Suchergebnisse

From the "wall of shame" to September 11 : whither adult education? / Shahrzad Mojab -- Global/local education for adults : why is it a must for the 21st century? / Barbara Toepfer -- Global restructuring : new challenges to the political economy of knowledge / Liv Mjelde -- Questioning developmental globalism : threats to language and ecological sustainability / Peter Kell -- Multicultural meaning makers : Malaysian ways with words and with the world / Koo Yew Lie -- Adult educators' talk : responding to the challenges of linguistic normativity / Shanta Nair-Venugopal -- Reflexive theory building "after" colonialism : challenges for adult education / Sue Shore -- Performing identities : a new focus on embodied adult learning / Gayle Morris and David Beckett -- Adult and vocational educators : their changing work and professional development / Roger Harris and Michelle Simons -- The work of adult literacy teachers / Bobby Haraveld -- Educating adult researchers : mediating neo-conservative globalism and mediating eco-cultural sustainability / Michael Singh and Lynne Nengying Li -- Technological literacy for adults : insights from Malaysia / Ambigapathy Pandian and Shanthi Balraj Baboo -- On-line supplementation of adult education : a change in pedagogy and a pedagogy of change / Andrew Scown -- Learning reflexively : technology mediation of indigenous indigenous cultures / Leanne Reinke and Paul James -- People's power against the empire : re-framing work-related teaching/learning / Mike Brown -- Learning in complexity : work and knowledge in enterprise culture / Tara Fenwick -- Pedagogies of global/local hope : disobedience in the face of globalism / Michael Singh and Sue Shore

This [paper] is a desk study based on accessible documents and literature on adult education (AE) including training in Ethiopia. The work attempts to portray current (1991-2008) AE as understood and operated in Ethiopia under the Federal Ministry of Education (for convenience, MoE) and/or Regional Education Bureaus (REBs). The study is about provision and practice. It is not about answering a set of research questions. The purpose of the effort is to fill a gap on the subject of AE in the country. … This study is organized into thirteen parts including this one. Parts Two and Three lay the foundation by presenting terminology and historical bases of AE. The policy environment, provision and providers, participation, funding, staffing, training and higher education institutions, teaching and learning materials development, and research and evaluation follow Part Three each occupying a separate part. The last two parts are on international contacts and cooperation, and trends and challenges. A glossary of AE terms concludes the work. The directory of providers is also annexed. (DIPF/Orig.)

"The first wave of the survey, 2007 AES (also called 'pilot survey') was carried out between 2005 and 2008 in 29 countries. This pilot exercise was set up within a common EU framework including a standard questionnaire, tools and quality reporting. The reference year was set at 2007." (http://ec.europa.eu/eurostat/web/microdata/adult-education-survey)
The 2007 AES anonymised microdata includes 26 national datasets out of the 29 countries which implemented the survey. The total net sample size for the 26 countries is about 183 000 individuals.

The article reviews the regulatory legal documents for non-formal adult education and lists the diversity of institutions providing non-formal adult education. Non-formal adult education forms a large part of a permanent education system and is an active factor in stimulating Lithuanian democracy growth; it empowers individuals and social groups to deal with social, economical and political problems by advanced critical thinking and assists adults in gaining diverse approaches to tolerance. A system of non-formal education consists of training institutions, voluntary organizations, culture and education institutions, commercial establishments and groups of mutual support. Media and modern information technologies play an important role in this system. Non-formal adult education through its complexities and structural diversity develops conceptual change and behavior of the individuals in the complicated and ever changing modern world.

Der Report gibt einen Überblick über die verschiedenen Institutionen und Abschlüsse in der Erwachsenenbildung in der VR China. Institute der Erwachsenenbildung existieren im Primarbereich, auf Sekundarstufe und auf Hochschulniveau. Als weitere Möglichkeit der Erwachsenenbildung, die seit der Einführung der Fünftagewoche verstärkt wahrgenommen wird, werden Heimstudiengänge angeboten. Der Bericht referiert die in der chinesischen Presse geäußerte Kritik an einigen Einrichtungen der Erwachsenenbildung und arbeitet die wichtigsten Zielgruppen der Erwachsenenbildung heraus. Die Bedeutung der Erwachsenenbildung in China wird vor dem Hintergrund des hohen Bedarfs der chinesischen Volkswirtschaft an qualifizierter Arbeitskraft gewürdigt. Dies erklärt auch Überschneidungen zwischen Erwachsenenbildung und beruflicher Bildung. (BIOst-Wpt)