An Assessment of the Army Officer Education System From an Adult Learning Perspective

2005 ◽  
Author(s):  
Matthew R. McKinley
Keyword(s):  
Adult Learning ◽  
Education System ◽  
Army Officer ◽  
Officer Education

Air Force Education at the RCAF Staff College, 1945–1955

2020 ◽  
pp. 93-110
Author(s):  
Richard Goette
Keyword(s):  
Air Force ◽  
Education System ◽  
Education Program ◽  
Visionary Leadership ◽  
General Staff ◽  
Training And Education ◽  
Officer Education

Thanks to the Reichswehr's secret planning and preparation, a thoroughly well-prepared training and education system for the Luftwaffe was already functioning when Hitler came to power in 1933. During the next two years, through the visionary leadership of Walter Wever and the brilliant work of Hans-Jürgen Stumpf in recruiting the initial cadre of the Luftwaffe, the Luftwaffe created a cadre air force with good officer leadership. By 1935 the Luftwaffe, now an open force, was ready for a systematic and well-organized expansion program, and its officer education program quickly reached maturity with a range of basic courses for every officer, an intermediate officer course, and two complementary general staff courses. While the Luftwaffe had many serious weaknesses the interwar officer education system was not one of them.

scholarly journals Reenvisioning Welsh Postcompulsory Education

2018 ◽  
pp. 22
Author(s):  
Ellen Hazelkorn
Keyword(s):  
Adult Learning ◽  
Education System ◽  
Market Demand ◽  
Regulatory Oversight ◽  
The Creation ◽  
Uk Government ◽  
The Uk

In 2015, the Welsh government commissioned a review of its postcompulsory education system. Recommendations included the creation of a single regulatory, oversight, and coordinating authority bringing together further, higher, and adult learning. By its swift endorsement of the report’s principles and recommendations, the Welsh government conspicuously diverged from the market–demand drivenapproach adopted by the UK government for England.

scholarly journals THE RISE OF NATIONAL PLUS SCHOOL IN INDONESIA – EDUCATION FOR PARENTS AND GOVERNMENT

2017 ◽  
Vol 10 (2) ◽  
pp. 194
Author(s):  
Indra Rinaldi ◽  
Yam Saroh
Keyword(s):  
Adult Learning ◽  
Education System ◽  
National Curriculum ◽  
Education Quality ◽  
Government Schools ◽  
National Education ◽  
Grass Root ◽  
Grass Root Level ◽  
The Government ◽  
New Education

PENINGKATAN SEKOLAH NASIONAL PLUS DI INDONESIA – PENDIDIKAN UNTUK ORANG TUA DAN PEMERINTAH AbstractThis paper explores a social movement that has happened in Indonesia in the field of education. It also explores its effect to ‘educate’ the government as well as most parents in the country about the education quality in Indonesia. The exploration focuses on how this new concept of education which is referred as National Plus school was introduced to society that has encouraged many people to develop the schools with the same (national plus) concept. It also focuses on the parents who have learnt more about the new education system then participate in it by sending their children to such the schools. Not only in the grass root level, has it also focused onthe factors of the government who was indirectly forced to respond this phenomenon by developing international-leveled school. This movement has happened nationally within the last 10 years and has changed the national curriculum as well as educational system, including the recognition of special needs students among the government schools. This movement has changed the old conventional style of education that was commonly found in Indonesian national schools.Keywords: adult learning, National Plus, national education, movementAbstrakArtikel ini membahas tentang sebuah gerakan sosial yang terjadi di Indonesia di bidang pendidikan. Artikel ini juga menggali pengaruh gerakan social terhadap 'mendidik' pemerintah serta orang tua di negeri ini tentang kualitas pendidikan di Indonesia. Eksplorasi berfokus pada konsep pendidikan baru yang disebut dengan istilah “Sekolah Nasional Plus” yang diperkenalkan kepada masyarakat yang telah mendorong banyak orang untuk mengembangkan sekolah dengan konsep yang sama (nasional plus). Artikel ini juga berfokus pada orang tua yang telah belajar lebih banyak tentang sistem pendidikan baru yang kemudian melibatkan mereka berpartisipasi di dalamnya dengan mengirimkan anak-anak mereka kesekolah-sekolah tersebut. Tidak hanya di tingkat dasar, tetapi juga difokuskan pada faktor-faktor pemerintah yang secara tidak langsung dipaksa untuk menanggapi fenomena ini dengan mengembangkan sekolah berstandar internasional. Gerakan ini terjadi secara nasional dalam jangka waktu 10 tahun dan telah mengubah kurikulum nasional serta sistem pendidikan nasional, termasuk pengakuan dari siswa berkebutuhan khusus di antara sekolah-sekolah pemerintah. Gerakan ini telah mengubah gaya konvensional pendidikan yang umum ditemukan di sekolah-sekolah nasional di Indonesia.Kata kunci: pembelajaran orang dewasa, National Plus, pendidikan nasional, gerakan

scholarly journals UNESCO ROLE IN ADULT EDUCATION POLICY DEVELOPMENT AT THE END OF THE XX CENTURY – THE BEGINNING OF THE XXI CENTURY

2020 ◽  
pp. 7-12
Author(s):  
Наталія Авшенюк
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Education Policy ◽  
Educational Policy ◽  
Lifelong Learning ◽  
Education System ◽  
Theory And Practice ◽  
Individual Development ◽  
Integrated Analysis ◽  
The Impact

The article is based on an integrated analysis of key UNESCO documents (Recommendations of the International Conference on Adult Education CONFINTEA (1985, 1997, 2003, 2009), Global Reports on Adult Learning and Education (2009, 2013, 2016, 2019) that outlines the impact of evidence-based research on educational policy in supporting the development of educational policy in adult learning in the global ed-ucational environment at the end of the XX and at the beginning of the XXI century. It is found that the development of adult education is necessary due to the dynamics of social, scientific and technological improvement; changes in the content and nature of work and social activities of people; increased free time and opportunities for its effective use; labor market demands, the main requirements of which are to increase the competence and skills of the professional. Adult involvement in lifelong learning not only encourages meeting own needs, but also ensures self-fulfillment to a free choice of a place, time and a pathway of improvement. It is proved that since the 1970s up to now UNESCO has played a key role in shaping and disseminating the concept of lifelong learning in education policy. The concept, in essence, involves the restructuring of the existing education system and use of educational perspectives of adults externally the traditional education system in order to influence the development of different social groups and individual development of each person. The world has accumulated considerable meaningful experience in the development of the theory and practice of adult education, which is accumulated, disseminated and implemented through the activities of international organizations on a global scale, including UNESCO. This international organization generates ideas and builds educational policies that are based on reliable statistics and the results of global empirical research.

scholarly journals Open Badges in Education and Training in Europe

2019 ◽  
Vol 5 (4) ◽  
Author(s):  
Ferencz Tátrai ◽  
Kriszta Mihályi
Keyword(s):  
Critical Thinking ◽  
Adult Learning ◽  
Informal Learning ◽  
21St Century ◽  
Education System ◽  
Formal Education ◽  
Know How ◽  
Formal And Informal Learning ◽  
And Training

The article gives an overview of open badges, a type of micro-credentials spreading lately in Europe applied to recognize non-formal and informal learning actions and outcomes. Open badges are viewed by many experts as the greatest potential for a reliable presentation of skills gained outside the formal education system, in many cases in adult learning. Specifically, open badges very often record and prove the acquisition of so called 21st century skills (i.e. communication, creativity, cooperation and critical thinking) considered by a large majority of the employers as a significant aspect of selection.What exactly digital open badges are? How, by whom and to whom are they awarded? How is the validity of information and the quality of content represented by the badges assured? To what extent are the employers aware of the value of open badges, and how much individuals know how they can capitalize on the collection of their badges?The article attempts to offer some views on the above questions by structuring the relevant findings and outcomes of the Open Badge Network and the ReOpen projects.

scholarly journals Reenvisioning Welsh Postcompulsory Education

2018 ◽  
pp. 22-24
Author(s):  
Ellen Hazelkorn
Keyword(s):  
Adult Learning ◽  
Education System ◽  
Market Demand ◽  
Regulatory Oversight ◽  
The Creation ◽  
Uk Government ◽  
The Uk

In 2015, the Welsh government commissioned a review of its postcompulsory education system. Recommendations included the creation of a single regulatory, oversight, and coordinating authority bringing together further, higher, and adult learning. By its swift endorsement of the report’s principles and recommendations, the Welsh government conspicuously diverged from the market–demand drivenapproach adopted by the UK government for England.

scholarly journals The influence of globalization processes on the development of the adult education system

2021 ◽  
pp. 25-39
Author(s):  
Oleksandr Savenko
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Educational Policy ◽  
International Organizations ◽  
Education System ◽  
Professional Knowledge ◽  
Educational Process ◽  
Knowledge And Skills ◽  
Key Competencies ◽  
The Impact

The article examines the main aspects of the impact of globalization processes on the development of adult education. Trends in the development of adult education in the context of globalization are identified. The peculiarities of the competence approach to adult learning and the priorities of the educational policy are analyzed, the essence of the main key competencies is revealed. The options for solving the problems of adult education are substantiated, which largely depends on the content of the educational process in the humanities, which is a necessary component of forming a worldview in the acquisition of new competencies, professional knowledge and skills, highlights the experience of international organizations.

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