The number of the students who are studying at the universities has markedly increases while million students have been taking online courses.The interaction of the data has rapidly improved due to the Internet ecosystems:therefore,big data mining and management play important and crucial role in the sustainable growth, success, and quality assurance of the universities.By measuring the students’ achievement, knowing the credits and courses taken by the students, assessing the professors’ success and qualifications,and analyzing the attendance lists, the ability to empower and improve the quality of the higher education has significantly become possible and strategic.By knowing the expenses,by studying the investments on research, education, and administration, the strategic planning and the effective and efficient allocation of the financial power can be much better than ever before.The confluence of higher education institutions, mainly those in the best ranking lists, and big data management represents an extraordinary change and transformation in the innovative ecosystem in which students, academics, admins, and entire university network would benefit because of the systematic and strategic revolution.The impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development,and innovation were critically studied. By studying the perceptions and the experiences of the managers (23), the experienced academics (32) who were responsible about the data mining and management at two state and two private universities, why the higher education institution need critically, crucially, and strategically the big data mining and management is answered.The phenomenological analysis was preferred in this study, in which twenty-eight research questions were answered through the semi-structured interactive interviews.The collected data of this study, which were analyzed in data analysis software-program NVivo 10, showed clearly that a few number of the participants (28%), who were active in planning, funding, investing, and performing according to the big data mining results, had significantly much better results in using their financial investments. However,those (78%), who could not be so successful in using big data mining and management, lose their vision and long-term strategy in making good investments.As the participants (45%) had declared that the best big data management reports had opened new dimension for the administration in developing better classes in which better professors were chosen at the right time and at the right places where the students’ achievements and happiness had markedly improved. In conclusion, the effective and efficient structure had been analyzed in order to improve the efficiency of the students, as well as the faculty and the administrations.According to the participants (76%), since the big data mining and management had clearly and crucially showed the drawbacks and benefits, the higher education administration had significantly found more opportunities to make right investments and improvements. In this way, they could invest in the right research and development projects, which accelerate both their sustainable growth, success, and reputation.However, those, who could not control and give feedbacks by means of big data mining and management, did not have good results and consequences as the other higher institutions had done.

Lohnt sich ein Studium nach dem Studium? Ist ein spezialisierter Master oder ein Weiterbildungslehrgang hilfreich für die nächsten Karriereschritte im Berufsfeld Public Affairs? Was ist die beste Kombination von Praxis, Wissen und Theorie? Wann ist der beste Zeitpunkt? Ist das neben dem Beruf machbar? Unterstützen die Arbeitgeber so etwas? Inwiefern tragen Bildungszertifikate und "lebenslanges Lernen" zum Erhalt der Beschäftigungsfähigkeit, der Employability, bei? Klare Orientierung für solche Fragen bleibt die Public-Affairs-Branche schuldig. Sie kennt keine rigiden Karrieremuster, Ausbildungsordnungen, breit anerkannte Lehrgänge, von Berufsverbänden empfohlene Standardcurricula oder Branchenprüfungen. Sie ist gut gefüllt mit Akademikern, doch rekrutiert wird quer durch alle Disziplinen. Wer zudem als Bologna-Absolvent in diesen Nischen-Arbeitsmarkt eintritt, findet derzeit wenige persönliche Vorbilder: Die Bachelor-Master-Struktur ist so neu, dass darauf noch niemand eine längere Karriere aufgebaut hat. Die allgemeinen Personal-Trends sind äußerst ambivalent und erfordern strategisches Denken, zumindest Nachdenken:

Adults learning new scripts find it hard to become automatic readers. They typically read haltingly, understand little of what they read, and may forget how to read.  This article presents the hypothesis that halting reading among adult neoliterates is due to low-level perceptual functions in the brain that have a sensitive period. These may be related to feature integration; whether illiterate or educated, adults learning a new script may be perceiving letters as connected segments rather than unbreakable units.  The time needed to resolve ambiguities and determine how the segments are combined may delay identification and result in letter-by-letter reading.  This phenomenon could be called “adult neoliterate dyslexia.” It has received little research or attention, possibly because few adults need to learn new scripts.  Also unschooled illiterates are rare in industrialized countries where most reading studies are carried out.  Research is needed to probe into the neuropsychological origin of the adults’ fluency difficulty.  Potential remedies may include action videogames and thousands of trials through computerized media.

Free trade world environment is rapidly exchanging technology between develop nations and developing nations. In India, besides its own increasing knowledge base, government and non-government research institution, universities and other professional bodies are also projecting increasing trend in technology assessment, refinement and development focusing primarily on industrial needs and community needs as the secondary issue.

Jointly edited with Gerald Normie, these are papers from a conference on residential adult education, held in Oxford in 1991. They encompass historical perspectives and contemporary reflections, with authors from Britain, Sweden and Australia.

Continuing Education practitioners strive to meet the educational needs of their students, who are primarily adult students whose educational needs are not met by traditional matriculation. It is the desire of Continuing Education to design, develop and implement educational activities that can be easily accessed and meet the needs of the adult student. As Continuing Education is motivated by a variety of goals, its successes range from providing educational programming that improves the adult learners knowledge to generating revenue. Recent literature reveals that needs assessment is a tool used to achieve these goals. It is therefore the purpose of this study to develop a needs assessment model for implementation in Continuing Education. Throughout the literature on adult education needs assessment, three key concepts are identified and discussed. These salient concepts comprise a practical ideal model for assessing continuing education activities and include planning purpose, data collection and analysis, and utilization.

In this research, the ideal model is used as a point of departure to validate and refine the model. Both survey questionnaires and interview questions are used to gauge the appropriateness and usefulness of the practical ideal model for needs assessment in Continuing Education, and to get feedback on the model from Continuing Education providers and professionals engaged in needs assessment. The table on the next page represents the practical ideal model for comprehensive needs assessment in Continuing Education.

The findings of the research indicate that the originally proposed needs assessment model derived from the literature was supported. As a matter of fact, responses to all but one of the sub-components indicated that those in Continuing Education that engage in needs assessment believe these components are important and comprise a comprehensive needs assessment model,

This reflective paper seeks to explore the role of the teacher in higher education in facilitating a learner-centred approach to teaching and learning with widening participation learners. This study will draw on relevant research and theory as well as the author’s own particular experience as an award leader for a new Foundation Degree in Community Learning (FDCL). This paper has identified ‘learner centred approaches’ as its key focus as this is an approach to teaching and learning (T&L) that the author has been striving to facilitate with the first cohort of FDCL learners. The FDCL is a modular programme that is studied part-time over three years and is delivered through a series of evening and Saturday sessions. The learners on the FDCL are invariably employed as education support practitioners (e.g. parent support workers, home-school link workers, learning mentors, extended schools support officers) by schools or local authorities. Much of the learning that takes place through the FDCL is work-based, which means that the learners must routinely evidence the application of theory in their practice. The learners are also encouraged to bring workplace issues and situations into the university classroom to stimulate and shape learning activities.

The FDCL aims to develop the learners both personally and professionally, by enhancing their knowledge, understanding and skills, so that they are more effective and valued members of the education workforce. For the purposes of this assignment it is also important to point out that the majority of these learners are white, working class women in their forties and fifties, and are considered to be non-traditional higher education students. These issues and their impact on learner-centred approaches will be analysed in this study.

Politics in Adult Education involves ways in which knowledge is acquired, the dispensing of the knowledge and how to make use of it under different situations. Oni (2017} acknowledged the centrality of knowledge to education. Besides the sponsorship of diverse information, knowledge helps to check wastages, conservativeness in one hand, and on the other hand, promotes the ability to function better. As a field of education concerned with serving the populace with education this paper considers politics in Adult Education in the light of the potentials of positive transformational ability of education. This is exemplified under different sub-headings like, the historical and contemporary adult education, political aspects of adult education, suitable adult education programmes for a community what could promote political stability, and the place of distance learning.

The Caspian Project is a weekly digital magazine organized by the online analytical resource, Modern Diplomacy. Dr. Matthew Crosston is the Senior Editor of the project, which aims to acquaint people with this critically undervalued region of the world. The analyses go far beyond the standard issue of energy and encapsulates economics, politics, culture, religion, global affairs, conflict and peace.

This edition of the Caspian Project testifies to the enormous wealth of analytical opportunity seen all across the region. While in the past we have enjoyed producing single-issue specializations (which we did over the past two weeks with The Russian Debate and The Persian Gambit, to great fanfare and applause), the true essence of the Project is to have great diversity for the readers every issue. No. 11 as it turns out is something of a hybrid of these two aspects: readers with this issue get quite a bit of diversity while also getting to enjoy a mini-specialization, as a number of the articles inside deal with different aspects of the Russian intelligence community, namely, the Federal Security Service or FSB.

So, on top of some very thought-provoking and hard-hitting articles dealing with the ethics, surveillance, and transnational activities of Russian intelligence, readers ALSO get to learn more in this issue about the Shanghai Cooperation Organization, Turkmenistan’s human rights record, and Kazakhstan’s entrance into the WTO. It is an issue, therefore, that cuts across domestic politics, global affairs, security, economics, and international organizations. This is something we at Modern Diplomacy hold dearly when it comes to the Caspian Project: so much that is happening in the world today, affecting so many countries, transects in one way or another the greater Caspian sea region. It shall always be a hub of activity and importance, far beyond the standard call about energy and natural resources.

The chapter presents an outline of the history of Folk High Schools in Sweden. The analysis includes mainly social and political determinants of their functioning in Poland’s northern neighbor. The main trends of the evolution of social functions of these institutions has also been presented encompassing 145 years of their functioning: from the educational center for peasantry (before 1918) – through the educational institution catering for the needs of social movements (1918-1968) to the concept of skola för alla (Eng.: School for All). Because of the gaps in international writing in this scope, an emphasis has been put on ideas concerning the origins of Folk High Schools in Sweden as well as on a quantitative analysis of their activities during the last decades. The entire analysis has been presented against the background of Polish interests concerning the Swedish folkhögskolor (and folkbildning) from the half of the 19th century until the present day.

A report about adult education, and comparisons between the adult education policies and strategies, of three countries. These countries are Croatia, Ethopia and Pakistan, and then evolving and creating a roadmap of my own policy and strategy of adult education.

In the era of the 21st century, the best higher education institutions have more than one role. Not only do they educate and train students but they also create new ideas and knowledge for the short-term contemporary issues as well as long-term complex problems. In the strategic goals, five aspects are critical in higher education: the democratization of knowledge and access, the contestability of the market and funding, the research technologies, the global mobility and the integration with the industry. Universities should have strategic plans including strategic goals. In this study, the strategic models and plans of the public (5) and private (5) universities are analysed from the five different aspects. In order to deeply understand the dynamics at these universities, the phenomenological interpretive analysis is preferred. University leaders
and managerial departments should consider market needs and do strategic plan accordingly. Hence, they should develop the strategic thinking capacity of both their academic staff and researchers for short and long terms need of the industry. Results have shown that most universities have wrong perception regarding the strategic model and plan. Neither private nor public universities possess enough knowledge on the subject.
Keywords: Higher education, university and industry partnership, strategic model and planning, higher education management, financing of higher education.

In an international university in Thailand, with students coming from 92 different
countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members’ needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers’ perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context- relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.

Digital media play an increasingly important role in all areas of society. As a result, media literacy is one of the key qualifications for our information society. It enables social participation and opens up opportunities for professional development. Media literacy is not a static construct though – due to technological progress it must be continually developed. For this reason, adult education has a central function in promoting media literacy. At the same time, for education too new opportunities for promoting learning are constantly opening up via digital media. The media education competencies of adult educators are therefore of central significance for assessing and utilising the opportunities and risks of current developments. In light of this, this article discusses the current situation with regards to standards and pathways of professionalization of adult educators in terms of media pedagogic competences in Europe.

Στην παρούσα εργασία παρουσιάζεται η διαδικασία σχεδιασμού μιας διδακτικής ενότητας από τον εκπαιδευτή ενηλίκων σε προγράμματα επαγγελματικής εκπαίδευσης και κατάρτισης. Αρχικά παρουσιάζεται ένα δυνητικό πρόγραμμα ΕΕΚ στο οποίο ανήκει η Διδακτική Ενότητα που θα περιγραφεί. Γίνεται βιβλιογραφική ανασκόπηση των κανόνων και των αρχών που ακολουθούνται για τον σχεδιασμό διδακτικών ενοτήτων στην εκπαίδευσης ενηλίκων και στη συνέχεια παρουσιάζεται αναλυτικά το σχέδιο μια διδακτικής ενότητας. Παρουσιάζεται η διερεύνηση των εκπαιδευτικών αναγκών, οι στόχοι της ενότητας, τα περιεχόμενα της μάθησης και η μεθόδευση της διδακτικής διαδικασίας.

O presente artigo visa traçar uma primeira perspectiva da situação da formação nas grandes empresas e dar um contributo crítico para a compreensão das lógicas subjacentes às suas políticas e práticas de formação. Baseia-se nos resultados de um estudo exploratório realizado em 26 grandes empresas Nacionais e Transnacionais a operar em Portugal. Com a informação recolhida, obtiveram-se conhecimentos sobre o que se está a passar no campo da formação nas empresas e foi possível identificar um conjunto de tendências. Para ajudar a compreender a realidade observada, apresenta-se uma proposta tipológica que fornece elementos iniciais para orientar na caracterização das políticas e práticas de formação nas empresas. Os tipos de formação encontrados classificaram-se em: Formação tradicional e utilitarista, Formação estratégica e orientada para a resolução de problemas, Formação orientada para o desenvolvimento pessoal e social.

Neste livro é apresentado um conjunto de reflexões ocorridas durante as diversas oficinas realizadas no Programa de Formação Continuada e de apresentações de algumas comunicações científicas realizadas durante o I Seminário de EJA de Mesquita(RJ). Trata-se de mais uma obra integrante do conjunto dos “Cadernos Prodocência”, fruto de alguns dos eventos do Prodocência-UFRRJ, bem como de ações institucionais que somam suas publicações à série, dentre elas o Programa de Formação Continuada de Docentes da EJA da Rede Municipal de Educação de Mesquita/RJ. O Prodocência UFRRJ é um programa subordinado ao Decanato de Graduação da UFRRJ que implementa várias ações no sentido de articular iniciativas de formação de professores das redes básicas de ensino em nossa instituição.

Since the launching of these millennium development goals (MDGs), education has been identified as one of the tools in meeting these goals.  According to paper titled "The Central Role of Education in the Millennium Development Goals" of the high-level roundtable discussion on the 2010 MDG Summit, education is the "center of social and economic development" because of its capacity to provide knowledge and skills, stimulate new behavior and empower individuals.  However, it was pointed out on the same paper that a significant number of marginalized groups around the globe are still receiving lesser opportunities and experiencing discriminations in terms of basic education. Moreover, free access for primary education is even included as one of the MDGs. With this, the role of adult education comes into picture.

Open and distance education should focus on the learning barriers that adult learners have to cope with as it constitutes a new educational context promoting mostly individualized and independent learning procedures. This new learning environment places the adult learners at the ‘centre’ of the whole learning process in which they have to be familiarized with new terms and conditions, with new prospects and a new ‘identity’. The main purpose of this paper is to profile the adult learners who join open and distance education programmes by stressing their special traits in order to discuss subsequently the actual learning barriers deriving or resulting from an open education system.

This is the fourth thematic report for the Inquiry into the Future of Lifelong Learning. It discusses the new science of well-being and reviews evidence of links with lifelong learning, before going on to explore the implications for future policy directions. Finally, the paper asks whether the well-being agenda is more than just another set of possible outcomes of learning – but instead poses much deeper challenges to the values and aspirations that currently drive the lifelong learning system in societies like our own.

There is a huge difference in the compulsory and optional tasks settlements fulfill. In one settlement, the population and the enterprises can get comprehensive services, while the other settlement supplies just compulsory functions on a modest level. I present this issue in my current work from legal, economic and social aspects.
The rest of my research is an investigation of the relationship between settlements and enterprises. The intention of businesses to settle, their conservation and future depend on services. I present in my approach the elements, which can support these enterprises.
The residential and employee side is also very important. The firms are unable to reach positive results without a qualified workforce. The living conditions, available services influence their mood, achievement, results. I present those employee needs, which are necessary in the 21th century to keep the workforce in the settlement.

Universities and Institutes of higher learning are large repositories of knowledge, manpower and physical resources. They cannot function and exist in isolation of the society and communities where they are located. They have an obligation to cater to the overall and diverse learning needs of the segments of the neighboring people and communities. If the University system has to discharge its social obligations and duties adequately it must embrace extension as the third important dimension and give it the same status as teaching and research. Extension is a new and extremely significant area. It caters to the community and overall and diverse learning needs of all the segments of the people of the community while generating new knowledge simultaneously. Once new body of knowledge is generated or innovations made, there usually exists a ‘gap’ between the existing knowledge of the client and the new knowledge available. Extension ‘bridges’ the gap in knowledge bringing desirable planned change in the behavior complex of the people with a view to help them live better by learning new /or improving existing vocations and enterprises. The Kothari Commission the India Education Commission in 1964 comprehensively examined and reviewed the entire educational system and emphasized ‘Extension as the third dimension of higher education’. It introduced the trinity of Teaching, Research & Extension in higher education. This was necessitated by the fact that the education has to be made relevant to real life situations, so that the learners cannot be alienated from the society, and they develop a sense of responsibility towards society.

THIS IS YOUR CUE: TIME TO TAKE ACTION
Call upon the community or general public, parents and youths, mental health professionals, physicians and nurses, educators, Facebook and other internet social media, religious groups, athletes, celebrities, secular and SBNR, school administrators, news media, Hollywood, academia, scientists, employers and employees, business owners and managers, private individuals and public officials, to join their talents, opportunities, and influence to support student mental health and end school shootings. Sharing this article is one way you can help https://www.academia.edu/35809557

The chapter was written for a student reader. It aims to provide a brief overview of different adult education systems, and a summary some of the main types of approach in different countries. It argues that while national differences remain strong, the combined effects of globalisation, technological change and intergovernmental policy developments mean that there are marked shifts towards (a) the weakening of national influences on adult education and (b) increasing heterogeneity of provision reflecting factors other than national differences. The chapter then considers the role of international organisations in exchanging knowledge and ideas about the role of adult education, and to some extent shifting policy-making further away from the nation state.

Education. We welcome you as participants and presenters at this year's conference. The theme this year is "Building Communities with Sustainability and Social Capital." We are honored to have faculty, graduate students, and practitioners from the Midwest and beyond here with us

This paper will compare, contrast and critique two articles on the core concepts of research such as research questions, measurement and instrumentation, validity and reliability processes, sampling procedures and ethical considerations. The first article is the Managerial Roles of Public Community College Chief Academic Officers (Anderson, Murray, and Olivarez, 2002) (henceforth article one). The second article is Stress Factors and Community College Deans: The Stresses of Their Role Identified (Wild, Ebbers, Shelley, and Gmelch, 2003) (henceforth article two).