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1.
Adults who enrol in higher education institutions (HEIs) often have contributions that could serve in enhancing the planning and implementation of their programmes. Importantly, while terms such as active learner engagement and knowledge co-creation dominate adult learning discussions, there are unanswered questions pertaining to how adult learners negotiate co-ownership of their learning. The current empirical study explores the relevant factors that could enhance adult learners’ involvement in negotiating co-ownership of learning in a higher education setting. A mixed method of gathering and analysing data from adult learners (n?=?200) was followed. While structural equation modelling (SEM) served as the quantitative data analysis method, codes, categories and themes developed from the focus group discussions and interviews were used to analyse the qualitative data. The study revealed that negotiating co-ownership of learning among adult learners in HEIs is influenced by the level of engagement and adult learners’ acquisition of relevant core knowledge and skills. The authors discuss the implications of the results by reflecting on the pluses of negotiating co-ownership of learning at the institutional and classroom levels while also showing how the lack of these provisions could hinder effective learning among adult learners. 相似文献
2.
现代的教育理论和技术使泛在学习方式成为可能。成人作为泛在学习的重要主体,如何建构泛在成人教育课程体系是研究的一个焦点。泛在成人教育课程体系一般包括:泛在成人学历教育课程、泛在成人非学历教育课程、泛在成人远程教育课程。这三种泛在课程各自有自己的特点,适合不同成人群体的需求。 相似文献
3.
Teachers as mediators between educational policy and practice 总被引：1，自引：0，他引：1
Teachers obviously serve as the medium for causing the result of policy as they carry it into schools and classrooms and deliver it to pupils. They mediate between education policy and practice. Knowledge of the exact nature and effects of this vital role is limited. Drawing on a range of research and evaluation of both national and local policy in practice, carried out by the authors in England, this paper illustrates how teachers mediate policy and the resulting outcomes. Further, it proposes a typology of teacher adaptation to education policy. The paper argues that as yet the appropriate professional role for teachers within policy‐making and implementation has not been achieved, and outlines what this might be. Finally, it outlines some implications for teacher education. 相似文献
4.
Barbara M. Crossouard 《International Journal of Lifelong Education》2013,32(6):679-692
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draws upon a recent small‐scale mixed‐method study of different vocational learners’ transition from Level 3 courses to consider how these policy discourses are being mediated by ‘learners’ who were qualified to enter higher education, but decided instead on alternative life courses. The analysis suggests that policy constructions of participation in higher education sit at a disjuncture with respondents’ longer‐term experiences of institutionalised education processes. In other ways, lifelong learning seemed to be willingly embraced in respondents’ different commitments to learning and self‐development, although higher education institutions were not often seen as a source of this learning. The article aims all the same to allow this interpretation of respondents’ voices to speak back and disrupt policy mantras. 相似文献
5.
Colin Griffin 《International Journal of Lifelong Education》2013,32(6):561-574
It has long been acknowledged that adult and lifelong educators have exercised little influence over national education policies. This article addresses the issue, with particular reference to the research elements of policy advocacy. Researchers and policy‐makers are distinguished and related as communities of practice and intellectual categories of social function. It is argued that the concept ‘policy‐maker’ is too ambiguous to be of either theoretical or practical use, especially since the focus has shifted over the years away from the advocacy of adult education to the implementation of lifelong learning. Also, the concepts of both ‘policy’ and ‘research’ have undergone significant shifts of meaning, so that traditional ideas of the relation between research and policy are now outdated. We live in an age of public scepticism about the political uses to which research is put, and this also needs to be taken into account in the case of lifelong learning. Thus, the relation between research and the policy process needs to be reconceptualised in a future beyond lifelong learning in order to be meaningful, with the focus much more upon process than outcome. Only in this way could adult and lifelong educators expect to have any influence upon national policies. 相似文献
6.
As lifelong learning becomes a greater focus for policy at local, national and supranational levels, a question emerges as to how to engage in policy analysis. This is a debate, which is already taking place in relation to policy analysis in other sectors of education. However, this has had little influence on policy studies in lifelong learning. This paper reviews the wider debates and argues for the productiveness of a discursive approach to policy analysis. In particular, it argues that the notion of metaphor can be deployed in such analysis to good effect. This is illustrated through an initial analysis of the UK government's 1998 Green Paper, The Learning Age: a Renaissance for a New Britain. 相似文献
7.
Recent education policy analysis has revealed the standardisation of education systems and an intensified focus on learners and learning to meet the requirements of the global economy and neo-liberalism. In this paper we analyse the way that early childhood education in Aotearoa New Zealand has become increasingly entangled with school sector priorities and international discourses of lifelong learning as it has encountered these requirements. We trace the shift from an explict rejecting and countering of school sector pedagogy to the promoting of increasing continuity with school sector priorities. We draw attention to dynamic, contrasting and competing interests and entities that have shaped the construction of learning and learners and curriculum and assessment priorities. We argue the need to attend to the complex mix of constitutive forces at work in the formulation and enactment of early childhood sector priorities, in particular to these crucial entanglements with school sector priorities, international discourses of lifelong learning and neo-liberal economic rationalities. 相似文献
8.
In response to the recent heightened interethnic conflicts that were regarded as threatening national unity and stability, the Chinese government issued ‘ethnic solidarity education’ as a top-down, centrally administered mandate to be implemented ‘correctly’ and in a standardised way by schools throughout China. This paper examines the policy and practice of ethnic solidarity education against the broader, historical context of ethnic relations in China. Based on empirical data obtained through extensive fieldwork in selective Beijing public schools, this study concludes that ethnic solidarity education bears resemblance to multicultural education in the western educational discourse, yet retains special characteristics as an indigenous form of education in the unique Chinese context. Although various teaching and extracurricular activities involving ethnic elements are added to the school curriculum and applauded by the Chinese educators and policymakers as important signs of ethnic integration and cultural pluralism, they tend to focus on static cultural artefacts without touching upon the deeper levels of understandings on ethnicity and the majority–minority relations, and therefore cannot create a truly multicultural learning environment. 相似文献
9.
There are substantial pressures for changes in teaching practice which are now clearly reflected in government policy. It is argued that these pressures have emerged from changes in the culture of technologically based societies and the resulting changes in the needs of all students in schools. The implications of recent theories of learning and new needs for learners are discussed with respect to teacher education. An attempt to change the way in which students are prepared in mathematics education is reported. Data collected as part of the study indicate the need for a system‐wide approach to change. 相似文献
10.
This paper examines the ideological construction of educational discourses embedded within the South Korean print media. Significantly, these discourses have recently promoted the resurrection of a sweeping national testing and test results release policy. Through careful examination of the “test plus release” policy, the authors show how the government has achieved hegemonic power by shaping public opinion through the national testing contexts. Drawing on a critical discourse analysis of educational policy texts from the government and top 10 print media sources, this paper analyses how discourses on “accountability”, “the right to know” and “the fairness of the tests” have been produced, reproduced and recontextualized to favour particular perspectives. The authors also examine how government and influential print media discourses interact with political and cultural factors such as “acclaiming the evaluative state”, “education fever” and “meritocratic beliefs” to achieve public consent for the new “test plus release” policy. 相似文献
11.
Recent comparative education policy studies show that even though there seems to be similar patterns and trends in higher education reforms in East Asian societies, the recently initiated higher education reforms have had very diverse agendas. Thus, the considerable convergence of policy rhetoric and general policy objectives may not satisfactorily explain the complicated processes of changes and the dynamic interactions between global, regional and local forces that shape education policy-making in individual countries. This article discusses globalization effects on national policy, with particular reference to how the higher education sector in Taiwan has transformed itself under the global tide of marketization and decentralization. There are a lot of changes similar to both higher education in Taiwan and that of elsewhere, which suggests that Taiwan's higher education has been affected by the trends of globalization. But before we jump to this conclusion, maybe we should also bear in mind an alternative hypothesis that local factors are crucial and determining factors for change. The core of the article is to examine the ways and strategies the Taiwan Government has adopted to reform its higher education systems in response to the changing local socio-economic political context and regional-global environments, with a particular focus on provision, regulation and financing. 相似文献
12.
Michael Whitesage 《Innovative Higher Education》1979,3(4):260-266
Adult learners are an attractive and lucrative market but little has been said about the adverse impact of higher education upon the lifelong learner. Misrepresenting education’s benefits, making continuing professional education obligatory, and co-opting learning are three areas in which adult learning may be adversely affected by the institutionalization of lifelong learning by higher education. 相似文献
13.
Per Andersson Susanne Köpsén Anne Larson Marcella Milana 《Studies in Continuing Education》2013,35(1):102-118
The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path. 相似文献
14.
福建电大系统在现代远程教育理论指导下,充分利用现代通信与网络技术开展社区教育,探索了基于远程教育的社区教育发展模式,基本实现了系统整合教育资源,促进了学习者便捷学习,产生了一定的社会效益。实践证明,电大办社区教育需要政府在政府与资金方面的保障支持,同时更应发挥远程教育优势,加强与社会各方合作共建学习资源,以吸引社区居民积极参与远程社区教育。 相似文献
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16.
Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as “educational relationships that support students to feel heard.” In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk-taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research. 相似文献
17.
Katy Jones 《British Educational Research Journal》2021,47(3):674-691
Third-sector community organisations are important sites for learning, especially for the most excluded groups in society. However, scant attention has been paid to the various factors shaping educational provision in community contexts, and how these interact to shape the provision available to marginalised populations. This article presents new evidence addressing this gap, through drawing on interview data from practitioners working in the UK homelessness sector. It identifies a range of factors shaping educational provision in these community contexts. These are: service user need and demand; staff roles and capacity; organisational purpose and structures; national policies; support from other adult education providers; non-governmental finance; and volunteers. With some modification, and placed within an overarching critical realist framework, it is argued that these findings are consistent with Boeren’s comprehensive lifelong learning participation model. The article concludes that so long as government policy and related funding continues to ignore and fails to support educational provision in these settings, it will remain piecemeal and highly contingent on the contribution of volunteers and short-term funding. 相似文献
18.
在线自我调节学习是增强学习者在线学习投入、提升学习绩效的重要保障。当下在线开放课程在各级各类教育中广泛深度应用,国内外学者主要关注高等教育全日制学习者在线自我调节学习的相关研究,对学历继续教育学习者的关注较为罕见。采用混合研究法,对疫情防控期间,陕西、广东、云南等三省参与在线课程学习的学历继续教育学习者在线自我调节学习的现状、影响因素及优化策略进行了系统研究,结果发现:研究样本在线自我调节学习现状不是很理想,主要受个人因素、课程因素、文化因素和管理因素的影响,最终从优化课程、重构学习空间、加强过程监控等三个方面提出了调节和优化策略。 相似文献
19.
Victoria C. P. Knowland Michael S. C. Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):99-122
The acquisition of new skills in adulthood can positively affect an individual’s quality of life, including their earning potential. In some cases, such as the learning of literacy in developing countries, it can provide an avenue to escape from poverty. In developed countries, job retraining in adulthood contributes to the flexibility of labour markets. For all adults, learning opportunities increase participation in society and family life. However, the popular view is that adults are less able to learn for an intrinsic reason: their brains are less plastic than in childhood. This article reviews what is currently known from neuroscientific research about how brain plasticity changes with age, with a particular focus on the ability to acquire new skills in adulthood. Anchoring their review in the examples of the adult acquisition of literacy and new motor skills, the authors address five specific questions: (1) Are sensitive periods in brain development relevant to learning complex educational skills like literacy? (2) Can adults become proficient in a new skill? (3) Can everyone learn equally effectively in adulthood? (4) What is the role of the learning environment? (5) Does adult education cost too much? They identify areas where further research is needed and conclude with a summary of principles for enhancing adult learning now established on a neuroscience foundation. 相似文献
20.
Bettina Lange 《教育政策杂志》2013,28(4):443-463
Open methods for coordinating (OMC) education policies in the EU rely on a number of techniques, one of which is policy learning. This article examines how policy learning and governance transform each other. More specifically, policy‐learning in the education OMC becomes differentiated into four distinct learning styles: mutual, competitive, surface and imperialistic learning. While they overlap with some forms of policy learning discussed in the literature, they are also different by focusing upon interactions and political dynamics between the European Commission and the member states. In seeking to understand how governing through learning occurs, we argue that any ‘impact’ of EU‐level policy‐learning is co‐constructed by both the European Commission and the member states. The analysis of this article is grounded in a discourse analytical and institutionalist perspective. It draws on qualitative data derived from semi‐structured interviews with officials from the Directorate General for Education and Culture in the European Commission and on EU documents generated during policy‐learning activities. 相似文献