Journal of Adult and Continuing Education最新文献_第3页

Beyond the paradigm of uninterrupted expansion of participation: Backing the policy of emancipation from andragogical powers 超越不断扩大参与的范式：支持从教育权力中解放出来的政策

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-05-21 DOI: 10.1177/14779714241253767

Paolo Federighi, Francesca Torlone, Francesco De Maria

{"title":"Beyond the paradigm of uninterrupted expansion of participation: Backing the policy of emancipation from andragogical powers","authors":"Paolo Federighi, Francesca Torlone, Francesco De Maria","doi":"10.1177/14779714241253767","DOIUrl":"https://doi.org/10.1177/14779714241253767","url":null,"abstract":"Participation rate in adult and continuing education (ACE) is one of the multiple indicators of distributive justice. Nonetheless, the literature of recent decades has turned it into a cardinal principle and value. Expansive paradigm that envisages the progressive and generalised development of participation rate in ACE is examined in this article. The aim is to analyse the structure of their argument. Their comparison with Eurostat data on participation and with the results of the RegALE-European Union (EU)-Survey on opinions of local and regional stakeholders is carried out to reach two conclusions. The first concerns the incapacity of Member States to translate expansive paradigm into effective ACE policies. The second one puts forward the theory of the learning exclusion equilibrium as a tool for explaining the reasons for the lack of progress recorded in terms of participation rate in ACE. At the same time, a critical analysis of the political idea of participation rate is performed. Contrasted with the participation objective is a different parameter focused on the individual and social future consequences of the learning processes in which each adult is involved.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141115212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Quality of higher education in the Gulf Cooperation Council countries: A review on the progress towards 2030 SDGs 海湾合作委员会国家的高等教育质量：2030 年可持续发展目标进展回顾

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-05-20 DOI: 10.1177/14779714241253400

E. Fathelrahman, Ghaleb Ali AlHadrami AlBreiki

引用次数: 0

Reforming higher education in South Africa by addressing gender inequalities 通过解决性别不平等问题改革南非高等教育

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-05-16 DOI: 10.1177/14779714241252739

Anri Wheeler, Laurika Wiese

{"title":"Reforming higher education in South Africa by addressing gender inequalities","authors":"Anri Wheeler, Laurika Wiese","doi":"10.1177/14779714241252739","DOIUrl":"https://doi.org/10.1177/14779714241252739","url":null,"abstract":"Introduction: South Africa has a unique history of racial inequality, which in turn contributed to gender inequalities in the country – also within higher education. Gender equality is one of the United Nations’ Sustainable Development Goals (SDGs). Higher education can contribute to this SDG by setting an example in the community for creating healthy and socially just conditions for their female staff and students. Methods: Female employees from all staff components (academic, support services, and operational staff) of a South African University of Technology participated in focus group discussions to determine their gender equality experiences. Facilitating questions were used to guide the conversations. Thematic analyses of the transcribed focus group discussions were conducted, and emerging themes were explored. Results: Some male colleagues prefer to work solely with other male colleagues, resulting in women being sidelined and feeling voiceless. Female employees reported being harassed by students and having difficulty managing professional and family life. They were also concerned about their future based on their gender. Services staff had positive experiences engaging with male students, staff, and supervisors. Conclusion and implications: It is imperative for higher education institutions’ growth and development and fulfilling their role in contributing to the SDGs that gender equality be prioritised. The unique traditional and cultural burdens of South African women in higher education should be taken into consideration when re-imagining gender equality. By aligning their efforts with the SDGs, universities can contribute to a more equitable and sustainable future, paving the way for transformative change within society.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140967600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Moving from local to global: The examples of the United Nations Sustainable Development Goals and the Okanagan Charter 从地方走向全球：联合国可持续发展目标和《奥肯那根宪章》的实例

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-04-23 DOI: 10.1177/14779714241248748

Vicki Squires

{"title":"Moving from local to global: The examples of the United Nations Sustainable Development Goals and the Okanagan Charter","authors":"Vicki Squires","doi":"10.1177/14779714241248748","DOIUrl":"https://doi.org/10.1177/14779714241248748","url":null,"abstract":"The United Nations Sustainable Development Goals (SDGs) set forth 17 broad goals that we should pursue globally to ensure the health of the planet and of humankind. Within each goal, several targets are identified. This article explores the overarching framework of the SDGs as a guide to ensuring human and planetary health. The one goal, Goal #3: Global Health and Wellbeing was described in more detail. Simultaneous to the development of the SDGs, a health promotion framework, the Okanagan Charter, was launched. The Okanagan Charter similarly identifies the calls to action and principles that are the foundation of the work. This article explores briefly the origins of the Okanagan Charter and describes the study that was conducted to explore the implementation of the Charter at the first 10 campuses to sign on to the Charter. The findings identify that systems approaches require leadership and engaged champions, effective communication structures, dedicated resources, work across silos, and development of targets and measures to gauge progress; these structures are crucial for effective systems approaches to complex initiatives such as holistic health promotion strategies. The article concludes with a discussion about future directions for the crucial health promotion agenda.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140671425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leadership in uncertainty: Improvisation and positioning in municipal adult education 不确定性中的领导力：市级成人教育中的随机应变和定位

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-04-15 DOI: 10.1177/14779714241247006

Fred Carlo Andersen, Gunn Vedøy, Erlend Dehlin

{"title":"Leadership in uncertainty: Improvisation and positioning in municipal adult education","authors":"Fred Carlo Andersen, Gunn Vedøy, Erlend Dehlin","doi":"10.1177/14779714241247006","DOIUrl":"https://doi.org/10.1177/14779714241247006","url":null,"abstract":"This study examines how six principals in Norwegian adult education centres (AECs) navigate and make sense of and navigate the multifaceted and uncertain environment in which they act. Specifically, the study aims to explore the significance of improvisation and positioning in the principals’ day-to-day decision-making and leadership as they address the challenges posed by complex migration patterns, shifting policies, and diverse student populations. The principles were interviewed in spring 2018, and selected to represent the diversity of such centres. Through initial analyses, the study identified that the environment of AECs was characterised by complexity, unpredictability, and uncertainty. Moreover, results indicate that improvisation and planning interplay. In addition, improvisation is strengthened by a collective focus on improvement, unpredictability as a rule and diversity as a strategy. Regarding leadership understood as positioning, we see how the principals assert their roles through power dynamics, acting on potential for change, and collaboration. Recognising the unique challenges faced by AEC principals, there is a need for targeted support and professional development that addresses the importance and understanding of improvisation and positioning in AEC-leadership. Moving forward, our findings should have implications for research, policy, and practice in municipal adult education. Key words: Principals, adult education centres, unpredictability, positioning, improvisation.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140583421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Around the world in fifteen articles 用 15 篇文章环游世界

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-04-10 DOI: 10.1177/14779714241245195

Michael Osborne

引用次数: 0

Contributions of three Mexican higher education institutions to sustainable development: A comparative analysis 墨西哥三所高等教育机构对可持续发展的贡献：比较分析

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-03-29 DOI: 10.1177/14779714241240987

Lindsay Carrillo Valdez, Leónides Villanueva Gutiérrez, Germán Álvarez-Mendiola

{"title":"Contributions of three Mexican higher education institutions to sustainable development: A comparative analysis","authors":"Lindsay Carrillo Valdez, Leónides Villanueva Gutiérrez, Germán Álvarez-Mendiola","doi":"10.1177/14779714241240987","DOIUrl":"https://doi.org/10.1177/14779714241240987","url":null,"abstract":"This research focuses on the study of the contributions of three of the most important Mexican higher education institutions – National Autonomous University of Mexico (UNAM), Monterrey Institute of Technology and Higher Education (ITESM), and University of Guadalajara (UDG) – to sustainable development (SD) considering public information from websites, as well as global, national, and local literature. The objectives were to understand how these HEIs integrate the SDGs into their institutional strategies and compare the extent to which they contribute to sustainable development. The analysis showed that the three institutions incorporated the 17 SDGs into their strategic plans, developed a specific organizational structure to manage and monitor sustainability, and reported multiple activities with different approaches and levels of contribution. These differences may be related to: (a) the diverse meanings that institutions give to sustainability; (b) the lack of clarity in the criteria that each institution uses to consider an activity as SDG-oriented/SDG-based; (c) the lack of transversality between institutional activities and the SDGs beyond discourse; and (d) institutional characteristics. In view of the above, we propose some ideas to promote institutional better practices and policies that favour, through higher education, accelerated progress towards the Global Goals and the 2030 Agenda.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Confronting climate denial in higher education to promote sustainable futures 应对高等教育中的气候否认现象，促进可持续的未来

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-03-28 DOI: 10.1177/14779714241242713

Mark C. Baildon

{"title":"Confronting climate denial in higher education to promote sustainable futures","authors":"Mark C. Baildon","doi":"10.1177/14779714241242713","DOIUrl":"https://doi.org/10.1177/14779714241242713","url":null,"abstract":"By many accounts, societies, their institutions, and citizens are not doing enough, and with the necessary urgency, to address the climate crisis. While higher education institutions have embraced the rhetoric of sustainability and contributed to climate science, the development of renewables and other climate solutions, and a host of policy reforms that aim for greater sustainable development, this paper argues that particular forms of climate denial have impeded more transformative directions in higher education. These denials include denying the depth and magnitude of the problems that the planet and people around the world are facing, the unsustainability of continued limitless growth, and a denial of the contexts, legacies, and discourses that have often served to impede important reforms in higher education. Using a climate denial lens, this paper examines the role of different forms of denial in higher education, such as the role climate denial funding sources in universities and how historical legacies and modern neoliberal discourses continue to limit possibilities for more transformative reforms in higher education. The paper concludes by sharing how these forms of denial might be addressed to advance a stronger response to the climate crisis.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140371669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

African values as natural drivers of global citizenship 非洲价值观是全球公民意识的自然驱动力

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-03-23 DOI: 10.1177/14779714241240382

I. Biao

引用次数: 0

How UK universities approach sustainability: A timely review 英国大学如何对待可持续发展：及时回顾

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-03-22 DOI: 10.1177/14779714241240985

Ronghui Zhou

{"title":"How UK universities approach sustainability: A timely review","authors":"Ronghui Zhou","doi":"10.1177/14779714241240985","DOIUrl":"https://doi.org/10.1177/14779714241240985","url":null,"abstract":"This article aims to explore the definitions and approaches of sustainable development (SD) in UK higher education institutions (UKHEI). Specifically, the article investigates how SD and education for sustainable development (ESD) are defined and enacted from the official websites of the 24 Russell Group Universities. The findings reveal that some of these universities disclosed their institutionalised sustainability conceptualisation with specific targets; more than half of these universities did not disclose their institutional definitions. Despite this inconsistency, all of the universities have recognised the importance of sustainability and SDGs and prioritised one or multiple dimensions of sustainability. Sustainability is implemented in UKHEIs mainly through four categories of activity: the learning environment, Research SDGs, external collaboration, and curriculum integration. This article found that sustainability has been routinised and systematically integrated by these universities regardless of their institutionalised sustainability conceptualisation. A more innovative path, however, is needed to ensure that sustainability transitions from being merely a strategic priority to an institutional ethos that drives all actions and decisions in these universities.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140216473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0