Recognition and adult education: an incongruent opportunity     

Fredrik Sandberg 《Studies in Continuing Education》2016,38(3):265-280

Building on narratives of students in adult education in Sweden, where the majority of the students are young adults, this paper argues that adult education has both negative and positive aspects in helping individuals to be recognised as valuable. Students, often part of the precariat class, have not always been able to survive in the job market and have a history of failing in upper secondary school. By drawing on the recognition theory of Axel Honneth, the results show that municipal adult education has the potential to be a transitory learning platform in which the individual can regain esteem that has been lost due to unemployment, precarious employment and failure in upper secondary school. It provides temporary stability. Yet, most students are in a sense forced to study and it is not patent that adult education can help them in their struggle for self-actualisation.  相似文献   

Enabling labour market entry for adults through non-formal education and training for employment in South Africa     

Celestin Mayombe 《International Journal of Lifelong Education》2016,35(4):376-395

Adult non-formal education and training (NFET) in South Africa was adopted in 1990 to address the problem of unemployment of non-educated and unskilled adults. Public and private NFET centres aim to meet the training needs of adults who were deprived of formal education that would foster access to opportunities for employment. The paper reports on a study conducted to investigate what constitutes NFET enabling environments for employment. The paper focuses on the approach of training delivery fostering labour market entry of graduates. The findings show that individual trainees who participated in private centres had a higher probability of being employed because of the creation of internal enabling environments for skills acquisition and focus on income-generating activities. The authors conclude that an integration of technical skills with business skills and ‘learning by earning’ is a potential training delivery approach enabling graduates to participate in economic activities.  相似文献   

构建成人高等教育教学质量监控体系的实践与探讨     

邓铭  曾繁荣 《湖北招生考试》2005,(24)

从稳定和提高成人高等教育质量的角度出发,探讨了构建成人高等教育的意义；结合学校的实践,着重讨论了成人高等教育教学质量监控体系的组成、职能及其运作模式,提出了成人高等教育教学质量监控的具体措施。  相似文献   

科研管理推进学院学科建设可持续发展的研究     

任亚方 《北京教育学院学报》2004,18(2):66-68,81

成人高等师范院校科研管理是学院发展的根本动力,采取切实有效的措施,提高学院的教育科研实力和影响力,加强学院的学科建设,使成人高等师范院校可持续发展。  相似文献   

原始社会的“成年礼”仪式及对学校教育的影响     

郭法奇 《华东师范大学学报(教育科学版)》2007,25(3):65-69

原始社会的"成年礼"仪式是原始社会个体"通过仪式"的重要阶段,是原始社会检验年轻一代是否成熟,是否被社会承认和接纳的重要标志。在现代社会,一些处于原始社会阶段的民族仍保留举行"成年礼"仪式的习惯,并且有男、女孩的区别。原始社会"成年礼"仪式的出现对后来学校教育的产生有重要影响。  相似文献   

Adult education in a workplace context: recognising production workers’ responses and partnership challenges     

Gun-Britt Wärvik 《Educational Action Research》2016,24(3):353-368

Abstract

This article is about a larger regional Swedish partnership programme that was established to develop site-based education for production workers. A partnership is seen as composed of different practice architectures. The actors involved represented larger transnational as well as smaller manufacturing companies, employers, the metal workers’ trade union, educational organizations, university researchers and public labour market authorities. Adult education teachers were engaged to act as leading action researchers on company-specific projects. The partnership programme is used here to illustrate the problem of supporting recognition under shifting partnership circumstances. The aim is to analyse enabling and constraining conditions affecting the teachers’ efforts as well as new possibilities that appeared as the partnership evolved over time. The article illustrates how the development of site-based education within a partnership framework means to develop a new practice that is very sensitive to local circumstances. It also shows how local meetings between people both enable and constrain, but also may open up a space for mutual recognition. A normative argument is that local spaces for mutual recognition need to be supported in a respectful way. Recognition of the particularities of each site is vital for this to happen.  相似文献   

成人远程教育中正确履行导学原则的几点探讨   总被引：1，自引：0，他引：1  

雷火土 《远程教育杂志》2006,(2):54-56

成人远程教育是依托现代通信网络技术而建立的新型教育教学模式，相对于普通面授教育教学有其鲜明的特点，在成人远程教育实施过程中应遵循成人远教规律，正确履行导学原则。  相似文献   

Educating and training out of poverty? Adult provision and the informal sector in fishing communities,South Africa     

Carolyn Petersen 《International Journal of Educational Development》2007

This paper looks at access to adult education and vocational education and training (VET) provision in fishing communities in the Western Cape, South Africa. Fishing communities are being disadvantaged due to geographical and socio-political marginalisation, and the predominance of informal sector employment in the context of worldwide marine resource depletion. Neither public nor private provision is adequately serving rural areas or the informal sector in this context. Using the sustainable livelihoods approach as a tool of analysis, this paper argues that a more cross-sectoral approach is needed to tackle equity and poverty concerns in adult education and training provision.  相似文献   

Nonsense passage reading as a diagnostic aid in the study of adult familial dyslexia     

K. Gross-Glenn  Bonnie Jallad  Loriana Novoa  Valerie Helgren-Lempesis  H. A. Lubs 《Reading and writing》1990,2(2):161-173

We examined Nonsense-Passage oral reading in adults, using data derived from new and previously published studies (Finucci et al 1976, Gross-Glenn et al 1985). Time-scores and error-frequency data are presented for five samples of non-dyslexic readers with a minimum of a high-school education and no childhood history of dyslexia (N=127). Considerable uniformity is demonstrated across these samples, and reading performance of non-dyslexic individuals contrasts sharply with that observed in four samples of adult familial dyslexics. Both affected and compensated-affected dyslexic subjects read the passages significantly more slowly and with more errors than did nondyslexic readers. Results are discussed in relation to the cognitive and neural processes that may underlie this specific reading difficulty in dyslexics. We have found Nonsense-Passage reading to be especially useful in family studies of inherited dyslexia as a means of quantifying oral reading deficits in adults who have learned to compensate for their children reading difficulties.  相似文献   

试析21世纪教育发展的趋势—终身教育     

李少琳 《岱宗学刊(泰安教育学院学报)》2001,(1):76-77

终身教育是21世纪最富有冲击力的教育观念。章论述了终身教育的含义及必要性，并提出了发展终身教育的思路和措施。  相似文献