Non‐formal education implementations in Turkey: issues and latest challenges

The aim of this article is to analyse the latest implementations and issues raised in Turkish non‐formal education from a historical perspective in Turkey. The high population rate and lack of adequate educational opportunities for adults and migration from rural areas to urban areas caused many educational, social and cultural problems in non‐formal education. For solving all the problems, Turkey followed the latest developments in the world about the aims and functions of non‐formal adult education and organised several different adult education programs in terms of integration to international bodies such as European Union and so forth. These programs aim to reach a wide range of people from rural and urban settings, the employees, employers, farmers, students, tradesmen, housewives, artisans and many others. The most important educational characteristic of this audience is that they are not regular students. The organisation way of non‐formal education differ from other developed countries in essence. In social terms, the non‐formal education for adults does not only provide professional and technical training; but also provides the learners with basic literacy and helps continue their educational life, contributes to preservation and improvement of national and cultural values, creates an awareness of citizenship and democratic thinking in Turkey.     

成人高教改革的动向和趋势

成人高等教育必须明确以在职成人为教育对象,逐步降低非成人在成人高等教育中的比例,加大大学后继续教育在成人高等教育中的比重;扩大高层次成人高等教育的招生规模,拓宽办学渠道,多形式、多主体举办成人高等教育;实施远程教学,为学习提供更多的选择机会和选择权;实现产业化管理,提高高等教育资源的利用率,优化资源配置。     

Room 13: The Movement and International Network

Room 13 is a global uprising of creative and entrepreneurial children who are responsible for a growing international network of student‐organised art studios. Each Room 13 studio facilitates the work of young artists alongside a professional adult artist in residence, providing an exchange of ideas, skills and experience across the ages. The result is an ongoing collaboration between adults and young people and a thriving culture of philosophical enquiry driven by a motivation to think and to learn. My own experience with Room 13 spans from that of the student, to adult artist and practitioner. Working under the direction of subsequent student‐management teams, I have been fortunate to be involved in the process by which Room 13 has gone on to establish an international network of student‐run art studios, serving an expanding global community of young artists. The emerging global movement surrounding these studios calls for a serious revaluation of what art is – and who is qualified to make it. Room 13 not only augments the case for the work of young artists, but presents a challenge to the current systems for art education. As the quality of formal arts education is eroded by a universal need to standardise educational experiences, the training that Room 13 provides motivates individuals and develops their creativity in a way that outstrips anything that schools, or even art colleges, can currently offer.     

Foreign-Born Adults’ Participation in Educational Activities: Evidence From Europe

This article demonstrates that foreign-born adults in Europe tend to participate less in adult education activities compared to native-born adults living in the same country. However, this is mainly explained through the job-related nature of nonformal education. Foreign-born adults tend to participate more in formal adult education than native-born adults in a range of countries. Based on analyses using data from the Organization for Economic Cooperation and Development Programme on the International Assessment of Adult Competencies (PIAAC), this article shows that participation rates in European countries are mainly determined by adults’ educational attainment and having a job and that countries with overall high participation rates have higher participation rates among foreign-born adults as well. Exploring the participation in adult education of foreign-born adults in European countries is important, as it is known that those adults perceive difficulties in finding a job and having their foreign credentials recognized in the new country context. Participation in adult education courses might help them in learning new or maintaining their already existing skills.     

Seniors’ demographic correlates for motivations to enroll in degree-conferring programs in universities

ABSTRACT

Policies, practices, and studies have long been focused on nonformal learning for older adults as if this were the only learning context for grey populations. In fact, today more elderly adults participate in degree-conferring programs. It is important to explore why formal learning environments attract the elderly. Therefore, the purpose of this study was to explore relationships between demographic characteristics and motivations of older adults who enroll in degree-conferring programs in higher education including undergraduate, master’s, and doctoral programs in Taiwan. A total of 287 questionnaires filled out by students aged 60 and above were analyzed. The data showed that (a) The demographic characteristics of this group were dissimilar to those of elder learners in nonformal settings. Those who enrolled in degree-conferring higher education programs were predominantly male, young-old, and still employed. (b) The first five important motivations for elder adults enrolling in degree-conferring programs in universities were pursuing and updating knowledge and skills, fitting in with job-related needs and competitions, achieving a life goal, keeping abreast of social changes, and gaining a degree. (c) Retirement status and age predict enrollment motivations. This study enriches our understanding of heterogeneity of elderly learners and provides evidence to make more inclusive policies for elder education. More systematic learning with long-term and intensive requirements, such as enrolling in universities, is needed and desired by some older adults. The roles of higher education in promoting elder learning should be further discussed, addressed, and created.     

Legal and definitional issues affecting the identification and education of adults with specific learning disabilities in adult education programs

Although the exact prevalence is not determined, a noticeable subset of individuals who enroll in adult education and training programs have either diagnosed or undiagnosed specific learning disabilities (SLD). Understanding SLD is important basic information for adult educators to inform program policies as well as determine effective instructional practices. This article discusses the development of definitions of SLD and current agreement on the nature of SLD relevant to working with adults. It concludes with implications for adult education programs.     

Adult higher education opportunities: An evaluation of sources of information

How do adults learn about higher education opportunities that are available to them? Few studies have investigated this question. The Institute for Communication Research study of the promotion of adult learning programs in the United States and the Center for Research and Development in Higher Education study of higher education opportunities for adults focused on the channels chosen by educational institutions for communicating information. This study investigates adult audiences' attentiveness and evaluation of various sources of information about opportunities for higher education. Generally, it was found that personal sources of information were evaluated more highly by adults interested in pursuing higher education than by those who were not interested. The evaluation of mass media information sources were not significantly different, however, between interested adults and not-interested adults.     

Preparing professionals for lifelong learning: Comparative examination of master’s education programs

There has been continued debate regarding educational policies and practices regarding the lifelong learning social order with significant focus upon the preparation of educators of children and youth for this global lifelong learning society. However, there has been limited discussion and research regarding the professional preparation of lifelong learning adult educators. This article investigates the current status of graduate professional programs to prepare lifelong learning adult educators (individuals who are prepared and credentialed through a professional graduate master's degree in adult education and human resource development). Because of differing international policies and structures of graduate education, this discussion will present a comparative examination of current structures and characteristics of master's degree programs at two institutional sites located in Denmark and the USA. Current objectives, characteristics, and understandings of graduate professional preparation programs will be delineated between these two case studies. Contextual issues and influences in the preparation of lifelong learning adult educators will be discussed, with comparative discussions of cultural norms and policies regarding graduate professional preparation, innovative programmatic and instructional efforts, engagement of theory and best practices in lifelong learning, and comparative cultural differences between program students and faculty.     

荷兰成人教育促进弱势群体社会融合成效评估工具研究——基于SIT工具的分析

荷兰开展的成人教育促进弱势群体社会融合成效评估,通过搭建理论框架、建构评估指标体系、编制评估量表等一系列活动,首创成人教育促进弱势群体社会融合成效评估工具——SIT工具,实现了成人教育与弱势群体社会融合的有力对接。荷兰的SIT工具为我国建构成人教育促进弱势群体社会融合成效评估体系提供了参考范式和思维框架。     

Low‐skilled adults in formal continuing education: does their motivation differ from other learners?

This study aims to analyse low‐skilled adults’ motivation for formal adult education. The study examines how adults’ motivation for formal education is affected by educational level, age, gender, employment status and citizenship. Survey data were collected from adults enrolled in formal educational programmes at different educational levels. Of 753 respondents, 88 were attending primary or lower secondary programmes. The remaining participants were in upper secondary schools, post‐secondary/tertiary vocational education, or in Bachelor’s or Master’s degree courses. Differences according to education levels can be explained in part by typical characteristics of the people involved at various levels of the education system. However, even when controlling for factors that may cause differences in motivation, adult learners at the lowest educational levels differ from others. The main difference is that low‐skilled adults more frequently state that they have been obligated to undertake training. These results indicate that when recruiting low‐skilled adults for learning activities, there is a need to develop targeted policy instruments instead of alluding to moral and social obligations.     

Using Institutional Selection Factors to Develop Recruiting Profiles: Marketing Small,Private Colleges and Universities to Prospective Student Athletes

This paper discusses two important concepts—internationalization and the international marketing of higher education—and how they influence international students' choice of Canadian universities. The paper is based on two studies: one on 140 East Asian international graduate students who enrolled at two large Ontario universities in the academic year 2003–2004, and the other on 95 international undergraduate students who enrolled at an Ontario university in academic year 2005–2006. The research findings show that market segmentation determines the applicability of internationalization and/or marketing of higher education. Activities related to the internationalization of education play a critical role in influencing the research-oriented students' choice of a Canadian graduate school. Marketing activities have a direct impact on graduate students' choice in professional programs. “Twinning” or “incountry” programs—a blend of internationalization and international marketing approach—have a strong influence on undergraduate students' choice to come to Canada.     

GRADUATE TRAINING IN EDUCATION AND AGING: RESULTS OF A NATIONAL SURVEY; PART 1

The graduate departments of adult education at 88 universities in the United States were surveyed for information pertinent to their programs in and about aging. Results show that 55% of the departments offer no courses dealing exclusively with education and aging. Only one department offers a program concentration per se in educational gerontology. Those adult education academic programs that have a seeming interest in education and aging typically offer only an isolated course or two. Much needs to be done if adult education programs are to begin preparing people to meet the learning needs of older adults.     

Re-conceptualizing college and university teaching through the lens of adult education: regarding undergraduates as adults

In this paper, I advocate for enhancing critical thinking skill development in undergraduate education by taking advantage of the increased experiential maturity of today's students. I argue that many undergraduates are in fact ‘adults’, by virtue of their age or experiential maturity, and they should be educated as such. Undergraduates who have not yet transitioned into ‘adulthood’ would also benefit greatly from exposure to the adult education teaching techniques that emphasize critical thinking development. The demographics of higher education today demand a reexamination of outdated pedagogical practices. Considering college and university students to be the adults that most of them are, or soon will be, would more effectively educate all of today's undergraduate students.     

发展高职本科教育刍议

发展本科高职教育是社会经济发展的客观要求。如何办?谁来办?从我国高等职业教育的实际情况出发,由综合实力雄厚的独立设置的高职高专院校、普通大学名副其实办高职的二级学院、真心诚意转办高职的本科院校分别试办,有利于调动方面参与发展本科高职教育的积极性,有利于高职教育体系的形成,3有利于提高高职教育地位,有利于参与高职教育的国际竞争。     

面向21世纪的成人高等教育

21世纪的国际竞争,主要是以经济为中心的综合国力竞争,竞争的焦点在于高新技术的产业化与产业的高新技术化,于是,科技进步与经济发展的紧密结合成为关键。成人高等教育因其性质、功能而必然处于科技与经济的契合点上。这种独特的社会位置给它带来特殊的时代使命──在高新科技与现实生产力之间架起桥梁。从而,也决定了我国成人高等教育面向21世纪深化改革的总体走向。     

EDUCATIONAL TUITION‐WAIVER POLICIES: A SECONDARY ANALYSIS OF INSTITUTIONAL IMPACT IN VIRGINIA

Abstract

In the last decade, a majority of states has developed legislation or centralized policy directives which encourage the participation of older adults in institutions of higher education through tuition‐reduction or tuition‐waiver. However, very little research has been conducted to assess their impact on participation and program development. This paper is intended to analyze the awareness and impact of tuition‐waiver policies among older adults and institutions of higher education in the state of Virginia. In addition, this paper is intended to provide an expository framework for the synthesis of secondary data sources which address state policy issues in gerontology and higher education.

Results from the analysis indicate a high level of awareness among administrators at the institutional and state level in higher education and among state legislators, while somewhat less awareness is evident among older adults. In terms of impact, results indicate that older adult participation remains extremely low, and the priority of cost in participation decisions is not well understood. The actual financial burden on institutions is still relatively small; however, with no tuition or state reimbursed funds, the incentives for program development remain insufficient.

Several additional policy and research questions follow from the analysis. Questions must be raised concerning who is benefitting from the legislation and who should be benefitting, what kinds of incentives are necessary for institutions to develop programs, and what role the state should play in facilitating program development. Additionally, a re‐evaluation of tuition‐waiver policies versus other kinds of financial incentives is recommended.     

HIGHER EDUCATION FOR THE SECOND HALF OF LIFE: THE STATE OF THE ART AND FUTURE PERSPECTIVES

This paper offers some aims for education at the university level for middle‐age and older adults. A review of the scope of knowledge and practice in this field is presented along with a brief analysis of some factors leading to the growing interest in this area, in which a lack of empirical knowledge and clear philosophy is evident. Research findings from life‐span developmental studies on the cognitive, personality, and motivational characteristics of older people are discussed in terms of their implications for higher education. In the light of these considerations, suggestions for planning academic programs for older adults are presented. Academic programs must be rooted in curricula that concurrently foster age integration at the university while attending to the special needs of middle‐age and older adults. Academic programs require programs of action research and training for educators and students of adult development. This is seen as essential to promote future progress in this area.     

Education for international understanding in Japanese schools

Japan is in a unique position regarding the question of education for international understanding: it participated actively in the Second World War, which is lost through the tragic events of which we are all aware. This dual heritage, from the war and then the post-war period, is clear in the two following articles which describe from very different viewpoints the role of eduction for international understanding in the national context. Reading them, in either order, should in our point of view not so much open a debate (who is against peace?) as on the contrary, stimulate thought on future action. The first article describes the evolution and current status of education for international understanding within the official school system. The second, theoretical, puts forth the point of view of those who work within the peace movement in Japan and who feel something more and different is needed from the formal school system. Such contrast, even tension, between two attitudes equally but differently aiming towards the same goal, is an excellent illustration of the fact that even though education for international understanding and peace, through its efforts, its successer or its inadequacies, is more than ever a question of foremost importance, it is one that no educational system can pretend to have definitively settled.     

Education with production in Zimbabwe: an evaluation of teachers’ and pupils’ attitudes and perceptions

The terms community development and lifelong learning have been in use for several decades and refer to different areas within the field of adult education. This paper sets out to explore the relationship between these two concepts. It examines the ways in which community development work contributes to the development of an overall system of lifelong education. Recent writing on the idea of the learning society points towards a more holistic view of education, which acknowledges learning in all its forms and venues and which values the many and varied ways in which people learn. The nature of this rapidly changing society demands that individuals and communities take up this challenge, so that they can play their part in shaping the future. This paper is based on research which was carried out in the early 1990s, under the auspices of the Community Research and Development Centre, by one of the authors (RM) as part of a DPhil study. It was constructed with a view to exploring the need for a more holistic, integrated approach to meeting the educational needs of those involved in adult education, community development and community regeneration in Belfast. The research set out to investigate the relationship between the various forms of learning, through an examination of organizations engaged in providing formal, non‐formal and informal adult learning opportunities in Belfast. The results confirm that traditional providers of adult education no longer hold a monopoly over learning and that there is an emerging sector of community and voluntary organizations engaged in providing learning opportunities for adults in their communities. There is some indication that whilst the relationship between traditional and non‐traditional providers is complex, the opportunities for learning which they offer are complementary. The voluntary and community sector emphasizes issue‐based and action‐oriented learning within a democratic, participative culture. Non‐formal providers often seek to support such groups, by providing more structured learning situations. Their programmes frequently offer an alternative adult education to that of the formal providers, who are more concerned with traditional ‘liberal adult education’. Whilst formal providers may try to be more community‐based, they are severely confined by their bureaucratic, hierarchic structure. Informal providers, however, also offer opportunities for more formal adult learning opportunities, through links with formal providers. The existence of this network suggests the basis for a system of lifelong education, which incorporates the range of adult learning opportunities.