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The OECD Report, Promoting Adult Learning brings together key lessons from 17 OECD countries, providing evidence on the strategies in place to improve adults’ participation in learning.
The OECD Report, Promoting Adult Learning brings together key lessons from 17 OECD countries, providing evidence on the strategies in place to improve adults’ participation in learning.
The OECD Report, Promoting Adult Learning brings together key lessons from 17 OECD countries, providing evidence on the strategies in place to improve adults’ participation in learning.
This publication aims to identify what works in the policy and practice of adult learning, drawing on the experience of nine OECD countries.
The studies contained in this volume present a sampling of policy and legislation relating to adult learning in various parts of the world. They were produced in the context of a more complete survey, under the auspices of the UNESCO Institute for Education (VIE) in cooperation with the University of Florence, which sought to identify tendencies in this field over the past few years. The international research project, under which these national studies were made, was developed under the direction of Paul Belanger, Director of UIE, and Paolo Federighi, Professor at the University of Florence. An international publication by the two project directors, due to appear at the beginning of 1997, will report on the findings of the project, which involves 26 countries. The contributions presented here reflect a broad geographical spectrum as well as a wide range of policy models. From an analysis of these studies, it is apparent that this is a field in which there has been much innovation and which encompasses markedly varying approaches in response to different national conditions.
Adult education has never been more important or urgent than it is today Few educators have had the impact on adult education of Griff Foley. Professor Peter McLaren, University of California, Los Angeles This timely and valuable book makes an important contribution to our understanding of key recent developments in adult education and their significance. Reflecting the increasingly global nature of scholarship in the field, well-respected international contributors analyse issues facing practitioners today, and consider how these can be most positively embraced to further the international cause of adult learning and social justice. Janet Hannah, University of Nottingham Learning is central to all aspects of human life, and failure to learn brings dire consequences. As our world becomes more integrated and complex, adult learning has become more important. Dimensions of Adult Learning offers a broad overview of adult learning in the workplace and community. Written by a team of international experts, it introduces the core skills and knowledge which underpin effective practice. It examines adult education policy and research, and highlights the social nature of adult learning. It also examines adult learning in different contexts: on-line learning, problem-based learning, organisational and vocational learning. Dimensions of Adult Learning is an essential reference for professionals and students. Griff Foley is Research Associate in Adult Education at the University of Technology, Sydney. He is author of Learning in Social Action and Strategic Learning.
This paper promotes the adoption of the lifetime learning targets that form part of National Education and Training Targets (NETTS) for Lifetime Learning in the United Kingdom. Section 1 defines NETTs as goals for levels of participation in education and training. Section 2 considers the characteristics and current profile of adult learners. Section 3 identifies challenges to be overcome if there is to be a greater commitment to education and training, if individuals are to undertake more learning, and if current nonparticipants are to be attracted into education and training during adulthood. Employment issues considered include the priority given to training and development, investment in training for older workers, core and peripheral workers, and the self-employed. Issues are identified that affect participation in education and training of significant groups presently underrepresented in programs. The section concludes by identifying structural challenges relating to the provision of education and training: curricular/sectoral boundaries, student support, access to guidance, the qualifications jungle, access to assessment, and appropriately skilled staff. Section 4 describes current initiatives that seek to overcome the educational concerns and other difficulties in expanding learning activity. Section 5 outlines 10 steps for achievement of NETTs. Section 6 refines the issues identified into a set of general recommendations and a set of key short-term actions which should be taken by particular players. Contains 69 references. (YLB)
This book equips instructors with fresh, practical teaching and training methods to support adult learning in both formal and continuing educational environments. An extensive, how-to guide, Methods for Facilitating Adult Learning covers adult teaching and learning fundamentals, collaborative teaching methods, methods for facilitating autonomous learning, community-based teaching methods, and technology-enhanced teaching and learning approaches. Readers will emerge with an in-depth understanding of each method, made comprehensive by the inclusion of definitions, philosophical and/or theoretical underpinnings, advantages and limitations, practical guidelines for application, and ample real-world examples. Ideal for any educator working with adult learners, this book offers a toolbox of approaches designed to enhance reader understanding and practice of adult instruction.
