Concept

Adult education

Résumé
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual. In particular, adult education reflects a specific philosophy about learning and teaching based on the assumption that adults can and want to learn, that they are able and willing to take responsibility for the learning, and that the learning itself should respond to their needs. Driven by what one needs or wants to learn, the available opportunities, and the manner in which one learns, adult learning is affected by demographics, globalization and technology. The oldest man to enroll in primary school in Kenya is one Kimani Ng’ang’a Maruge who was an 84 year old from Kariobangi Nairobi. The learning happens in many ways and in many contexts just as all adults' lives differ. Adult learning can be in any of the three contexts, i.e.: Formal – Structured learning that typically takes place in an education or training institution, usually with a set curriculum and carries credentials; Non-formal – Learning that is organized by educational institutions but non credential. Non-formal learning opportunities may be provided in the workplace and through the activities of civil society organizations and groups; Informal education – Learning that goes on all the time, resulting from daily life activities related to work, family, community or leisure (e.g. community baking class). The World Bank's 2019 World Development Report on The Changing Nature of Work argues that adult learning is an important channel to help readjust workers' skills to fit in the future of work and suggests ways to improve its effectiveness. In a study, Dr. Greenberg compared the orthographic and phonological skills of functionally illiterate adults and children.
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Cours associés (1)
HUM-432: How people learn: Designing Learning Tools I
The students will understand the cognitive and social factors which affect learning - particularly in science and engineering. They will be able to use social research techniques as part of the design
Séances de cours associées (1)
Apprentissage professionnel : facteurs sociaux et cognitifs
Plonge dans les facteurs qui façonnent l'apprentissage en sciences et en ingénierie.
Publications associées (4)

Is There ‘ONE way’ of Learning? A Data-driven Approach

Pierre Dillenbourg, Barbara Bruno, Jauwairia Nasir

Intelligent Tutoring Systems (ITS) are required to intervene in a learning activity while it is unfolding, to support the learner. To do so, they often rely on performance of a learner, as an approximation for engagement in the learning process. However, i ...
2020

Mutual Understanding in Educational Human-Robot Collaborations

Alexis David Jacq

Education is an art close to theater. A teacher is taking a role; he works his speeches and his gestures and he plays with the attention of his audience. But it is harder: more than entertaining, a teacher must shape the skills, the knowledge and the motiv ...
EPFL2020

The Role of Cognitive and Learning Theories in Supporting Successful EHR System Implementation Training: A Qualitative Study

Given persistent barriers to effective electronic health record (EHR) system implementation and use, the authors investigated implementation training practices in six organizations reputed to have ambulatory care EHR system implementation "best practices." ...
SAGE Publications2012
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Concepts associés (4)
Lifelong learning
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development. In some contexts, the term "lifelong learning" evolved from the term "life-long learners", created by Leslie Watkins and used by Clint Taylor, professor at CSULA and Superintendent for the Temple City Unified School District, in the district's mission statement in 1993, the term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations.
Constructivisme (psychologie)
Le constructivisme, théorie de l'apprentissage, a été développée, entre autres, par Piaget, dès 1923, face au béhaviorisme qui, d’après lui, limitait trop l’apprentissage à l’association stimulus-réponse et considérait le sujet comme boîte noire. L’approche constructiviste s'intéresse à l'activité du sujet pour se construire une représentation de la réalité qui l’entoure. Le constructivisme part de l'idée que les connaissances de chaque sujet ne sont pas spécialement une « copie » de la réalité, mais un modèle plus ou moins fidèle de celle-ci construit par lui au cours du temps.
Sciences de l'éducation
Les sciences de l’éducation concernent l’étude de différents aspects de l’éducation, et font appel à diverses disciplines : histoire de l'éducation, sociologie de l'éducation, didactique des disciplines, psychologie des apprentissages, pédagogie, ou encore philosophie. À la fin du en France, on parle initialement de science de l'éducation, puis des sciences de l'éducation. Cette discipline est née dans un contexte politique à la fois général et scolaire, avec les lois sur l'instruction obligatoire et la diffusion de l'école publique.
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