Adult education has changed significantly over time, growing from a narrow vocational focus to encompass broader fields like information technology. Throughout the early 20th century, adult education focused on literacy and job skills training. In the mid-20th century, the GI Bill expanded access to higher education. Today, adult education programs are offered through a variety of public, private and online sources, and aim to support lifelong learning and skills development.
LASPP Final Term Paper - Accesibility to Basic EducationBeverly Samayoa
This document summarizes challenges to education access in Latin America, focusing on Bolivia, Ecuador, Guatemala, and Mexico. It discusses factors like poverty, indigenous identity, and child labor that affect school enrollment and completion. The document also analyzes education policies in the four countries, including conditional cash transfer programs, laws addressing indigenous language barriers, and projects to expand access to secondary education. The overall goal is to compare how effectively different policies have addressed social inequalities hindering children's education.
This document discusses problems within the special education system from a political science and education perspective. It argues that a lack of funding and public awareness of special education issues has led to poor quality education for students with special needs. Politically, there is no global definition of special needs and countries have discretion over which disabilities qualify for services. This ambiguity and lack of priority given to special education has resulted in low budgets, unqualified teachers, and inadequate learning environments and resources. The author maintains that raising public awareness is key to driving political support and improving special education systems.
This document summarizes the history of career and technical education (CTE) in the United States and discusses current issues and the future of CTE. It traces the evolution of CTE from the 19th century through various acts that funded vocational programs up to the modern debate around CTE and ensuring students are both career and college ready. The document also notes challenges for CTE, such as inadequate funding and the perception of CTE as a "second class" option compared to a college preparatory track.
The document provides an overview of the history and future of adult education from 1980 to the present. It discusses key trends including a shift from government to market funding of programs, the importance of community-supported learning, and the growing roles of technology and online/social media platforms. The future of adult education is outlined in areas like community funding, government support, employer training, for-profit education, and post-secondary institutions.
The document discusses the history of literacy reform movements in the United States over the past few generations. It outlines major policies and acts passed by presidents including Lyndon B. Johnson, Bill Clinton, George W. Bush, and Barack Obama to establish standards and accountability in education and improve literacy rates. These include the Elementary and Secondary Education Act, America Reads Initiative, No Child Left Behind Act, and Common Core Standards. The document also highlights the negative impacts of illiteracy on individuals and society to argue that continued reform is needed.
Education and community_renewal-state_ed_board_ny-1985-26pgs-gov-polRareBooksnRecords
The document discusses establishing community renewal service systems located in schools in economically distressed areas. It proposes that schools serve as hubs that coordinate various services like education, job training, childcare, after school programs, and other social services. This comprehensive approach aims to address unemployment and other interrelated social, physical and economic needs of disadvantaged communities. Schools are seen as ideal locations because they are community institutions with available space and can help strengthen parent involvement and access to services.
LASPP Final Term Paper - Accesibility to Basic EducationBeverly Samayoa
This document summarizes challenges to education access in Latin America, focusing on Bolivia, Ecuador, Guatemala, and Mexico. It discusses factors like poverty, indigenous identity, and child labor that affect school enrollment and completion. The document also analyzes education policies in the four countries, including conditional cash transfer programs, laws addressing indigenous language barriers, and projects to expand access to secondary education. The overall goal is to compare how effectively different policies have addressed social inequalities hindering children's education.
This document discusses problems within the special education system from a political science and education perspective. It argues that a lack of funding and public awareness of special education issues has led to poor quality education for students with special needs. Politically, there is no global definition of special needs and countries have discretion over which disabilities qualify for services. This ambiguity and lack of priority given to special education has resulted in low budgets, unqualified teachers, and inadequate learning environments and resources. The author maintains that raising public awareness is key to driving political support and improving special education systems.
This document summarizes the history of career and technical education (CTE) in the United States and discusses current issues and the future of CTE. It traces the evolution of CTE from the 19th century through various acts that funded vocational programs up to the modern debate around CTE and ensuring students are both career and college ready. The document also notes challenges for CTE, such as inadequate funding and the perception of CTE as a "second class" option compared to a college preparatory track.
The document provides an overview of the history and future of adult education from 1980 to the present. It discusses key trends including a shift from government to market funding of programs, the importance of community-supported learning, and the growing roles of technology and online/social media platforms. The future of adult education is outlined in areas like community funding, government support, employer training, for-profit education, and post-secondary institutions.
The document discusses the history of literacy reform movements in the United States over the past few generations. It outlines major policies and acts passed by presidents including Lyndon B. Johnson, Bill Clinton, George W. Bush, and Barack Obama to establish standards and accountability in education and improve literacy rates. These include the Elementary and Secondary Education Act, America Reads Initiative, No Child Left Behind Act, and Common Core Standards. The document also highlights the negative impacts of illiteracy on individuals and society to argue that continued reform is needed.
Education and community_renewal-state_ed_board_ny-1985-26pgs-gov-polRareBooksnRecords
The document discusses establishing community renewal service systems located in schools in economically distressed areas. It proposes that schools serve as hubs that coordinate various services like education, job training, childcare, after school programs, and other social services. This comprehensive approach aims to address unemployment and other interrelated social, physical and economic needs of disadvantaged communities. Schools are seen as ideal locations because they are community institutions with available space and can help strengthen parent involvement and access to services.
This document proposes an alternative literacy policy for primary school students from low socio-economic backgrounds in Victoria. The policy establishes 5 goals: 1) Increase funding to government primary schools to drop all school fees; 2) Reconnect and engage low SES students through community partnerships; 3) Redefine literacy and acknowledge diverse languages; 4) Abolish standardized NAPLAN testing; 5) Support teacher professional judgment over standardized assessments. The policy is informed by research on best practices from high-performing education systems like Finland, and aims to create a more inclusive, supportive learning environment through improved funding, pedagogy, and engagement with students' home experiences.
It is difficult to overstate the significance of nation’s education system for children with disability. Of course education is important for all children and mostly children with disabilities
It is obvious to postulate that there is a linkage between youth and national development. Due to the challenges facing youths has been attributed to the lack of a comprehensive policy to provide a blueprint for youths. Therefore, this study interrogates the role of youths on national development in the Gambia and the intercourse is not only symbiotically connected; but, one depends on the other for its sustenance. The study is descriptive and data obtained from secondary and primary sources. The findings in the study revealed that hostile political environment, institutional settings and public policies among others has been major setback, however, the Gambia youths are still pertinent to national development due to self-help projects in various local governments in Gambia especially projects that involve trade, commerce, small and medium term enterprises and agriculture. Also, on religion awareness, conflict resolution and security, like the Youth Crime Watch The Gambia (YCWG) engage the necessary measures to address all vulnerabilities that may tend to destabilize the country. Since the wheel of development of any country lies on the shoulder of how productive and creative the youthful populations are with over 63.55% of 2.2 million populations. So, therefore, this quantum of population is a great asset for the Gambian state if they are harnessed and utilized in the right direction. The Gambia National Development Plan (2018-2021), constitution and policies should be pluralistic for youth representation, and just in their treatment of the Gambian citizens.
Adult and non formal education programmes of non-governmental organizations f...Alexander Decker
This document discusses two case studies of non-governmental organization (NGO) adult and non-formal education programs for poverty alleviation in Nigeria. The first case study examines Accord for Community Development's skills training program, which teaches vocational skills like soap making, welding, and electrical work. Trainees receive practical and entrepreneurship training to help them start small businesses. The second case study looks at Community Development Foundation's program combining literacy, numeracy, and livelihood skills training. Both programs aim to provide skills that improve incomes and lift people out of poverty. The document aims to identify lessons that can improve adult education programs for poverty reduction.
The Canadian Federation of Students and Canadian Association of University Teachers are calling for the resignation of Gary Goodyear, Minister of State for Science and Technology, accusing him of political interference. Goodyear called for a review of government funding for a conference on Israel/Palestine after concerns were raised about some speakers. Academics say ministers should not interfere in independent grant review processes and Goodyear's actions undermine university autonomy.
Adult and non formal education in the global context.Alexander Decker
This document summarizes an article on adult and non-formal education in a global context. It begins by defining key concepts such as what constitutes an adult and definitions of adult and non-formal education. It then explores how adult education is framed globally through initiatives like the Dakar Framework and Millennium Development Goals. International agencies supporting adult education, like UNESCO, UNICEF, UNDP are also discussed. Finally, it suggests developing countries increase funding for adult education, international agencies strengthen advocacy, and increased research to further enhance adult and non-formal education programs worldwide.
This document provides an overview of the rise of community education in the United States. It discusses how large cities and loss of community led to interest in community education. Community education aims to break large cities into smaller units to foster interaction and involvement in problem solving. It also aims to promote personal identity and community spirit. The document outlines the growth of community education programs and degrees since 1964. It discusses how community education can help schools better meet community needs and involve community members in decision making. The document provides examples of community education programs and defines community education as an educational philosophy that enhances the role of schools in coordinating activities to meet community needs.
The document outlines the Global Education First Initiative by the UN Secretary-General which aims to ensure quality, relevant and transformative education for all. It discusses the current state of global education, highlighting that 61 million children are still not in school. The initiative will rally actors to deliver universal primary education by 2015, improve learning quality, and foster global citizenship through education. It identifies the key barriers to education as costs, lack of classrooms, and humanitarian crises.
This document provides a critical analysis of UK government policies aimed at addressing educational inequality. It begins by examining the context of the achievement gap between disadvantaged students and their more affluent peers. It then analyzes the impact of policies around school choice, the pupil premium, and curriculum reforms on inequality. The author finds that while the pupil premium and some reforms may help narrow gaps, policies of school choice risk reinforcing social hierarchies and do not ensure disadvantaged students can access high-quality schools. Overall, the document questions whether current policies fully address deep-rooted inequality.
This document outlines a vision for shared responsibility in Maine's education system between various entities. It discusses the interconnected roles and actions of Maine state government, the Department of Education, and the State Board of Education in developing and facilitating a statewide education plan. It also outlines responsibilities for communities, families, religious institutions, and businesses/industry in supporting education.
Learner Rights and Teacher Responsibilities 8-5-2019_update2justcorey2015
In this Presentation, we will discuss the following:
1. Introduction of special education
2. Three relevant laws and policies at the state and federal level
3. Expectations of the profession
4. Codes of ethics
5. Professional standards of practice, including:
6. Practices for advocating to meet the needs of all learners
7. Practices to promote learners meeting their full potential
8. Practices to demonstrate respect for learners as individuals with differing personal and family backgrounds and various skills, abilities, and interests
9. Practices to demonstrate collaboration with learners, families, and colleagues
Intergenerational relationships centered on sharing knowledge, traditions, and support are being challenged by socio-economic trends and demographic changes. As populations age and life expectancy increases, older generations will rely on younger ones for longer, while rising unemployment disproportionately affects youth who may depend on parents or grandparents. Current social protection systems could be at risk. The UN recognizes the importance of intergenerational solidarity and has taken steps like adopting recommendations for youth-elder partnerships and cooperation to address these challenges.
Education is a priority for international development goals but millions still lack basic literacy and education. While primary education enrollment has increased, quality remains low and secondary and vocational education rates are still inadequate. Non-formal education and skills training are needed to help vulnerable youth access employment opportunities. Improving education quality, expanding access to secondary, vocational and non-formal programs, and targeting marginalized groups will help ensure all youth can develop skills to participate in the economy.
This chapter discusses the rise of scientific management in schools in the early 20th century. Key points:
- Schools aimed to be managed by trained experts rather than local politics to create a meritocratic system. This reduced public control over schools.
- Intelligence tests developed for the military were adopted by schools and seemed to confirm racial hierarchies, influencing immigration policy.
- The 1924 Immigration Act imposed quotas that restricted immigration based on national origins from the 1910 census, largely closing immigration.
- Special classrooms increased for students seen as "backward" but emphasized segregation rather than support for disabilities. Overall support has increased since then.
Effects of poverty on children educational attainment in isua, akoko south ea...Alexander Decker
This document examines the effects of poverty on children's educational attainment in Isua, Akoko South East Local Government Area of Ondo State, Nigeria. It finds that a parent's level of education, role models, and independent income greatly influence children's educational attainment, while parental income and government policy do not. Poverty has increased school dropout rates and prevented access to education. The researchers recommend investing in formal and vocational education, improving governance of education, and involving local communities to increase enrollment and completion rates.
This document discusses the need to view 21st century education through a sustainability lens. It explores how connecting 21st century education discussions with Education for Sustainable Development (ESD) can help develop a vision of education that prepares students for environmental, social and economic challenges and enables them to help create a more sustainable future and economy. While many emphasize 21st century skills for employability, continuing on the current development path is unsustainable, requiring more than 2.3 planets by 2050. ESD emphasizes strategic, futures thinking to allow humans to live sustainably on Earth.
Maurits Spoelder. The Conceptualisation of Quality Education in Zambia. DRAFT...Maurits Spoelder
This document provides an outline for a dissertation submitted for a Master's degree. It discusses conceptualizations of quality education in Zambia. The dissertation aims to generate insight into how national and international stakeholders define quality education in Zambia. It adopts a qualitative methodology using interviews with 17 stakeholders to understand their different perspectives. The dissertation concludes that stakeholders have markedly different views on quality education and generally ignore pedagogical processes. It argues a multidimensional model called the Capability Approach could help measure education quality in Zambia's socioeconomic context by considering factors beyond test scores.
The document discusses children's use of the internet and proposes actions to strengthen protections. It recognizes that while the internet can be educational, it can also expose children to physical and social harms if misused. It proposes [1] creating an international legal framework similar to those governing trade and advertising to ensure child safety online, [2] improving public awareness and providing support for vulnerable children, and [3] running national awareness centers to educate children, parents, and teachers to guide children's safe internet use. The document urges actions to create a safer online environment for children.
The document provides an overview of issues related to desegregation, integration, and equal educational opportunities in the United States. It discusses the history of segregation pre- and post-Civil War. It also examines key court cases like Brown v. Board of Education, resistance to desegregation, and various desegregation plans involving busing, magnet schools, and controlled choice. The document also summarizes research on the effects of desegregation on student performance and attitudes. It analyzes policies and legislation related to compensatory education, bilingual education, special education, multicultural education, and the No Child Left Behind Act.
The document discusses access to quality education for all in Zambia. It notes that while Zambia has made progress toward this goal, challenges remain. The free primary education policy has increased enrollment rates, but financial barriers prevent universal access. Quality of education also needs improvement, as early childhood programs and secondary education remain underfunded. The document calls for continued efforts to ensure all Zambians can attain their right to education.
The document discusses how businesses can play a role in economic development by providing education and training opportunities. It outlines three ways companies can influence communities: 1) through vocational training for employees, 2) by providing incentives for education in company-related fields, and 3) by investing in local school systems to create qualified future employees and improve their public image. Examples are given showing how these efforts can lift people out of poverty by fostering self-sufficiency and pride in their work.
This document proposes an alternative literacy policy for primary school students from low socio-economic backgrounds in Victoria. The policy establishes 5 goals: 1) Increase funding to government primary schools to drop all school fees; 2) Reconnect and engage low SES students through community partnerships; 3) Redefine literacy and acknowledge diverse languages; 4) Abolish standardized NAPLAN testing; 5) Support teacher professional judgment over standardized assessments. The policy is informed by research on best practices from high-performing education systems like Finland, and aims to create a more inclusive, supportive learning environment through improved funding, pedagogy, and engagement with students' home experiences.
It is difficult to overstate the significance of nation’s education system for children with disability. Of course education is important for all children and mostly children with disabilities
It is obvious to postulate that there is a linkage between youth and national development. Due to the challenges facing youths has been attributed to the lack of a comprehensive policy to provide a blueprint for youths. Therefore, this study interrogates the role of youths on national development in the Gambia and the intercourse is not only symbiotically connected; but, one depends on the other for its sustenance. The study is descriptive and data obtained from secondary and primary sources. The findings in the study revealed that hostile political environment, institutional settings and public policies among others has been major setback, however, the Gambia youths are still pertinent to national development due to self-help projects in various local governments in Gambia especially projects that involve trade, commerce, small and medium term enterprises and agriculture. Also, on religion awareness, conflict resolution and security, like the Youth Crime Watch The Gambia (YCWG) engage the necessary measures to address all vulnerabilities that may tend to destabilize the country. Since the wheel of development of any country lies on the shoulder of how productive and creative the youthful populations are with over 63.55% of 2.2 million populations. So, therefore, this quantum of population is a great asset for the Gambian state if they are harnessed and utilized in the right direction. The Gambia National Development Plan (2018-2021), constitution and policies should be pluralistic for youth representation, and just in their treatment of the Gambian citizens.
Adult and non formal education programmes of non-governmental organizations f...Alexander Decker
This document discusses two case studies of non-governmental organization (NGO) adult and non-formal education programs for poverty alleviation in Nigeria. The first case study examines Accord for Community Development's skills training program, which teaches vocational skills like soap making, welding, and electrical work. Trainees receive practical and entrepreneurship training to help them start small businesses. The second case study looks at Community Development Foundation's program combining literacy, numeracy, and livelihood skills training. Both programs aim to provide skills that improve incomes and lift people out of poverty. The document aims to identify lessons that can improve adult education programs for poverty reduction.
The Canadian Federation of Students and Canadian Association of University Teachers are calling for the resignation of Gary Goodyear, Minister of State for Science and Technology, accusing him of political interference. Goodyear called for a review of government funding for a conference on Israel/Palestine after concerns were raised about some speakers. Academics say ministers should not interfere in independent grant review processes and Goodyear's actions undermine university autonomy.
Adult and non formal education in the global context.Alexander Decker
This document summarizes an article on adult and non-formal education in a global context. It begins by defining key concepts such as what constitutes an adult and definitions of adult and non-formal education. It then explores how adult education is framed globally through initiatives like the Dakar Framework and Millennium Development Goals. International agencies supporting adult education, like UNESCO, UNICEF, UNDP are also discussed. Finally, it suggests developing countries increase funding for adult education, international agencies strengthen advocacy, and increased research to further enhance adult and non-formal education programs worldwide.
This document provides an overview of the rise of community education in the United States. It discusses how large cities and loss of community led to interest in community education. Community education aims to break large cities into smaller units to foster interaction and involvement in problem solving. It also aims to promote personal identity and community spirit. The document outlines the growth of community education programs and degrees since 1964. It discusses how community education can help schools better meet community needs and involve community members in decision making. The document provides examples of community education programs and defines community education as an educational philosophy that enhances the role of schools in coordinating activities to meet community needs.
The document outlines the Global Education First Initiative by the UN Secretary-General which aims to ensure quality, relevant and transformative education for all. It discusses the current state of global education, highlighting that 61 million children are still not in school. The initiative will rally actors to deliver universal primary education by 2015, improve learning quality, and foster global citizenship through education. It identifies the key barriers to education as costs, lack of classrooms, and humanitarian crises.
This document provides a critical analysis of UK government policies aimed at addressing educational inequality. It begins by examining the context of the achievement gap between disadvantaged students and their more affluent peers. It then analyzes the impact of policies around school choice, the pupil premium, and curriculum reforms on inequality. The author finds that while the pupil premium and some reforms may help narrow gaps, policies of school choice risk reinforcing social hierarchies and do not ensure disadvantaged students can access high-quality schools. Overall, the document questions whether current policies fully address deep-rooted inequality.
This document outlines a vision for shared responsibility in Maine's education system between various entities. It discusses the interconnected roles and actions of Maine state government, the Department of Education, and the State Board of Education in developing and facilitating a statewide education plan. It also outlines responsibilities for communities, families, religious institutions, and businesses/industry in supporting education.
Learner Rights and Teacher Responsibilities 8-5-2019_update2justcorey2015
In this Presentation, we will discuss the following:
1. Introduction of special education
2. Three relevant laws and policies at the state and federal level
3. Expectations of the profession
4. Codes of ethics
5. Professional standards of practice, including:
6. Practices for advocating to meet the needs of all learners
7. Practices to promote learners meeting their full potential
8. Practices to demonstrate respect for learners as individuals with differing personal and family backgrounds and various skills, abilities, and interests
9. Practices to demonstrate collaboration with learners, families, and colleagues
Intergenerational relationships centered on sharing knowledge, traditions, and support are being challenged by socio-economic trends and demographic changes. As populations age and life expectancy increases, older generations will rely on younger ones for longer, while rising unemployment disproportionately affects youth who may depend on parents or grandparents. Current social protection systems could be at risk. The UN recognizes the importance of intergenerational solidarity and has taken steps like adopting recommendations for youth-elder partnerships and cooperation to address these challenges.
Education is a priority for international development goals but millions still lack basic literacy and education. While primary education enrollment has increased, quality remains low and secondary and vocational education rates are still inadequate. Non-formal education and skills training are needed to help vulnerable youth access employment opportunities. Improving education quality, expanding access to secondary, vocational and non-formal programs, and targeting marginalized groups will help ensure all youth can develop skills to participate in the economy.
This chapter discusses the rise of scientific management in schools in the early 20th century. Key points:
- Schools aimed to be managed by trained experts rather than local politics to create a meritocratic system. This reduced public control over schools.
- Intelligence tests developed for the military were adopted by schools and seemed to confirm racial hierarchies, influencing immigration policy.
- The 1924 Immigration Act imposed quotas that restricted immigration based on national origins from the 1910 census, largely closing immigration.
- Special classrooms increased for students seen as "backward" but emphasized segregation rather than support for disabilities. Overall support has increased since then.
Effects of poverty on children educational attainment in isua, akoko south ea...Alexander Decker
This document examines the effects of poverty on children's educational attainment in Isua, Akoko South East Local Government Area of Ondo State, Nigeria. It finds that a parent's level of education, role models, and independent income greatly influence children's educational attainment, while parental income and government policy do not. Poverty has increased school dropout rates and prevented access to education. The researchers recommend investing in formal and vocational education, improving governance of education, and involving local communities to increase enrollment and completion rates.
This document discusses the need to view 21st century education through a sustainability lens. It explores how connecting 21st century education discussions with Education for Sustainable Development (ESD) can help develop a vision of education that prepares students for environmental, social and economic challenges and enables them to help create a more sustainable future and economy. While many emphasize 21st century skills for employability, continuing on the current development path is unsustainable, requiring more than 2.3 planets by 2050. ESD emphasizes strategic, futures thinking to allow humans to live sustainably on Earth.
Maurits Spoelder. The Conceptualisation of Quality Education in Zambia. DRAFT...Maurits Spoelder
This document provides an outline for a dissertation submitted for a Master's degree. It discusses conceptualizations of quality education in Zambia. The dissertation aims to generate insight into how national and international stakeholders define quality education in Zambia. It adopts a qualitative methodology using interviews with 17 stakeholders to understand their different perspectives. The dissertation concludes that stakeholders have markedly different views on quality education and generally ignore pedagogical processes. It argues a multidimensional model called the Capability Approach could help measure education quality in Zambia's socioeconomic context by considering factors beyond test scores.
The document discusses children's use of the internet and proposes actions to strengthen protections. It recognizes that while the internet can be educational, it can also expose children to physical and social harms if misused. It proposes [1] creating an international legal framework similar to those governing trade and advertising to ensure child safety online, [2] improving public awareness and providing support for vulnerable children, and [3] running national awareness centers to educate children, parents, and teachers to guide children's safe internet use. The document urges actions to create a safer online environment for children.
The document provides an overview of issues related to desegregation, integration, and equal educational opportunities in the United States. It discusses the history of segregation pre- and post-Civil War. It also examines key court cases like Brown v. Board of Education, resistance to desegregation, and various desegregation plans involving busing, magnet schools, and controlled choice. The document also summarizes research on the effects of desegregation on student performance and attitudes. It analyzes policies and legislation related to compensatory education, bilingual education, special education, multicultural education, and the No Child Left Behind Act.
The document discusses access to quality education for all in Zambia. It notes that while Zambia has made progress toward this goal, challenges remain. The free primary education policy has increased enrollment rates, but financial barriers prevent universal access. Quality of education also needs improvement, as early childhood programs and secondary education remain underfunded. The document calls for continued efforts to ensure all Zambians can attain their right to education.
The document discusses how businesses can play a role in economic development by providing education and training opportunities. It outlines three ways companies can influence communities: 1) through vocational training for employees, 2) by providing incentives for education in company-related fields, and 3) by investing in local school systems to create qualified future employees and improve their public image. Examples are given showing how these efforts can lift people out of poverty by fostering self-sufficiency and pride in their work.
The document discusses the future of community-based services and education for seniors over the next 15 years. It predicts that the senior population will be the largest and most diverse in history. This cohort will be more active, educated, and digitally savvy than previous generations. Both public and private sectors will need to adapt to serve this population better. Congress may update legislation and community organizations should attract senior talent. Education programs must meet the needs of this demographic. Diversity in education promotes inclusion and benefits communities. Maintaining quality standards, especially for online learning, is important for the future.
Qualitative Study of Barriers to Educational Attainmentahmad yuhanna
This document summarizes a study on the social and psychological barriers to educational attainment faced by working class adult males. It conducted group sessions with over 10 participants to qualitatively analyze their experiences. The study found that many over 25 view returning to education as limiting rather than advancing potential due to an "us vs them" mindset. It also found that low expectations, whether self-inflicted or institutional, have contributed to past and may affect future academic achievement for those from low-income households in deprived areas. The document recommends alternative learning programs tailored to individuals and a coaching/mentoring program to promote interest in learning and the value of education.
The future of community based services and educationAisha Ellington
This document discusses anticipated changes to community-based services and education for older adults over the next 15 years. Key points include a growing and more diverse senior population, more older adults living alone, and increased needs for community programs. Community-based programs will need to expand and adapt to serve lifelong learners and provide services to help seniors remain active and engaged. Distance education is expected to increase accessibility but may require support from community organizations to help lower-income students. Funding sources for these services and programs will likely need to evolve as well.
Higher education plays an important role in socio-economic development by creating skilled workforces, supporting businesses through research and developing technologies, and driving innovation. In Pakistan, higher education has expanded rapidly but still faces challenges in providing widespread access, implementing effective teaching methods, reducing brain drain, and adapting to changing research needs. While universities in Pakistan aim to develop human capital and communities, they must address issues like lack of access, unemployment, and changing job market demands through reforms such as partnerships with communities, financial assistance programs, entrepreneurship training, and leadership development.
This document discusses strategies for financing adult education in Nigeria. It identifies several key stakeholders that should be involved in financing adult education, including governmental bodies, non-governmental organizations, educational institutions, private individuals, parents and learners. Some specific strategies mentioned include taxes, public grants, fees, loans, voluntary donations and contributions from local authorities and international organizations. The document argues that while the government has traditionally been the primary funder of adult education, other stakeholders need to contribute as well due to declining government resources. A diversified approach to financing is needed.
Rethinking Talent Based Education in Kakamega County, KenyaESD UNU-IAS
Rethinking Talent Based Education in Kakamega County, Kenya
Stephen Opanga (RCE Kakamega Western Kenya)
12th African RCE Regional Meeting
28-30 November, 2022
Education in relation to socio economic development by derna f bancien (summe...Der Na Fuente Bella
1) Education plays a major role in socio-economic development by enhancing opportunities for income, living standards, and social development. Higher levels of education lead to greater economic output, employment, health, and social structures.
2) There is a close relationship between education levels and GDP. Higher levels of education are associated with higher incomes and allow people to benefit from and contribute to scientific advances.
3) Education is necessary to lift people out of poverty and enable access to higher-wage jobs that now require at least an associate's degree. It builds human capital and leads to social and economic benefits.
This document discusses designing and implementing social studies instruction in elementary education. It covers the importance of teaching social studies despite it not being covered by standardized tests. Teachers can integrate social studies into other subjects using multiple perspectives and trade books. The course objectives are to understand the benefits and challenges of standards-based education and to learn the ten major themes of the National Social Studies Standards. Specific topics covered include evaluating standards-based education and identifying the ten major themes.
This document discusses the values of learning communities and learning to know. It provides historical context about how education has changed from focusing on developing individuals, to communities, to nations. Specifically, in earlier eras education aimed to filter and select students for different roles, but it expanded access over the 20th century. The challenges now are to clarify our educational purpose and design curriculum for the emerging knowledge era.
Grit the skills for success and how they are growni4ppis
The document discusses the importance of developing social, emotional, and motivational skills in education. It argues that the current education system focuses too heavily on academic skills and standardized testing, neglecting skills like creativity, collaboration, resilience, and grit that are valuable for students' well-being and future success. Research shows these "non-cognitive" skills can be developed through education and are highly valued by employers. The document examines frameworks for understanding these skills and innovative projects aimed at cultivating them in students.
Education is defined as planned learning aimed at knowledge transmission or skill development. It serves to control labor, promote good citizenship, enable social mobility, and solve social problems. Education is important for society as it teaches logical thinking, decision making, and allows people to live better lives through higher salaries. An educated population also promotes innovation, economic growth, social equality, political engagement and sustainability. Overall, education empowers individuals and societies to improve the world.
The document discusses barriers to lifelong learning and challenges for providers in engaging adult learners. It outlines several barriers including physical barriers like lack of time and money, as well as attitudinal barriers like low self-esteem and negative perceptions of education. Structural barriers also make it difficult, such as limited local opportunities and lack of qualifications. For providers, it is challenging to overcome these barriers through strategic approaches, flexible options, outreach programs, and recognizing prior learning. Practical actions include various marketing methods, enabling supports, partnerships, and valuing alternative learning experiences.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
2. z
What is Adult Education?
“Defining adult education […] depends on where you are standing and how you
experience the phenomenon. Perhaps you teach an aerobics class several
mornings a week at your local YMCA or community center. Maybe your
background is in nursing, and you plan continuing education programs for the
hospital staff. You may have organized a group of citizens in your community to
protest rent gouging or environmental pollution. You might administer a literacy
or job-skills training program, or perhaps you work as a private consultant
conducting management-training seminars for companies. […] What your
individual experience in adult education has in common with others'
experiences is that you are working with adults in some organized,
educational activity.”
(Merriam & Brockett, 2007, pages 3-4)
4. z
Perspectives of Adult Education
Formal
Educational (skills development &
personal development)
Formal education refers to learning
that occurs in a structured setting
such as primary, secondary, and
university schools. The content is
standardized and credential based,
with the ability to be applied to
general life.
Examples:
English as a Second Language or
Citizenship programs
Literacy and High School
Remediation programs
Certificate training (Certified Driving
License, Paraprofessional,
Phlebotomist, etc.)
Bachelors, Graduate, or Doctoral
Programs
5. z
Perspectives of Adult Education
Non-Formal
Not requiring a credential, but with
the objective of educating adults
Often experienced-based and not
required to end in a credential or
degree. These can also be learning
experiences with a defined objective,
but not in an necessarily ending in a
credential or degree.
Examples:
Yoga class
A sermon
Cooking lesson
Professional development
conferences
Parenting Classes
7. z Adult Basic Education
NEO Offers English as a Second Language classes,
Remediation for High School Diploma, and Career Certificate
Training.
NEOWebsite
8. z
WorkOne
WorkOne is a valuable one-stop for jobseekers and when it
comes to career and employment resources.
WorkOne Northwest Indiana Website
9. z Community Colleges
Joliet Junior College was the first community college in the
United States.They aim to be an affordable, quality
institution dedicated to student learning.
JJC Website
10. z Degree Programs
At Ball State University, students can begin their lifelong
journeys toward fulfilling careers and meaningful lives.
BSU Website
11. z
Certificate Training
Medical Career Academy offers certificate training for
PharmacyTechnicians, Phlebotomy, and EKGTechs.
Medical Career AcademyWebsite
14. z
Professional Development
The Indiana PDF Network provides needs-based professional
development to teachers of adults throughout Indiana.
Indiana State Professional Development Facilitator Network
19. z
Summary
Adult Education can wear many hats and be seen from many
perspectives. The examples given here are just a few small
glimpses into the myriad of opportunities considered ‘adult
education’.
While the type of education may vary, the commonality
among all of the examples given is the development of adults
through some type of education towards an intended
objective. Sometimes that objective is social and economic
mobility, sometimes it's individual growth towards goals,
sometimes it is for businesses development, and sometimes
it's born as an answer to societal or communal need.
20. z
A Look at Adult Education Development
from 1900 to the early 2000s
Curious for More?
21. z A Brief Overview of the Decades
1900-1930 (Boggess, 2019)
Social
Background First ever US Census, WWI, WWII, Great Depression
Highlights
Seeking professionalization of AE as a broad, liberal educational
component of the national educational system; Seeking
education for the least educated/literate adults; Seeking the
conservation of human resources to enhance America’s security;
and increase the industrial productivity of the nation by giving
education and job training to adults living in poverty.
Influential
Factors Organizations: US Military, National Education Association
(NEA), Carnegie Foundation, Association for Adult Education
(AAAE), American Library Association (ALA)
Movements: Americanization Movement, Illiteracy Movement,
Human Resources Movement
People: Cora Wilson Stewart, Mary C.L. Bradford, Elizabeth
Cleveland Morriss, Frederick P. Keppel, Dwight D. Eisenhower
Implications
Movements and motivations from this period can still be seen in
today’s Adult Basic Education (ABE) atmosphere, funding, and
legislation.
1940s (Stoll, 2019)
Social
Background
Exiting the depression, attack against Pearl Harbor,
entering World War II, death of a sitting president,
experiencing the first look at atomic destruction,
rising tensions at the end of the decade between
Russia and America, stage set for the Cold War
Highlights Women and Minority Workers filling the vacant
positions for men at war, Servicemen’s
Readjustment Act gave free education for time
served in the war, Atomic Bomb reframed the
conversation about science and destruction.
Influential
Factors Government investment, World War II, propaganda,
military industrial complex.
Implications
Investment from government in formal post-
secondary education, investment in education on
nuclear warfare and its dangers.
22. z A Brief Overview of the Decades
1950s (Reynolds, 2014)
Social
Background
World War II, Cold War, and Civil Rights
Movement
Highlights G.I. Bill, Brown vs. the Board of Education
Influential
Factors
Funding and Organizations for education
Implications Equal opportunity for education
1960s (Lloyd, 2019)
Social
Background
Economic recession, Vietnam War, draft, civil
rights movement, hippie sub-culture.
Highlights Manpower Development and Training Act of
1962, Economic Opportunity Act of 1964, Adult
Education Act of 1966
Influential
factors
War on Poverty, civil rights movement,
unemployment, government policies
Implications New sources of funding, new direction, growth
23. z A Brief Overview of the Decades
1970s (Harrington, 2019)
Social
Background
War, Women’s rights, energy crisis
Highlights Galaxy Conference on adult education, Title IX,
Handicap laws, funding
Influential
factors
Birth control legal for non-married people, Title IX
Implications
Women can become anything they want
1980s (Cope, 2019)
Social
Background
Reagan Revolution
Educational Reform
Foreign Policy
Highlights Challenger Mission Disaster
Supreme Court Appointment
CDC report
PC launch by IBM
Influential
factors
William Bennett
Kathryn Cross
Implications Equality yet to be achieved
Technological advancements
Educational possibilities
24. z A Brief Overview of the Decades
1990s (Stults, 2014)
Social
Background
· Globalization (Education for All)
· Governmental Emphasis of Vocational
Training
· The Internet and the New Media
Highlights
· The Advent of Distance Learning
· Re-emergence of the Idea of Lifelong
Learning
· A Return to Critical Theory
· A Shift in Research Emphasize from
Quantitative to Qualitative Research
Influential
Factors
· Leaders/Institutions
· The Debate Over the Mission of Adult
Education
· Push for and Push Back Against
Professionalization
Implications · Remember the Story - By connecting with
theories and ideas of the past (reclaiming what was
lost) to meet the needs of the day.
· Live the Story to Reclaim its Mission- By
engaging in new methodologies and practices that
authenticate the story of adult education and
substantiate the legacy.
· A New Generation - Embrace the challenges
of the day and leave a renewed legacy.
Early 2000s (McFadden, 2019)
Social
Background
The recession of 2007-2009 and technological
advances
Highlights
Employers had to cut costs on educating
employees. Technological advances including
YouTube and distance learning changed the way
adult educators gained knowledge. Economic
down turns affect adult education.
Influential
factors
Technology advances. Employment changes.
Economic difficulties.
Implications
Adult education comes in many forms. Learning
from different locations, on different devices is
efficient for adult education. Adult education will
continue to change as our society does.
25. z
Note: Click the hyperlinked dates for a
detailed essay about Adult Education during
that time period.
1900-1930 1940s 1950s 1960s
1970s 1980s 1990s Early 2000s
26. z
“Adult education programs have changed significantly, growing
from a narrow vocational skills focus to more broadly
encompassing fields like information technology. The main sources
of adult education are public schools, colleges and universities,
proprietary schools, and the government.”
(History of Adult Education, 2017)
27. z
ReferencesHistorical Summaries
Boggess, A. (2019, September 15). 1900-1930: A Thirty-Year History of Adult/Community Education in the U.S. Retrieved from
https://edac631group4fall2019.blogspot.com/2019/09/1900-1950-fifty-year-history-of.html.
Cope, K. (2019, September 14). History of Adult/Community Education:1980s-Katherine Cope. Retrieved from
https://edac631group3fall19.blogspot.com/2019/09/history-of-adultcommunity.html.
Harrington, D. (2019, September 14). History of Adult Education the 1970s. Retrieved from https://edac631group1fall19.blogspot.com/2019/09/history-
of-adulteducation-1970s-y-o-ur.html.
Lloyd, K. (2019, September 15). History of Adult Education 1960s. Retrieved from https://edac631group1fall19.blogspot.com/2019/09/history-of-adult-
education-1960s.html.
McFadden, S. (2019, September 14). Adult Education & The Recession (Early 2000's). Retrieved from
https://edac631group4fall2019.blogspot.com/2019/09/adult-education-recession-literature.html.
Reynolds, R. (2014, December 4). History of Adult Education 1950-1959. Retrieved from http://thehighlandereffect.blogspot.com/2014/09/history-of-
adult-education-1950-1959.html.
Stoll, N. (2019, September 15). Adult and Community Education in the 1940s. Retrieved from
https://edac631group4fall2019.blogspot.com/2019/09/adult-and-community-education-in-1940s.html.
Stults, V. (2014, September 14). Adult Education in the 1990's: A New Generation. Retrieved from http://aceprojects.blogspot.com/2014/09/adult-
education-in-1990s-new-generation.html.
28. z
ReferencesBooks, Websites, & Pictures
About Ball State University - We Fly. (n.d.). Retrieved from https://www.bsu.edu/about.
About Joliet Junior College: Located in Joliet, IL: Joliet Junior College. (n.d.). Retrieved from https://www.jjc.edu/about-jjc.
About Us. (n.d.). Retrieved from https://www.phlebschoolindiana.com/about-us/.
Adult Education: NEO Adult Education - Portage. (n.d.). Retrieved from https://www.neoadulted.org/adult-education.
Free photo Training Keep Adult Education Hand Learn - Max Pixel. (n.d.). Retrieved from https://www.maxpixel.net/Training-Keep-Adult-
Education-Hand-Learn-3812693.
McFadden, S. (n.d.). CHOICES, Inc. (Children Have Options in Caring Environments). Retrieved from
https://www.facebook.com/CHOICESInc/.
Merriam, S. B., & Brockett, R. G. (2007). The profession and practice of adult education: an introduction. Hoboken, NJ: John Wiley &
Sons.
NEO Education - Evie. (n.d.). Retrieved from
https://www.facebook.com/NeighborsEdOpportunities/photos/a.601179380004196/2420926184696164/?type=3&theater.
Professional Development Network. (n.d.). Retrieved from https://www.in.gov/dwd/2900.htm.
Red Cross Training: Take a Class. (n.d.). Retrieved from https://www.redcross.org/take-a-class.
Roseberry, L. (n.d.). Engage City Church. Retrieved from https://www.facebook.com/pg/engageourcity/posts/?ref=page_internal.
Roseberry, L. (n.d.). Engage City Church. Retrieved from https://www.facebook.com/pg/engageourcity/posts/?ref=page_internal.
Whitney - Education - Courses. (n.d.). Retrieved from https://whitney.org/education/Courses.
WorkOne. (n.d.). About Us. Retrieved from http://gotoworkonenw.com/about-us/.