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.
This paper deals with the development of adult education in the Czech Republic after 1989. In this regard it analyses the development of participation in adult education and its influencing factors. For this purpose the paper uses primary and secondary data from five research surveys. The paper shows that there has been a slight increase in the number of adult participants in education in the last 25 years but it also shows that there are still certain groups of people that are excluded from education. The paper also outlines the main phases of development in adult education in relation to government politics; namely the liberal politics of the 1990s and the partially-regulated politics after 2000. (C) 2015 The Authors. Published by Elsevier Ltd.
The paper focuses on the analysis of non-formal adult education in an organization. It discusses the legal and political documents that regulate adult learning. The role of the organizational and individual perspectives in adult education has been theoretically substantiated. In recent decades, the rapid development of innovations within the market forces organizations to react to the changes. Human capital has become vitally important as it transforms and controls other forms of organizational capital (i.e. material, financial, time, etc.). In order to successfully conduct their activities the organizations cannot resist either the improvement of the work of the employees or learning as such. Therefore, due to the development of knowledge society and active processes of globalization, adult people experience an urgent need to improve their professional qualification, expand the horizons of their knowledge and acquire new specialities to optimally match the changing conditions of life. For all that, could we consider the persons working in an organization being the progressive workers? Who is more motivated in such learning – an organization, or its employee? On the other hand, is learning always efficient? Such questions encouraged the author to extend the analysis given in the paper.
The paper focuses on the analysis of non-formal adult education in an organization. It discusses the legal and political documents that regulate adult learning. The role of the organizational and individual perspectives in adult education has been theoretically substantiated. In recent decades, the rapid development of innovations within the market forces organizations to react to the changes. Human capital has become vitally important as it transforms and controls other forms of organizational capital (i.e. material, financial, time, etc.). In order to successfully conduct their activities the organizations cannot resist either the improvement of the work of the employees or learning as such. Therefore, due to the development of knowledge society and active processes of globalization, adult people experience an urgent need to improve their professional qualification, expand the horizons of their knowledge and acquire new specialities to optimally match the changing conditions of life. For all that, could we consider the persons working in an organization being the progressive workers? Who is more motivated in such learning – an organization, or its employee? On the other hand, is learning always efficient? Such questions encouraged the author to extend the analysis given in the paper.
The paper focuses on the analysis of non-formal adult education in an organization. It discusses the legal and political documents that regulate adult learning. The role of the organizational and individual perspectives in adult education has been theoretically substantiated. In recent decades, the rapid development of innovations within the market forces organizations to react to the changes. Human capital has become vitally important as it transforms and controls other forms of organizational capital (i.e. material, financial, time, etc.). In order to successfully conduct their activities the organizations cannot resist either the improvement of the work of the employees or learning as such. Therefore, due to the development of knowledge society and active processes of globalization, adult people experience an urgent need to improve their professional qualification, expand the horizons of their knowledge and acquire new specialities to optimally match the changing conditions of life. For all that, could we consider the persons working in an organization being the progressive workers? Who is more motivated in such learning – an organization, or its employee? On the other hand, is learning always efficient? Such questions encouraged the author to extend the analysis given in the paper.
The paper focuses on the analysis of non-formal adult education in an organization. It discusses the legal and political documents that regulate adult learning. The role of the organizational and individual perspectives in adult education has been theoretically substantiated. In recent decades, the rapid development of innovations within the market forces organizations to react to the changes. Human capital has become vitally important as it transforms and controls other forms of organizational capital (i.e. material, financial, time, etc.). In order to successfully conduct their activities the organizations cannot resist either the improvement of the work of the employees or learning as such. Therefore, due to the development of knowledge society and active processes of globalization, adult people experience an urgent need to improve their professional qualification, expand the horizons of their knowledge and acquire new specialities to optimally match the changing conditions of life. For all that, could we consider the persons working in an organization being the progressive workers? Who is more motivated in such learning – an organization, or its employee? On the other hand, is learning always efficient? Such questions encouraged the author to extend the analysis given in the paper.
This article describes a research and development project that aimed to create a social pedagogical model for counselling immigrant students. The setting for the project was the field of non-formal adult education, more precisely Finland's folk high schools and study centres. The starting point for the project was a concern for being able to support a meaningful integration of the immigrant students in the non-formal adult education institutions. These institutions see integration not only as a process of finding a place to study or work; they aim at supporting the immigrants' meaningful participation and sense of belonging of in Finnish society. A collaborative development process was started, facilitated by a researcher from the University of Eastern Finland. People from about 20 organisations committed themselves to the process, where the values, aims and principles of counselling were reflected and best practices and methods shared mutually between the participants. Methodologically, the process followed the basic ideas of participatory action research. This article describes the development process and makes an overview of the social pedagogical model for counselling. The model includes general principles that guide the work with immigrants, a description of intercultural counselling as a long-term process and a collection of methods that follow the principles. At the end of the article the model is reflected upon from the point of view of Herman Nohl's concept of pedagogical relationship.
This article analyzes one of the most important and, simultaneously, the most problematic factors in the development of adult education as the implementation quality of Non-formal Adult Education (hereinafter NAE) at the local government level. The aim of this article is to reveal the understanding of Lithuanian municipal non-formal adult education coordinators about improving the quality of non-formal adult education services. The study has centered on a focus group (12 people) in which Lithuanian non-formal adult education coordinators from different municipalities discussed and shared their diverse opinions. According to the focus group participants, the quality assessment of educational services in local communities is required by the institutions or foundations financing the services, which at the same time indicate the criteria for assessing the quality of services and their fulfillment when reporting on the implementation of educational services. According to the participants of the study, Lithuanian municipalities should have more power in decision making on planning educational programs and services to meet the needs of the local population; they should expect stable funding guarantees from state institutions, which must first and foremost be interested in improving non-formal education services quality assessment.
This article analyzes one of the most important and, simultaneously, the most problematic factors in the development of adult education as the implementation quality of Non-formal Adult Education (hereinafter NAE) at the local government level. The aim of this article is to reveal the understanding of Lithuanian municipal non-formal adult education coordinators about improving the quality of non-formal adult education services. The study has centered on a focus group (12 people) in which Lithuanian non-formal adult education coordinators from different municipalities discussed and shared their diverse opinions. According to the focus group participants, the quality assessment of educational services in local communities is required by the institutions or foundations financing the services, which at the same time indicate the criteria for assessing the quality of services and their fulfillment when reporting on the implementation of educational services. According to the participants of the study, Lithuanian municipalities should have more power in decision making on planning educational programs and services to meet the needs of the local population; they should expect stable funding guarantees from state institutions, which must first and foremost be interested in improving non-formal education services quality assessment.
У статті розкриваються теоретичні й методичні засади неформальної освіти дорослих у США, досліджується еволюція освіти дорослих в американській педагогічній літературі; виявляються провідні чинники розвитку освіти дорослих у Сполучених Штатах Америки, розкривається її значення на сучасному етапі розвитку суспільства. Доведено, що освіта дорослих є найдавнішим видом освіти у Сполучених Штатах. Вона має тривалу історію та цілу низку особливостей, яка містить широкі потенційні можливості для неперервної освіти. ; The article deals with the theoretical and methodological principles of non-formal adult education in the USA, it examines the evolution of adult education in the American educational literature; the key factors of adult education in the United States are settled, its importance at the present stage of development of society is revealed; the theoretical principles of adult education are justified. It is proved that adult education is the oldest type of education in the United States. It has a long history and a number of opportunities for lifelong learning. Adult education has emerged as non-institutional form of education and has been developing for more than four centuries. The main stages in the development of adult education include: establishment of the first colleges and universities, the establishment of the Republic, implementation of the ideas of Thomas Jefferson about general civic education, the adoption of Morill's Bill and opening land-grant universities, immigration, organization of distance education programs and summer schools for adults. The most important historical stages are: establishment of the club «Junto» (1727) by Benjamin Franklin, organizing of the first schools, libraries, Chautauqua Institute (1874), adoption of the Constitution, which provided financial support for adult education, the creation of the American Association of Adult Education, first summer sessions of the National Training laboratories and others. Adult education is the oldest type of education in the United States. It has a long history and a number of features. In the late XIX – beginning of the XX century adult education in the United States was considered as additional education, not related to employment; it was an activity specifically organized to teach people whose age and social roles characterize them as adults. Since the middle of the XX century adult education in the American educational environment is characterized as a complex, flexible and multifunctional system, aimed to help people to meet educational needs, to adapt to the changes of socio-economic environment and at the development and improvement of American society. The study has showed that the development of institutional forms of adult education, launching of permanent financial support from the federal government and the adoption of appropriate legislation, the establishment of American Association of Adult Education as a coordinating body for all activities in this sphere at the national level, and with it the isolation of adult education in independent branch, recognition by the state and society of its importance give the reasons to believe that the US system of adult education in general was formed in the first half of the XX century. Education as the most popular social institution has an impact on the formation of the consciousness of society, regulates the processes of self-development of citizens. Adult education is considered as a mechanism for achieving economic development, ensuring civil progress and democratic public life; an expression of social responsibility for the formation of human and social capital, which is a key element of modern society of knowledge.
The article presents the experience of implementing non-formal adult education in the field of social work. The relevance of the development of various types of non-formal education is determined. The concept of non-formal adult education is concretized and its characteristic features are determined. Signs of non-formal learning are given: voluntariness, accessibility, acquired in different places and in different situations, etc. The characteristics of non-formal adult education are highlighted: focusing on the educational needs of different groups of the population, motivation, internal responsibility, etc. It is established that non-formal adult education can be carried out by various subjects of the educational space: commercial non-governmental organizations, non-formal education in the "third sector" and government agencies. The article highlights the experience of non-formal adult education in an educational environment Municipal Establishment "Kharkiv Humanitarian – Pedagogical Academy" of the Kharkiv regional council. In particular, the system of gender education created at the academy is described, which is aimed at increasing the level of gender literacy of specialists in social and socio-legal protection and provision of social services: staff of the authorized body for probation, probation volunteers; employees of territorial centers of social services, state and non-state social services; employees of the social and psychological service of secondary and higher education institutions, teachers of higher schools who take care of the training of future social workers, etc. Highly qualified specialists were involved in teaching: gender experts, trainers, experienced teachers, doctors and candidates of science. A promising area of further research may be the implementation of comparative analysis of foreign and domestic experience, as well as concepts and strategies for the development of adult education ; У статті наведено досвід реалізації неформальної освіти дорослих у сфері соціальної роботи. Визначено актуальність розвитку різноманітних видів неформальної освіти. Конкретизовано поняття неформальної осві- ти дорослих і визначено його характерні особливості. Наведено ознаки неформального навчання: добровільність, доступність, здобуття у різних місцях і в різних ситуаціях тощо. Виокремлено характеристики неформальної освіти дорослих: орієнтування на освітні запити різних груп населення, мотивацію, внутрішню відповідальність і т. д. Установлено, що неформальна освіта дорослих може здійснюватися різними суб'єктами освітнього про- стору: комерційними недержавними організаціями, неформальною освітою у «третьому секторі» та держав- ними установами. У статті висвітлено досвід неформальної освіти дорослих за умов освітнього середовища Комунального закладу «Харківська гуманітарно-педагогічна академія» Харківської обласної ради (КЗ «ХГПА» ХОР). Зокрема, охарактеризовано створену в академії систему гендерної просвіти, спрямовану на підвищення рівня гендерної грамотності фахівців із соціального і соціально-правового захисту та надання соціальних послуг: персоналу уповноваженого органу з питань пробації, волонтерів пробації; працівників територіальних центрів соціального обслуговування, державних і не державних соціальних служб; працівників соціально-психологічної служби закладів середньої та вищої освіти, викладачів вищої школи, які опікуються підготовкою майбутніх соціальних працівників тощо. До викладання були залучені висококваліфіковані фахівці: експертки з гендерних питань, тренерки, досвідчені викладачі, доктори та кандидати наук. Перспективним напрямом подальшого наукового пошуку може бути здійснення порівняльного аналізу закордонного та вітчизняного досвіду, а також концепцій і стратегій розвитку освіти дорослих.
Developments in the political and legislative spheres have a significant impact on marketing decisions made by an educational establishment. Moreover the great impact is made by the economic environment that determines the level of income for enterprises and purchasing power of the population. Changes in the economic environment cause not only quantitative but also structural shifts in education, the demand for educational services. So, in recent years, when the economic conditions of some enterprises in Ukraine have stabilized to some extent and they began to reach the level of international cooperation, the need for learning foreign languages by the employees of the enterprises and organizations has increased.Demographic characteristics play a particularly important role in the market demand for educational services. General decline in population, mainly due to the decreasing of the new generations being the main consumers of educational services, has significantly undermined the market of both formal and additional education branches. In addition, one of the main problems that hinder the development of paid education in Ukraine is the small size of the middle class being the major support of the development of demand and market taken in whole. The article considers the adult's attitude towards requirements raised by time and technologies – to communicate in several foreign languages as well as how non-formal foreign language education helps develop new approaches and methods for developing fluent and accurate foreign language speaking abilities.
Developments in the political and legislative spheres have a significant impact on marketing decisions made by an educational establishment. Moreover the great impact is made by the economic environment that determines the level of income for enterprises and purchasing power of the population. Changes in the economic environment cause not only quantitative but also structural shifts in education, the demand for educational services. So, in recent years, when the economic conditions of some enterprises in Ukraine have stabilized to some extent and they began to reach the level of international cooperation, the need for learning foreign languages by the employees of the enterprises and organizations has increased.Demographic characteristics play a particularly important role in the market demand for educational services. General decline in population, mainly due to the decreasing of the new generations being the main consumers of educational services, has significantly undermined the market of both formal and additional education branches. In addition, one of the main problems that hinder the development of paid education in Ukraine is the small size of the middle class being the major support of the development of demand and market taken in whole. The article considers the adult's attitude towards requirements raised by time and technologies – to communicate in several foreign languages as well as how non-formal foreign language education helps develop new approaches and methods for developing fluent and accurate foreign language speaking abilities.
