Ïåäàãîã³÷í³ íàóêè/6. Ñîö³àëüíà ïåäàãîã³êà
Áåðåñòîê Î.Â.
Êîáæåâ Î. Ì.
Ñóìñüêèé íàö³îíàëüíèé àãðàðíèé
óí³âåðñèòåò,Óêðà¿íà
Adult
Education in Europe as a central requirement
for keeping the competitiveness of the European
Economic Area.
Adult education means entering university and further
education college, publicly funded provision made by a local authority, with
the Workers' Education Association (WEA), or in community settings. Adult
education is also named lifelong learning. Within universities it has also been
known as Continuing Education.
Adult education can be for leisure,
skills, re-training, qualification, and progression. The definition of ‘adult’
varies from provider to provider.
Some forms of adult learning are called non -vocational education. Some recent European Governments initiatives were
around 'informal learning' meaning in this respect learning which is not
contributed by the state or institutions . In the National Institute of Adult
Continuing Education's Inquiry ( in England and Wales) into the future for
Lifelong Learning it is distinguished in the following way:
- in educational organizations, at work, at home and
through leisure activities.
- people of all
ages learning in a variety of aims
It concentrates basically on adults
coming back to coordinated learning rather than on unplanned learning.
Adult Education in Europe has its own history and
tradition. The
focal point is on conveying
democratic competence. In addition to information about the framework of the state and society, this also includes the
qualification for personal engagement on behalf of the state and society.
What
is typical for Adult Education in Europe?
Most adult education in Europe
takes place in colleges of further education (FE) or universities providing
higher education (HE). Many FE colleges now propose HE courses. The stress in FE is in skills and
vocational qualification. Publicly funded non-vocational education has
traditionally been led by local government
working with a 'safeguarded' budget.
Adult Education in Europe has brought about extraordinary things. The exchange of experiences and
best practices between European countries is to be accepted. The EU encourages
this by maintaining contacts and activities in the sphere of education which
stretch out across borders and are almost always achieved by mutual interest
and accompanied by the taking up of interesting ideas. In Europe in which social and civic contacts
across borders are routine, the requirements are of course present for
imparting knowledge of positive experiences with citizenship education in other
countries, which can in turn implement these as a source of encouragement and
an enrichment of their own practices. On the contrary, Adult
Education of one country can also undoubtedly
learn from the traditions, customs and different approaches in other countries
and develop further.
Responsible
public institutions/ ministries.
Adult education in England is currently the responsibility of the Department
for Business Innovation and Skills. It gives a set of policy branches -
innovation, science, business sectors and law, economics and statistics,
employment matters, trade and export as well as adult, further and higher
education. The Department for Education is in charge of education and
children's services but also has responsibility for 16-19 education.
Providers of Adult Education. Local authority created and provided adult education of a non
-vocational one is arranged through a protected fund (adult safeguarded
learning) by Government. This million provision has been stable for long period
but was not brought down back in the very recent budget. Further education
colleges and training institutions are basically engaged in
vocational and skills related education.
Employers create a lot of training. Universities
through their lifelong learning departments (which are usually called Continuing
Education or Extra Mural departments) also arrange adult education with some
Government subsidies.
'Informal learning' (Government definition) is supplied through libraries,
galleries and museums as well as by community and voluntary organizations like University of the Third Age, The Women's Institute ( in England and
Wales), Arts associations, clubs and societies. The media has also had a
considerable part to play in promoting and providing adult learning.
Relevant organisations and national (service) associations NIACE - The National Institute for Adult and Continuing Education. The
aim of NIACE is to support the study and general advancement of adult
continuing education by increasing access for the communities under-represented
in current provision, by widening the quantity of adults engaged in formal and
informal learning, and by
enhancing the quality of opportunities accessible.
Finances. Adult learning in Europe is funded from a huge diversity of public,
private and voluntary sources. The national Inquiry into the Future of Lifelong
Learning( in the United Kingdom) is making an effort to evaluate the total
scale of this expenditure. Its current work proposes that total expenditure
from public sources exceeds £30 billion per year, but the
National Employers Skills Survey suggests that employers spend £38
billion per year. Of this total expenditure, some 95% is spent on an economic
aim learning. The last decade has shown a very substantial increase in
education expenditure in the United Kingdom. Over the decade from 1995-6 to 2005-6
total expenditure by the education departments enlarged in real terms
(corresponded to inflation) by 46%, to a total of £67.1 billion (a rise
from 4.9% to 5.5% of GDP), of which 29% is given to post-compulsory education and
training. Nevertheless, the majority of this 29% is consumed on the fundamental
education of young people (16-19 year olds in Further Education and 18-22 year
olds in Higher Education), and it is impossible to indicate this from
expenditure on adults, since much teaching is in age mixed classes and
institutions.
The NIACE investigation estimated that the total spending on adult
learning provision by investor could be no less than £55 billion with a
further £38 billion per year expended on the time invested in learning.
They consider both figures to be under evaluated. Of the £55 billion
£34.65 billion (63%) was spent on development of employee
with £16 billion which the private sector had provided.
On the other hand, their basic conclusion from their analysis enclose the
following: 65% of total public spending in 2007-8 on post-compulsory education
(£9.75 billion) was expended on higher education, three quarters of which
was evaluated as gone to learners under age 25.
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Participation
level. NIACE annual adult
learning participation survey gives data on learning by age, gender, previous
education experience, regional variations, and ethnicity. Its 2009 survey
proposed an increasing learning divide: - ethnic minority adults overall report higher current participation
(26%) than white adults (17%). -people in full time (47%) and part-time (49%) are more likely to
report current or recent participation in learning than unemployed people
(40%), and far more likely than people who are not in paid employment (27%)
or who are on pension (16%). - the older you are the less probably you are to take an active part in learning
with 20-24s (61%) nearly twice as likely as 55-64s (31%), and more than three
times as likely as 65-74s (18%) - but the Government's Foresight investigation
on mental well-being showed how learning has positive benefits on
health of older people. - new or recent participation among unemployed adults dropped by 3
percentage points between 2008 and 2009, from 43% to 40%, while the quantity
of unemployed have risen, - current or recent participation among full-time workers enlarged by
2 percentage points between 2008 and 2009, but since 2002 it has fallen from
52% to 47% NIACE's 2010 investigation stated that: - the proportion of people reporting no learning since leaving school
has dropped dramatically from 37 per cent in 2009 to 31 per cent in 2010
(marking a total four percentage points below any previous study) and making
understandable that the rise in participation is getting adults previously untouched
by adult learning; - the overall numbers planning to study has increased in 2010 to
almost half (47 percent), the highest figure reported in a 20 year sequence
of NIACE surveys. Nearly as significant is the drop - from 47 per cent in
2009 to 34 per cent in 2010 - who say they are very improbably to take up
learning during the following three years; - 56 per cent of ABs, 51 per cent of C1s, 37 per cent of C2s and 30
per cent of DEs report current or recent learning. There are rises of three
to four percentage points for ABCs but a jump of six percentage points in DEs
is unparalleled. In previous studies DEs have never shown more than a single
percentage acceleration, and have always reported within the 24-26 per cent
limit. In spite of this ABs stay almost twice as probably to participate as
DEs; - three in five (60 per cent) full-time workers are eager to take up
learning - an upheaval of 13 percentage points since 2009; 58 per cent of part-time
workers are going to study – an increase of nine percentage points on 2009;
and for people seeking work there is a rise of 17 percentage points, with 67
per cent planning to study; - current participation, having fallen to its lowest line for a decade
in 2009, increased by three percentage points to 21 per cent - less than the
highs experienced between 1996 and 2003, but pertaining recent reductions; - women (23 per cent current and 44 per cent current/recent learners)
go on taking part in larger numbers than men (20 per cent and 41 per cent
correspondingly). Most teachers in Further
Education are well experienced in their sphere, and many of them have
undertaken definite roles as supervisors, mentors or workplace trainers
before starting on their formal training as teachers. When they embark formal
training for national teaching qualifications, most of them are already
employed as full-time or part-time FE teachers. Their initial teacher
training (ITT) courses incorporate a mix of taught and practice elements. In
2001, new national arrangements were
introduced compelling FE
teachers to get a teaching qualification based on National Standards for
teaching and supporting learning. Qualifications established on the National
Standards are suggested by both higher education institutions (HEI) and
national granting organizations. In response to a review of teacher training
carried out by Inspectors from Her Majesty's Inspectors of Schools (HMI) and
the Adult Learning Inspectorate (ALI), in 2003, the Department for Education
and Skills (DES) initiated a basic national consultation on the reform of ITT
in FE and the wider LSC sector, after which it stated major reforms to the
system in the 2006 FE White Paper, Further Education: Raising Skills,
Improving Life Changes. To be employed as a teacher in FE in England an
individual must now have at least a level 3 qualification (ISCED 3) in the
subject (for some academic subjects a University degree is necessary ), as
well as a teaching qualification recognized by the Sector Skills Council for
FE (Lifelong Learning UK - LLUK). LLUK is in charge for implementing the 2007
Further Education Workforce Strategy, which is created to support all
colleges and learning providers in designing their own local workforce plans
to keep up the delivery of provision for young people, adults and employers.
The new qualifications (and others under development) play the key role in
this strategy. The Teachers Qualification Framework which LLUK has created
includes qualifications for different ways of teaching and non-teaching staff
(in Learning Support, e-Learning, Assessment and in Leadership &
Management).There is no national demand for teaching staff in higher
education to hold a teaching qualification, but over the last decade it has
become the normal expectation for new staff, encouraged by the Higher
Education Academy (HEA), who have been working in service and fundamental teacher training for academic staff. The form of training
and the requirements to teach are appointed by individual institutions, who
commonly train their own staff through courses established by HEA. Successful
completion of HEA recognized courses gives an opportunity to get
"Registered Practitioner" status (effectively a nationally
recognized teaching qualification). Some
definite problems about getting teaching qualifications. There are
particular problems about getting teaching qualifications on the large body
of part-time teachers in higher education, and work is in progress in HEA to
understand these messages, and develop necessary answers. The Academy has
determined a typology of part-time teachers, with each category having
particular training needs: - Part-time teachers
play a very limited role - Inexperienced
teachers already present in the HEI (often postgraduate students) are ready
to offer proper narrow data to teaching. - Inexperienced
teachers as new staff in the HEI deployed to suggest defined narrow data to
teaching (e.g. with definite technical or specialized subject facility) - Experienced
part-time teachers who have other responsibilities which place limitation on
their accessibility and who wish to undertake a restrictive set of teaching
roles - Inexperienced or
experienced part-time teachers who yearn to carrying out all forms of
teaching activity (but who also may have competing commitments) - Fractional teaching
staff who have the same title and access to the opportunities and
infrastructure as full-time colleagues have.In the Private Training
Organization (PTO) department, subject qualifications of teaching and
teaching coordinated staff differ from an apprenticeship to postgraduate
qualifications. Teaching qualifications have a tendency to be within a narrow
range - the City and Guilds Stage 1 and 2 qualification or the level 3/4
learning and development (L&D) awards. LLUK is currently overlooking the
conversion of the old Training and Development Lead Body (TDLB) components to accommodate to the new
requirements for teaching in FE.
³äîìîñò³ ïðî àâòîð³â. Áåðåñòîê Îëüãà
Âîëîäèìèð³âíà, ñòàðøèé
âèêëàäà÷ êàôåäðè ³íîçåìíèõ ìîâ Ñóìñüêîãî íàö³îíàëüíîãî àãðàðíîãî óí³âåðñèòåòó Àäðåñà: 40035 ì. Ñóìè , â.
×åðåï³íà, 46 «Á», êâ.39 Êîáæåâ Îëåêñàíäð
Ìèêîëàéîâè÷, êàíäèäàò ô³ëîëîã³÷íèõ
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àãðàðíîãî óí³âåðñèòåòó Àäðåñà: 40011 ì. Ñóìè , â. Ïåòðîïàâë³âñüêà, 127,
êâ.54 Ò.
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