The Folk High School and Other Recently Developed Institutions in German Adult Education

1931 ◽  
Vol 39 (9) ◽  
pp. 696-706
Author(s):  
Harold H. Punke
Keyword(s):  
High School ◽  
Adult Education ◽  
Folk High School ◽  
German Adult

scholarly journals Problemy oświaty pozaszkolnej w schyłku dwudziestolecia międzywojennego w świetle materiałów źródłowych inspektora szkolnego miejskiego we Lwowie

2021 ◽  
Vol 1 (26) ◽  
pp. 421-428
Author(s):  
Małgorzata Skotnicka-Palka
Keyword(s):  
High School ◽  
Adult Education ◽  
Interwar Period ◽  
Folk High School ◽  
Source Materials

[The problems of extracurricular education in the 2nd half of the 1930s in view of the source materials of the municipal school inspector in Lviv] The source materials by Jan Hipolit Majewski, the Municipal School Inspector in Lviv, present the plan of extracurricular work for 1936/1937, and also contain a report on the organization of the Folk High School in Lviv. They show the problems of adult education in the late twenties of the interwar period.

scholarly journals Depressive Symptom Trajectories and Early Adult Education and Employment: Comparing Longitudinal Cohorts in Canada and the United States

2021 ◽  
Vol 18 (8) ◽  
pp. 4279
Author(s):  
Anita Minh ◽  
Ute Bültmann ◽  
Sijmen A. Reijneveld ◽  
Sander K. R. van Zon ◽  
Christopher B. McLeod
Keyword(s):  
High School ◽  
Depressive Symptom ◽  
Adult Education ◽  
The United States ◽  
Longitudinal Survey ◽  
National Longitudinal Survey ◽  
Post Secondary ◽  
High School Degree ◽  
The Usa ◽  
Education And Employment

Adolescent depressive symptoms are risk factors for lower education and unemployment in early adulthood. This study examines how the course of symptoms from ages 16–25 influences early adult education and employment in Canada and the USA. Using data from the National Longitudinal Survey of Children and Youth (n = 2348) and the National Longitudinal Survey of Youth 79 Child/Young Adult (n = 3961), four trajectories (low-stable; increasing; decreasing; and increasing then decreasing, i.e., mid-peak) were linked to five outcomes (working with a post-secondary degree; a high school degree; no degree; in school; and NEET, i.e., not in employment, education, or training). In both countries, increasing, decreasing, and mid-peak trajectories were associated with higher odds of working with low educational credentials, and/or NEET relative to low-stable trajectories. In Canada, however, all trajectories had a higher predicted probability of either being in school or working with a post-secondary degree than the other outcomes; in the USA, all trajectory groups were most likely to be working with a high school degree. Higher depressive symptom levels at various points between adolescent and adulthood are associated with working with low education and NEET in Canada and the USA, but Canadians are more likely to have better education and employment outcomes.

Ten-year follow-up of young aphasic participants in a 34-week course at a Folk High School

Aphasiology ◽  
1997 ◽  
Vol 11 (7) ◽  
pp. 709-715 ◽  
Author(s):  
P. Währborg ◽  
P. Borenstein ◽  
S. Linell ◽  
E. Hedberg-borenstein ◽  
M. Asking
Keyword(s):  
High School ◽  
Folk High School

Obuke nastavnika kao doprinos jačanju kapaciteta za razvoj osnovnog obrazovanja odraslih u Bosni i Hercegovini

2021 ◽  
Vol 20 (1_2 2020) ◽  
pp. 57-78
Author(s):  
Violeta Orlović Lovren ◽  
Jovan Miljković ◽  
Svjetlana Tubić
Keyword(s):  
Adult Education ◽  
International Cooperation ◽  
Bosnia And Herzegovina ◽  
Methodological Approach ◽  
Political Context ◽  
Project Activity ◽  
Education Association ◽  
Insight Into ◽  
German Adult

The paper is dedicated to the analysis of the effects from teacher trainings which were developed and applied in Bosnia in Herzegovina (B&H), as a project activity within the larger project titled ''Support for adult education: subsequent acquisition of elementary adult education'', which was implemented during 2012-2013 by the GIZ and the Institute for International Cooperation of German Adult Education Association (DVV International), Office in Bosnia and Herzegovina. The reasons for initiating this training and the analysis of its effects are considered in a specific socio-historical and educational-political context, in order to analyze not only the inherited problems of illiteracy, but also the conditions in which the capacity for their resolution and building of a system of adult education are developing today. The methodological approach and findings of the research are presented, which is based on estimates of the teachers on the effects of the training in which they participated. Bearing in mind the insight into the context and findings of the research, possible directions for improvement in this field are suggested.

Adult Education Need vs. Capacity

2020 ◽  
pp. 76-93
Keyword(s):  
High School ◽  
Adult Education ◽  
Test Scores ◽  
English Language ◽  
Basic Education ◽  
Skills Training ◽  
Assessment System ◽  
National Assessment ◽  
High School Degree ◽  
Ged Credential

The 2004-2014 findings from the District of Columbia Comprehensive Assessment System (DC CAS) and the National Assessment of Educational Progress showed that the District's 4th and 9th graders scored 49th out of 51 states and territories in 2016. The District had switched to the federal PAARC test, and in 2017 it began to implement the Integrated Basic Education and Skills Training (I-BEST) model. Implementing this model means that students will work with two teachers in the classroom: one provides job-training and another who teaches basic skills in reading, math, or English language. The students' historically-low test scores and the implementation of the I-BEST model suggest that CSOSA clients referred to the District's public and charter schools or nonprofit adult education contractors would have been unlikely to have been able to obtain a high school degree or GED credential.

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