scholarly journals Adult Education Teachers’ Competencies for the Implementation of Sustainable Development

2021 ◽  
Vol 27 (1) ◽  
pp. 79-100
Author(s):  
Siniša Kušić ◽  
Renata Hasel
Keyword(s):  
Sustainable Development ◽  
Adult Education ◽  
Teaching Process ◽  
Self Evaluation ◽  
Positive Attitudes ◽  
Specific Competency

This paper presents the results of a study conducted on a sample of teachers working in adult education in Croatia with the aim of determining whether they possess the competencies needed for the implementation of sustainable development in the teaching process. The results show that the teachers who participated in the study mostly expressed positive attitudes but lower levels of both knowledge about sustainable development concepts and education for it. Even though teachers on average self-evaluated that they possessed almost every generic and specific competency needed for sustainable development, their self-evaluation also shows that they only partially possess the competencies directly connected with the implementation of sustainable development in the adult education teaching process.

scholarly journals Women in Adult Education Program for Sustainable Development: Challenges and Implications for Library and Information Services

2019 ◽  
Vol 14 (1) ◽  
pp. 22-32
Author(s):  
Ngozi Perpetua Osuchukwu ◽  
Ndidiamaka Lucy Nebolise
Keyword(s):  
Sustainable Development ◽  
Adult Education ◽  
Social Inclusion ◽  
Learning Experience ◽  
Information Services ◽  
Nigerian Women ◽  
Anambra State ◽  
Active Involvement ◽  
Observation Methods ◽  
The Right

Abstract Objective – Education offers advances in human and social development. It provides knowledge and resources that hold the potential for economic empowerment, resulting in a better livelihood. Hence, women need access to education with library services, if they are to have a voice, participate in sustainable development, and take care of their own health, as well as that of their children and members of their households. This paper examines the challenges women encounter in Onitsha metropolis, Anambra State, Nigeria. This study seeks to gain insight into the resources used to enhance learning, as well as the students’ perceptions and satisfaction with their learning experience. Methods – A descriptive survey research design was used. The study was carried out in five adult education centres in the city with a sample size of 120 women, randomly selected for collection of data. Questionnaire, interview, and observation methods were employed. The physical assessment of the centres was done for an evidence based report and to assess the real situations of the centres. Results – The findings show the challenges faced by Nigerian women in their pursuit of ongoing adult education included: time for the classes which are usually held in the evening, poor financial status, lack of encouragement from spouses and relations, poor learning environments, and stress. The data were analyzed using percentages and frequency counts. They are presented in tables and figures. Conclusions – It is recommended that education and library management should assess these centres for program improvements like providing more enabling environments and learning facilities. The implication of the study is that library and information services should be extended to these women to stimulate and support learning with the right attitude for active involvement in the educational activities and for enhancement of social inclusion.

scholarly journals Emotional-Personal Well-Being as a Predictor of Social Perception of Representative of Security Services

2020 ◽  
Author(s):  
Larisa Karapetyan ◽  
Keyword(s):  
Social Perception ◽  
Well Being ◽  
Security Sector ◽  
Self Evaluation ◽  
Security Services ◽  
Positive Attitudes ◽  
Power Block ◽  
Personal Qualities ◽  
Internal Affairs ◽  
The Impact

Objective: exploring the impact of emotional and personal well-being on the attitudes of security sector professionals towards other people, both those within their communication zone and those outside it. Methods: (1) Semantic differential technique (SD), where descriptors were represented by 24 personal qualities in terms of which the respondents were asked to evaluate two SD objects: people within their social circle, and those outside it; (2) Emotional-personal well-being self-evaluation technique (EPWBSE), where the respondents evaluate themselves in nine mono-scales. The research sample consisted of 2,229 people from different professional categories, including 298 representatives from the power block (98 people from the Russian Ministry of Defence (MoD) and 200 respondents from the Russian Ministry of Internal Affairs (MIA)). Conclusions: It was found that representatives of the Ministry of Internal Affairs demonstrated more positive attitudes towards people from the communication sector, while representatives of the MoI showed more positive attitudes towards people in general. In the MIA sample, emotional-personal well-being is significantly higher and, at the same time, it is related to the dynamics of social perception: the higher the level of emotional-personal well-being, the more positively people in the communication zone are perceived, while the lower the SELB level, the more positively people, in general, are perceived. Trends in social perception in MD representatives can be preconditioned by other factors. Further to the conducted analysis, it is planned to study different-level determinants of social perception in representatives of different security services.

ADULT EDUCATION IS AN AGENT FOR ACHIEVING SUSTAINABLE DEVELOPMENT GOALS

2021 ◽  
Author(s):  
Fotima Umarova
Keyword(s):  
Sustainable Development ◽  
Adult Education ◽  
Sustainable Development Goals ◽  
Development Goals

представлен краткий обзор рациональности образованиявзрослых в современных условиях.

The Heifer International Model of Sustainable Adult Education

2013 ◽  
pp. 1150-1163
Author(s):  
Carrie J. Boden McGill ◽  
Lauren Merritt
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Human Capital ◽  
Adult Education ◽  
Developing World ◽  
International Model ◽  
Self Reliance ◽  
The World ◽  
Developed World ◽  
And Training

Heifer International, an organization devoted to ending hunger and poverty through sustainable development, has worked throughout the world by giving “living loans” of gifts of livestock and training while empowering individuals and communities to turn lives of hunger and poverty into self-reliance and hope. To train a country’s population is to increase that country’s “human capital,” and educating the population while expanding the human capital is a necessity in order for developing countries to benefit from globalization. The Heifer model of adult sustainable education demonstrates the importance of education and training for people of the developing world, and not only can this model be adopted in developing countries for emerging “learning societies,” but it may be used to inform policies and practices in the developed world as well.

Community of Inquiry in Adult Online Learning

2010 ◽  
pp. 474-489 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Online Learning ◽  
Adult Education ◽  
Adult Learning ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Learning Communities ◽  
Positive Attitudes ◽  
Research Findings ◽  
Adult Online Learning

The adult education literature emphasizes communitybuilding in order to increase effectiveness and success ofonline teaching and learning. In this chapter theCommunity of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in onlineenvironments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from anonline course. Overall, the research findings showed that students had positive attitudes toward the communitydeveloped in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.

scholarly journals Expansive Learning of Preservice Teachers Teaching Sustainable Development during Their Practicum

2020 ◽  
Vol 10 (2) ◽  
pp. 181
Author(s):  
Anthoula Maidou ◽  
Katerina Plakitsi ◽  
Hariton M. Polatoglou
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Environmental Influence ◽  
Education For Sustainable Development ◽  
Learning Cycle ◽  
Teaching Intervention ◽  
Social Construct ◽  
Expansive Learning ◽  
Economic Entity ◽  
Positive Attitudes

Education for Sustainable Development (ESD) is a complex and multifaceted subject, including many aspects, environmental, societal, and financial. It is not a set of knowledge, which can be learned, because it is an evolving subject and in addition solutions that are successfully applied at specific locations might fail elsewhere. ESD should make students aware of the problems humankind is facing and encourage them to become active citizens. Thus, people must also have positive attitudes towards sustainability issues. In this study, we will present the results of a teaching intervention (TI) leading to a system of two expansive learning cycles. For the TI we used the topic of houses, which are a social construct, an economic entity, and have environmental influence. The researcher, an architect had to transform her knowledge to prepare the TI, thus starting an expansive learning cycle which was influenced by the outcome of the TI. The preservice teachers, who decided to use the topic of houses during their internship started their expansive cycle, which again influenced the researchers’ learning cycle. In this study, we will present the results of the TI and the implementation of the preservice teachers’ teachings of SD during their practicum. The preservice teachers reflected on their teachings in their written reports, which were used to analyze how preservice teachers chose to apply the topic ‘houses’ during their internship.

scholarly journals Teaching Programming to Students with Vision Impairment: Impact of Tactile Teaching Strategies on Student’s Achievements and Perceptions

2020 ◽  
Vol 12 (13) ◽  
pp. 5320
Author(s):  
Hind Alotaibi ◽  
Hend S. Al-Khalifa ◽  
Duaa AlSaeed
Keyword(s):  
Sustainable Development ◽  
Computer Science ◽  
Learning Opportunities ◽  
Vision Impairment ◽  
Abstract Concepts ◽  
Final Project ◽  
Positive Attitudes ◽  
Technical Issues ◽  
Development Goals ◽  
Learning Programming

The United Nations (UN) 2030 agenda involved 17 Sustainable Development Goals (SDGs) to achieve a better and more sustainable world for all. The fourth Sustainable Development Goal called for “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all”. Despite international efforts to achieve such a goal, many students with vision impairment (VI) who wish to pursue a degree in computer science face significant challenges and must overcome social and technical obstacles. One challenge is learning how to program as a key skill for pursuing a degree in the field of computer science. This paper explores practical issues in teaching students with VI the basics of programming and presents recommended practices based on a suggested workshop setup. The workshop ran for three weeks, for a total of 60 teaching hours, and involved designing and implementing complete curricula and multi-modal activities to simplify the acquisition of basic programming concepts. Workshop data was collected using several data collection methods—i.e., interviews, observation, questionnaires, performance records, and daily journals. The results indicated an improvement in participants’ programming skills, which was detected through their performance records and final project evaluations. The participants also showed a high interest in learning programming and positive attitudes towards the experience. However, the participants’ experience also involved some challenges such as understanding abstract concepts, code navigation, and some technical issues. The study is hoped to contribute to the literature on education inclusion and to bridge the digital divide in our society.

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