Adult Education and Post-Secondary Institutions: An Introduction to the Special Issue

Since Ghana’s independence on 6 March 1957, the practices and policies of adult education have fluctuated due to the activities of governments, NGOs and university-based adult education institutions. In addition, adult education has had to grapple with a lack of clarity in its meaning and purpose. Governments have not helped to address this challenge owing to the absence of a national policy framework on adult education. In addition, even though a Non-formal Education Unit of the Ministry of Education responsible for the coordination of all non-formal activities in the country has been established, it has been unable to provide an umbrella body to assist other adult education organizations and institutions in Ghana in lobbying for the creation of strong adult education networks, and the funding and development of a national adult education policy.

No AccessForum: Erwachsenenbildung/Weiterbildung und Gesetzgebung - Die nationale und internationale PerspektiveJoachim Η. KnollJoachim Η. KnollSearch for more papers by this authorPublished Online:Jan 2019https://doi.org/10.7788/bue.2003.56.4.471SectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail About Previous article Next article FiguresReferencesRelatedDetails Download book coverVolume 56Issue 4December 2003 ISSN: eISSN: HistoryPublished online:January 2019 PDF download

Despite extensive research efforts dedicated to adult education in post-independence five decades, illiteracy remains an enigmatic social challenge with no sustainable solution. This study assessed community awareness and attitudes towards adult education initiatives within the Kigamboni and Temele Municipalities. It employed cross-sectional research, design; it involved 250 respondents using quantitative and qualitative research methods. Quantitative data were analysed through descriptive statistics, with Likert scales, to gauge community awareness and attitudes. The findings revealed that 58.4% of respondents were aware of adult education programmes; however, the concept of "adult education" remained ambiguous in the community's perception. The study suggests that the government must redefine "adult education." Furthermore, negative community sentiments towards adult education were identified, primarily due to the programmes' limited availability for individuals aged 19 and above. The study recommends the importance of political commitment in decision-making, planning, budget allocation, programme implementation, and management of literacy initiatives to enhance community understanding and foster positive attitudes toward adult education. It is also suggested that the Ministry of Education and Vocational Training, Local Government, and the Institute of Adult Education should introduce sustainable programmes that engage individuals aged 19 and above in adult education activities. Key words: adult education, awareness, attitude, programmes

Стаття присвячена аналізу теорії і практики медичної просвіти дорослого насе-лення в умовах неформальної освіти Україні. Обґрунтовано актуальність проблеми освіти дорослих у сучасних соціально-економічних вимірах. Проаналізовано пріоритетні напрями функціонування центрів освіти дорослих в Україні як закладів неформальної освіти. Наголошено на пріоритетності розвитку неформальної освіти дорослих в Україні. Визначено, що підґрунтя розробки нормативної і науково-методичної складових медичної просвіти дорослих складають комплексна оцінка, аналіз тематичного спектру освітніх потреб дорослих в сфері медицини, а також можливостей їх задоволення, оцінка якості, територіальної і фінансової доступності різних типів просвітницьких програм. Акценто-вано увагу на необхідності розширення кола провайдерів медичних послуг з освіти дорослих. Охарактеризовано розвиток освіти дорослих у контексті реалізації міжнародних програм та виявлено перспективні напрями розвитку медичної освіти в структурі неформальної освіти дорослих в Україні.

Italy among developed countries, has one of the lowest levels of education of the population. After World War II the government led the fight against illiteracy, which was common especially in the south and on the islands. Adult education includes the socalled priority groups. In addition to juvenile there are prisoners and foreigners. However, the decision about learning in institutions is not easy. In many cases, the start of education is accompanied by expectations of better professional and social position, better pay. There also remains a question (uncertainty) when to start ?, where to start?, what to learn? Currently in Italy is conducted a discussion on the integration of adult education. It is necessary to develop an integrated program covering different groups: a high level of education, well prepared for lifelong learning (including the Internet), a low level of education, which (despite a) deal with the choice of learning opportunities and the weakest – requiring support and assistance in the choice of courses, training and in their follow-up. Adult Education in Italy is characterized by an individual approach to its participants can talk about education through settlement and choice. The base of the action is unit with its problems, needs, expectations and interests. Research on education reveal the role of groups involving individuals with similar interests, needs and abilities. These groups become the basis for the development of educational projects and programs of work. Adult education institutions are mainly Permanent Education Centres (Centro educazione permanente) in different localities. An important role is played by the Provincial Adult Education Centres (Centri Provinciali per L’Istruzione degli Adulti), Universities of the Third Age and the library.

The relationship between presurgical audiovisual teaching and recovery in adults undergoing elective surgery

This study treated adult in-service students of adult education institutions as the subjects and collected data through a questionnaire survey. This study conducted confirmatory factor analysis, and reliability analysis in order to develop questionnaire on “Occupational Performance of Teachers in Adult Education Institutions” and “Instructional Satisfaction in Adult Education Institutions”. The collected data were analyzed to discuss the occupational performance and instructional satisfaction in adult education institutions, as well as the correlation between the two and their predictability. It is found that occupational performance and instructional satisfaction in adult education institutions are highly positively correlated and greatly predictable. It is therefore suggested that teachers in adult education institutions work actively to deliver their occupational performance so as to enhance instructional satisfaction and help students to achieve their learning objectives in an effective manner.

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Colleges and universities in Alberta feel the booms and busts of the oil-driven economy, too. When oil prices are high, and oil exploration and new project construction are booming, post-secondary institutions will often find themselves unable to keep up with the demand for the education and skills-training programs that employers are clamouring for, with fewer spots available for students than there are students eager to fill them. When oil prices drop, and exploration and construction dry up, the schools face the opposite problem: They have too much capacity in the kinds of programs for skills that traditionally serve those sectors directly connected to oil, or closely linked to them, where there is suddenly a glut of available labour. Making matters particularly complicated is that when oil prices fall, there is never any certainty of when they will rebound. If the lower oil prices are short lived like after 2009, colleges and universities have needed only to be patient and ride out shortterm disruptions, without the need to restructure their program offerings. However, that was not the case after 1985, where oil prices stagnated for an extended period of time. Now, some observers project that the decline in oil prices that began in 2014, with prices yet to fully recover, could last even longer, perhaps with oil becoming the “new coal” and remaining in glut indefinitely. Not knowing whether oil prices will rebound sooner, later, or never puts Alberta’s post-secondary institutions in a tricky situation. Their programs providing skilled workers to the province’s oil-based economy are longstanding and well-respected and the prospect of shrinking them or dismantling them, and shifting a school’s focus to different programming priorities, should not be taken lightly as it could be very expensive to reverse if oil prices do indeed end up rebounding. But if they do not, they will nevertheless face pressure to do so, anyway, due to the considerable resources being tied up by programs that are not in high demand. If post-secondary administrators and governors cannot know when oil prices will rebound, if ever, they are even less able to predict what sectors Alberta’s future economy will shift toward as it diversifies away from its energy export reliance. Whatever decision is made, to stay the course or shift to exploit expected opportunities, university and college leaders are taking risk where the consequences will be borne across the institutions’ students and faculty and the Alberta taxpayer. In that light there is a larger, existential question that must be addressed when considering Alberta post-secondary education institutions and how they respond to the slumping energy sector. What is the mission of PSE institutions in the Alberta economy? Are they instruments of economic adjustment, providing education and skills training that allow Albertans to be mobile across jobs, employers, industries and regions? Or, are they instruments for fostering economic diversification, where research, education and skills training are oriented toward meeting the needs of a targeted or emerging economic opportunity?

This article discusses the barriers to prison education from a Tanzanian perspective. The paper addresses one major research question, “What are the barriers to prison education in the Tanzanian context?”. This qualitative study employed a multiple-case study design, which involved 51 participants, including 28 inmates, six (6) inmate-teachers, 14 prison officers from five prisons, two (2) representatives from the Institute of Adult Education and a District Adult Education Officer. The data were mainly collected through individual and focus group interviews. Focus Group Interviews were employed to collect information from some inmates who were available in groups. Data from the rest of the participants, including some inmates, were collected through Individual Interviews. Thematic analysis was used to process the data. The study found two main categories of barriers – the prison and imprisonment situation and dispositional – that inhibited participation in prison education. The findings suggest that most prisoners were affected by the barriers associated with the “prison and imprisonment situation”; a few were affected by dispositional barriers. It is suggested here that Tanzania should do more to improve prisoners’ access to education in tune with global tendencies to widen participation amid marginalised populations.

This position paper took a cursory view of corruption, examined adult education, assessed corruption in formal adult education and highlighted the implications for sustainable national development in Nigeria. The paper concluded that concerted efforts must be put in place in order to curb the menace of corruption in adult education. Adult education is the poorest sector in education in terms of allocation of financial resources. Government allocates meagre financial resources annually to adult education organizations, yet corrupt financial practices are perpetrated by the operators of adult education institutions in Nigeria. There is equally the challenge of cheating in examination and examination malpractice. These have stifled the developmental needs of the country to be provided by adult education. It was suggested that the EFCC and ICPC should beam their searchlight on adult education sector of education with a view to recovering stolen funds arresting and prosecuting offenders of embezzlement and misappropriation of education funds; adult learners found guilty of corrupt practices should have their admission revoked; adult educators found guilty of the monetary extortion should be relieved of their jobs; and government should make it as a point of duty to allocate 3% of her education budget to adult education annually.

German unification in 1871 was followed by an intense inter est in adult education as a tool for forging the disparate German states into one nation. Representative of the institutions for adult education established during the 1870s were "The Society for the Diffusion of Adult Education" and "The Humboldt Academy." Their programs consisted largely of "science" lectures and small lending libraries dispersed throughout Germany. In their attempts to remain neutral on all contemporary issues, they lost, however, their ability to attract many social groups including the working class. After the promulgation of the Anti-Socialist Law of 1878 most adult education designed expressly for the working class was suppressed. The working class countered by rejecting upper and middle class values and education as alien to it. During the 1890s there emerged a strong emphasis by many adult educators on art and aesthetic programs for the general public. At the same time other adult educators believed that an indiscriminant exposure to "culture" was not necessarily educational. Supporting this view, one influential educator in Berlin, Robert von Erdberg, advocated an intensive, individualized education for the potential leaders among the working class as well as other social classes. This, he believed, would be more effective in formulating social values that could weld together the mutually divisive elements in German society. This view was eventually to revolutionize adult education in Germany.

We see a key purpose of lifelong learning as democratic citizenship.…Democratic citizenship highlights the importance of women and men as agents of history in all aspects of their lives. (As quoted by Professor Kadar Asmal, National Minister of Education of South Africa at the opening of the Cape Town Conference, 10 October 2000.) This statement grew out of a need recognized by adult and higher educators, scholars and specialists in the area of adult and lifelong learning to build on previous work focusing on transforming institutions of higher education into institutions of lifelong learning. It continues the work begun at the Fifth International Conference on Adult Education in Hamburg, Germany, 1997, continued at the University of Mumbai, India in 1998, and the UNESCO World Conference on Higher Education in Paris in 1998. It was developed at the Conference on Lifelong Learning, Higher Education and Active Citizenship from the 10–12 October 2000 in Cape Town which was co-hosted by University of Western Cape, UNESCO Institute of Education and the Adult Education Research Group of the Danish National University of Education.

The article analyzes the regulatory support of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland through the main types of legal acts of the governments of England, Scotland, Wales and Northern Ireland. The adult education system in this country is characterized, which is represented by formal and non-formal education institutions, associations, councils, and committees on adult education. It is emphasized that in the United Kingdom of Great Britain and Northern Ireland, the reform of adult education is aimed at the formation of the necessary professional skills; improvement of employment prospects; modernization of the existing educational system in accordance with employers’ requests; establishment of the financial support programme, which will promote the non-formal learning opportunities for the adult population. It is noted that in each country of the United Kingdom (England, Scotland, Wales and Northern Ireland), the development of non-formal adult education has specific features: a high degree of autonomy for all providers, cooperation and partnership between educational institutions and employers, etc. The non-formal education providers are also presented (non-profit, charitable, private organisations, universities, colleges, and other educational institutions). The conclusion is made that, the reform of adult education has been put front and centre by the British government; it is presented by regulatory and legal acts in each country and is aimed at promoting the lifelong learning.

City and Islington College, in the heart of London, was formed in 1993 through the amalgamation of a range of local institutions, including a sixth form college (offering mainstream academic courses leading to national qualifications and university), two colleges of general further education and an institute of adult education. The College, which offers courses to some 4,700 full-time and 16,500 part-time students, is currently spread over ten sites. The College has embarked on a substantial capital projects programme, which will cover the government's latest policy requirements while building on the College's specific educational strengths.