Pub Date : 2024-01-04DOI: 10.1080/02601370.2023.2295753
Anne Jones
Published in International Journal of Lifelong Education (Ahead of Print, 2024)
发表于《国际终身教育杂志》（2024 年提前出版）
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Pub Date : 2023-11-20DOI: 10.1080/02601370.2023.2279047
Marcia Håkansson Lindqvist, Peter Mozelius, Jimmy Jaldemark, Martha Cleveland Innes
In the ongoing shift to a knowledge society, the idea of a technology-enabled lifelong learning has frequently been discussed. The shift also requires a transformation of higher education with new ...
{"title":"Higher education transformation towards lifelong learning in a digital era – a scoping literature review","authors":"Marcia Håkansson Lindqvist, Peter Mozelius, Jimmy Jaldemark, Martha Cleveland Innes","doi":"10.1080/02601370.2023.2279047","DOIUrl":"https://doi.org/10.1080/02601370.2023.2279047","url":null,"abstract":"In the ongoing shift to a knowledge society, the idea of a technology-enabled lifelong learning has frequently been discussed. The shift also requires a transformation of higher education with new ...","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"6 22","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1080/02601370.2023.2267770
Andrew L. Friedman
Continuing professional development (CPD) is a substantial, but hitherto largely unappreciated component of lifelong learning and education (LLL/LLE). CPD encourages analysis of the LLL/LLE of those with high education in early years. It draws attention to the influence of particular organisations, professional associations and regulatory bodies, not only as suppliers of LLL/LLE, but also as facilitators of perpetual cycles of learning and in so doing connect lifelong learning with individual identities as professionals. This study highlights the importance of bringing a sociological perspective into understanding participation in LLL/LLE through consideration of a wider range of stakeholders. Data is presented on these organisations’ CPD policies from a large-scale survey carried out in the UK triennially between 2003 and 2018, in addition to interviews, focus groups and other surveys of employees of these organisations in the UK, as well as in Australia, Canada and Ireland reported in many publications. The development path of CPD and the changes this has led to for the exercise of professionals’ lifelong learning and for the functioning of these organisations themselves is analysed. CPD policies and programmes are portrayed as a structured system distinct from university continuing education and training.
{"title":"Continuing professional development as lifelong learning and education","authors":"Andrew L. Friedman","doi":"10.1080/02601370.2023.2267770","DOIUrl":"https://doi.org/10.1080/02601370.2023.2267770","url":null,"abstract":"Continuing professional development (CPD) is a substantial, but hitherto largely unappreciated component of lifelong learning and education (LLL/LLE). CPD encourages analysis of the LLL/LLE of those with high education in early years. It draws attention to the influence of particular organisations, professional associations and regulatory bodies, not only as suppliers of LLL/LLE, but also as facilitators of perpetual cycles of learning and in so doing connect lifelong learning with individual identities as professionals. This study highlights the importance of bringing a sociological perspective into understanding participation in LLL/LLE through consideration of a wider range of stakeholders. Data is presented on these organisations’ CPD policies from a large-scale survey carried out in the UK triennially between 2003 and 2018, in addition to interviews, focus groups and other surveys of employees of these organisations in the UK, as well as in Australia, Canada and Ireland reported in many publications. The development path of CPD and the changes this has led to for the exercise of professionals’ lifelong learning and for the functioning of these organisations themselves is analysed. CPD policies and programmes are portrayed as a structured system distinct from university continuing education and training.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"76 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/02601370.2023.2266777
Elisabeth Lang
{"title":"Remembering pasts: historical-political adult education and remembrance in the migration society","authors":"Elisabeth Lang","doi":"10.1080/02601370.2023.2266777","DOIUrl":"https://doi.org/10.1080/02601370.2023.2266777","url":null,"abstract":"","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"46 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/02601370.2023.2252670
John Holford
{"title":"Professor James Edward (Teddy) Thomas (20 <sup>th</sup> December 1933–11 <sup>th</sup> July 2023): scholar, lifelong educator, and founding co-editor of the <i>International Journal of Lifelong Education</i>","authors":"John Holford","doi":"10.1080/02601370.2023.2252670","DOIUrl":"https://doi.org/10.1080/02601370.2023.2252670","url":null,"abstract":"","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"1999 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/02601370.2023.2271670
Barbara J. Brewster, Tess Miller
ABSTRACTProviding training for women intending to re-enter or increase their employment options in the science, technology, engineering, and mathematics (STEM) fields must address women’s mathematics anxiety. Addressing women’s anxiety is essential given that mathematics is often viewed as the foundation upon which the other STEM careers are built. This study employed a mixed methods case study using a quasi-experimental design to examine the impact of expressive writing on reducing participants’ mathematics anxiety. Findings revealed that the intervention had little impact on reducing anxiety as measured by the Abbreviated Mathematics Anxiety Rating Scale (AMARS) given that other anxiety stimulating issues were at play. Post-course interviews revealed that participants reported their anxiety related to mathematics had decreased as a result of the expressive writing but their anxiety about finding employment or being accepted into another training course overshadowed the measure of mathematics anxiety. The outcome of this study highlighted the complexity in measuring mathematics anxiety as it can be influenced by other anxieties.KEYWORDS: Mathematics anxietySTEMwomen Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Women’s mathematics anxiety: a mixed methods case study","authors":"Barbara J. Brewster, Tess Miller","doi":"10.1080/02601370.2023.2271670","DOIUrl":"https://doi.org/10.1080/02601370.2023.2271670","url":null,"abstract":"ABSTRACTProviding training for women intending to re-enter or increase their employment options in the science, technology, engineering, and mathematics (STEM) fields must address women’s mathematics anxiety. Addressing women’s anxiety is essential given that mathematics is often viewed as the foundation upon which the other STEM careers are built. This study employed a mixed methods case study using a quasi-experimental design to examine the impact of expressive writing on reducing participants’ mathematics anxiety. Findings revealed that the intervention had little impact on reducing anxiety as measured by the Abbreviated Mathematics Anxiety Rating Scale (AMARS) given that other anxiety stimulating issues were at play. Post-course interviews revealed that participants reported their anxiety related to mathematics had decreased as a result of the expressive writing but their anxiety about finding employment or being accepted into another training course overshadowed the measure of mathematics anxiety. The outcome of this study highlighted the complexity in measuring mathematics anxiety as it can be influenced by other anxieties.KEYWORDS: Mathematics anxietySTEMwomen Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/02601370.2023.2268843
Bernie Grummell
Based on research completed between 2018 and 2022 in the Republic of Ireland, this article examines how the distinctive ethos and relational pedagogy of adult literacy education have been impacted by broader changes in the field and wider society, with significant impact on its capacity to support learners. The learner-centred ethos, ways of working and webs of relationality between literacy learners and staff are increasingly squeezed by rising pressures from the broader socio-political context which promotes a neoliberal view of education for individual improvement and employability. Drawing on Freirean critical education and relational pedagogy, the consequences of this are considered in the three interconnected themes of i) the learner-centred ethos in adult literacy, ii) learner identities and relationships of learning, iii) creative and responsive pedagogies of literacy.
{"title":"Recognising diverse learning rhythms, relationships and temporalities in adult literacy learning","authors":"Bernie Grummell","doi":"10.1080/02601370.2023.2268843","DOIUrl":"https://doi.org/10.1080/02601370.2023.2268843","url":null,"abstract":"Based on research completed between 2018 and 2022 in the Republic of Ireland, this article examines how the distinctive ethos and relational pedagogy of adult literacy education have been impacted by broader changes in the field and wider society, with significant impact on its capacity to support learners. The learner-centred ethos, ways of working and webs of relationality between literacy learners and staff are increasingly squeezed by rising pressures from the broader socio-political context which promotes a neoliberal view of education for individual improvement and employability. Drawing on Freirean critical education and relational pedagogy, the consequences of this are considered in the three interconnected themes of i) the learner-centred ethos in adult literacy, ii) learner identities and relationships of learning, iii) creative and responsive pedagogies of literacy.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/02601370.2023.2266141
Emese Schiller, Helga Dorner
ABSTRACTThis qualitative study focuses on the professional development aspects of adult educators who teach languages to older learners by using one-to-one counselling. Open-ended questionnaires were used to explore participating adult educators’ reflective practice during and after the professional development programme. We used a grounded theory approach and network analysis in this research. The scaffolded reflective practice that adult educators experienced in the programme contributed to their development of learner self-awareness. Junior-and mid-career educators underscored the significance of peer- and instructor-supported feedback. In the case of older adult educators, instructional clarity and organisation were identified as particularly crucial in aiming to directly link theory to practical applicability of learner autonomy development. Deepening adult educators’ understanding about instructional approaches that enhance effective learning may also contribute to developing their own learning skills and competences. These findings may have implications for constructing professional development programmes targeted at adult learning professionals who deal with older adults’ learner autonomy development.KEYWORDS: pedagogical programlearner autonomy developmentone-to-one counselling for autonomous learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsEmese SchillerEmese Schiller works as an assistant professor at the Institute of Adult Education and Knowledge Management, Faculty of Education and Psychology of Eötvös Loránd University (ELTE), Budapest, Hungary. She researches adaptations of one-to-one counselling for autonomous learning to support the specific needs and interests of older adults. Her most recent research is on the potentials of intergenerational learning programmes that are based at higher education institutions.Helga DornerHelga Dorner is associate professor and director at the Institute of Research on Adult Education and Knowledge Management at the Faculty of Education and Psychology of Eötvös Loránd University. She is also a Fellow of the Higher Education Academy. She researches teaching innovations, academic professionalism and mentoring for teaching in higher education.
{"title":"Preparing adult educators for counselling older adult learners: lessons learned from a professional development programme in Hungary","authors":"Emese Schiller, Helga Dorner","doi":"10.1080/02601370.2023.2266141","DOIUrl":"https://doi.org/10.1080/02601370.2023.2266141","url":null,"abstract":"ABSTRACTThis qualitative study focuses on the professional development aspects of adult educators who teach languages to older learners by using one-to-one counselling. Open-ended questionnaires were used to explore participating adult educators’ reflective practice during and after the professional development programme. We used a grounded theory approach and network analysis in this research. The scaffolded reflective practice that adult educators experienced in the programme contributed to their development of learner self-awareness. Junior-and mid-career educators underscored the significance of peer- and instructor-supported feedback. In the case of older adult educators, instructional clarity and organisation were identified as particularly crucial in aiming to directly link theory to practical applicability of learner autonomy development. Deepening adult educators’ understanding about instructional approaches that enhance effective learning may also contribute to developing their own learning skills and competences. These findings may have implications for constructing professional development programmes targeted at adult learning professionals who deal with older adults’ learner autonomy development.KEYWORDS: pedagogical programlearner autonomy developmentone-to-one counselling for autonomous learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsEmese SchillerEmese Schiller works as an assistant professor at the Institute of Adult Education and Knowledge Management, Faculty of Education and Psychology of Eötvös Loránd University (ELTE), Budapest, Hungary. She researches adaptations of one-to-one counselling for autonomous learning to support the specific needs and interests of older adults. Her most recent research is on the potentials of intergenerational learning programmes that are based at higher education institutions.Helga DornerHelga Dorner is associate professor and director at the Institute of Research on Adult Education and Knowledge Management at the Faculty of Education and Psychology of Eötvös Loránd University. She is also a Fellow of the Higher Education Academy. She researches teaching innovations, academic professionalism and mentoring for teaching in higher education.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136063361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/02601370.2023.2263651
Sophie Lacher, Matthias Rohs
Since the end of the Cold War, Germany has been considered a largely safe country. But increasing terrorism, the COVID-19 pandemic, the war in Ukraine, and national flood disasters with serious consequences have led to growing attention to civil protection issues in politics and society. Thereby the reduction of possible risks is closely linked to rescue forces being well trained and the population being adequately informed about how to behave during disasters. Thus, adult learning is central to reducing risks associated with disasters. This paper, therefore, examines what works are available from adult and continuing education research on disaster protection in Germany after the 2nd World War. The results of this first comprehensive scoping review in this field show that pedagogical issues in disaster risk reduction are addressed by various disciplines. Most of these are practice-oriented and aim for the development of pedagogical concepts. High-quality scientific works that are empirically based or oriented towards the development of theoretical foundations, are hardly to be found. Overall, this in-depth research thus reveals a large research gap in the field of adult pedagogical research on the area of disaster education in Germany.
{"title":"Civil protection through adult and continuing education in Germany. A scoping review of an emerging research field","authors":"Sophie Lacher, Matthias Rohs","doi":"10.1080/02601370.2023.2263651","DOIUrl":"https://doi.org/10.1080/02601370.2023.2263651","url":null,"abstract":"Since the end of the Cold War, Germany has been considered a largely safe country. But increasing terrorism, the COVID-19 pandemic, the war in Ukraine, and national flood disasters with serious consequences have led to growing attention to civil protection issues in politics and society. Thereby the reduction of possible risks is closely linked to rescue forces being well trained and the population being adequately informed about how to behave during disasters. Thus, adult learning is central to reducing risks associated with disasters. This paper, therefore, examines what works are available from adult and continuing education research on disaster protection in Germany after the 2nd World War. The results of this first comprehensive scoping review in this field show that pedagogical issues in disaster risk reduction are addressed by various disciplines. Most of these are practice-oriented and aim for the development of pedagogical concepts. High-quality scientific works that are empirically based or oriented towards the development of theoretical foundations, are hardly to be found. Overall, this in-depth research thus reveals a large research gap in the field of adult pedagogical research on the area of disaster education in Germany.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135386533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/02601370.2023.2262152
José Cossa
AbstractAnchored on Mondlane’s biological mother’s advice that he ought to ‘go to school in order to understand the witchcraft of the white man, thus being able to fight against him’ and on the argument that what he learned as a child informed his learning as an adolescent and as an adult, this study developed a profile of Eduardo Mondlane as a lifelong learner, adult educator, and African scholar-revolutionary. The study is based on a critical documentary analysis of primary sources found in the archives of Northwestern University, Syracuse University, and Oberlin College, and corroborates the fact that most of Mondlane’s education in Western academic institutions took place during his adulthood. For instance, he completed high school already as a 27-year-old adult, began higher education in his late 20s and completed a bachelor’s degree at the age of 33, a master’s degree at the age of 36, and a Ph.D. at the age of 40. The study concludes that the trajectory of Eduardo Mondlane provides insight into the complexity and richness of the lifelong learning journey for ordinary people, especially those from communities around the globe whose education is relegated to informal, therefore inferior status.Keywords: Eduardo Mondlanelifelong learningadult educationscholar-revolutionaryGlobal Africa Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. For his autobiography, see Chitlangu & Clerc, André D. (1950). Chitlangu, Son of a Chief. Westport, Conn.: Negro Universities Press.2. For some insight about Randall, see this letter of Dr. King to Randall, which includes a brief biography of Randall.3. Also spelled as Manjakazi.4. On ‘self-determination’ see, ‘Woodrow Wilson, A Message to Congress, May 27, 1916, Washington, D.C’.; ‘A Speech at Columbus, Ohio, September 4, 1919’; ‘A Speech in Billings, Montana, September 11, 1919’; and ‘From Empire to Nation, The Rise to Self-Assertion of Asian and African Peoples’.5. Who, as seen in earlier parts of this text, once advocated in the South African Parliament that Mondlane’s expulsion from the country be revoked.
{"title":"Eduardo Mondlane: The lifelong learner, adult educator, and African scholar-revolutionary","authors":"José Cossa","doi":"10.1080/02601370.2023.2262152","DOIUrl":"https://doi.org/10.1080/02601370.2023.2262152","url":null,"abstract":"AbstractAnchored on Mondlane’s biological mother’s advice that he ought to ‘go to school in order to understand the witchcraft of the white man, thus being able to fight against him’ and on the argument that what he learned as a child informed his learning as an adolescent and as an adult, this study developed a profile of Eduardo Mondlane as a lifelong learner, adult educator, and African scholar-revolutionary. The study is based on a critical documentary analysis of primary sources found in the archives of Northwestern University, Syracuse University, and Oberlin College, and corroborates the fact that most of Mondlane’s education in Western academic institutions took place during his adulthood. For instance, he completed high school already as a 27-year-old adult, began higher education in his late 20s and completed a bachelor’s degree at the age of 33, a master’s degree at the age of 36, and a Ph.D. at the age of 40. The study concludes that the trajectory of Eduardo Mondlane provides insight into the complexity and richness of the lifelong learning journey for ordinary people, especially those from communities around the globe whose education is relegated to informal, therefore inferior status.Keywords: Eduardo Mondlanelifelong learningadult educationscholar-revolutionaryGlobal Africa Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. For his autobiography, see Chitlangu & Clerc, André D. (1950). Chitlangu, Son of a Chief. Westport, Conn.: Negro Universities Press.2. For some insight about Randall, see this letter of Dr. King to Randall, which includes a brief biography of Randall.3. Also spelled as Manjakazi.4. On ‘self-determination’ see, ‘Woodrow Wilson, A Message to Congress, May 27, 1916, Washington, D.C’.; ‘A Speech at Columbus, Ohio, September 4, 1919’; ‘A Speech in Billings, Montana, September 11, 1919’; and ‘From Empire to Nation, The Rise to Self-Assertion of Asian and African Peoples’.5. Who, as seen in earlier parts of this text, once advocated in the South African Parliament that Mondlane’s expulsion from the country be revoked.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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