Explore the vast range of titles available.

El presente artículo hace un recuento de los andragogos que han aportado para la construcción de la Andragogía, que como ciencia incipiente, tiene aún muchas oportunidades de mejora para que los adultos estén en una situación de libertad en sus procesos de aprendizajes.

While police are frequent responders to individuals experiencing psychological crises, they often lack the communication training needed to peacefully de-escalate these complex situations. This article analyses a three-day police communication and de-escalation training program, delivered by experienced police negotiators to general duties officers. To assess the training’s effectiveness, semi-structured interviews were conducted with eight police officers from an Australian police organisation: three police negotiators who deliver the training and five general duties officers who received it. Applying adult learning theory (andragogy) as a lens, the findings revealed that the police trainees valued the student-centred, active learning approach to training, which differed from traditional rote training. Participants reported long-term benefits, noting the training’s effectiveness in peacefully de-escalating crises in practice. Limitations were also identified, including the absence of follow-up, refresher training, and the lack of availability of the program at the police academy and for all frontline officers.

The paper focuses on the evolution of attempts to integrate adult education in the Czech academia from approximately the mid-20th century onwards as well as on the various approaches to the concept of andragogy in that period. It applies the historic method mixed with elements of theoretical and comparative research. The paper starts by describing extended time periods in which the term andragogy was not yet in use. Then it sheds light on attempts to establish andragogy as an independent scientific discipline that seeks to cultivate adult individuals by means of (not exclusively) learning and education. The subsequent section pays attention to the recent period in which Czech andragogy lost some of its previous ambitions. Thus, the paper shows the main shifts in approaches to andragogy as well as the differences between the dominant approaches in the Czech and Western (European) contexts. A delayed mirroring of European trends is characteristic of the Czech development. Članek se osredotoča na evolucijo poskusov integracije izobraževanja odraslih v visokošolsko izobraževanje na Češkem od približno sredine 20. stoletja naprej in na pristope k andragogiki v tem obdobju. Uporabljena je zgodovinska metoda z elementi teoretične in primerjalne raziskave. Članek na začetku obravnava daljša časovna obdobja, ko izraz andragogika še ni bil v rabi. Nato osvetljuje poskuse, da bi se andragogika vzpostavila kot neodvisna znanstvena disciplina, ki prek (ne zgolj) učenja in izobraževanja spodbuja razvoj odraslih ljudi. V nadaljevanju se osredotoča na nedavno zgodovino, ko je češka andragogika opustila nekaj svojih preteklih ambicij. Članek tako pokaže razvoj pristopov k andragogiki kot tudi razlike med pomembnejšimi pristopi znotraj češkega in zahodnega (evropskega) okvira. Za razvoj andragogike na Češkem je značilno zrcaljenje evropskih trendov s časovnim zamikom.

Skills are central to shaping a better future and to enabling countries and individuals to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as digitalisation, globalisation, demographic change and climate change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects offer a strategic and comprehensive approach to assessing countries’ skills-related challenges and opportunities, and to supporting the development of more effective skills systems. The OECD works in close collaboration with countries to develop policy responses that are tailored to their specific skills needs. The work is guided by the OECD Skills Strategy Framework, which supports analysis and dialogue on how countries can: 1) develop relevant skills over the life course; 2) use skills effectively in work and society; and 3) strengthen the governance of their skills system. This report, OECD Skills Strategy Thailand: Assessment and Recommendations, identifies key opportunities and presents targeted recommendations to strengthen the skills of youth in initial education, foster greater participation in adult learning, and strengthen the governance of the skills system.

Background: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. Method and results: A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory. Outcome: The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

In adult education, the concept of self-directed learning has great importance. This term arose in the field of adult education in the 1970s and is still a widely used term in the field. Annual symposiums have been held by the International Society for Self-Directed Learning since 1986, dedicated to the promotion of self-directed learning. The society also publishes an international journal of self-directed learning. A term of more recent origin is self-regulation, used by some authors sometimes interchangeably with self-direction. This review article focuses on the term self-directed learning, which is the term most frequently used in adult education. Many consider the tendency for self-direction to be a fundamental difference between children and adults in a learning situation. This article deals with some factors that affect the understanding of self-directed learning. At the beginning is given a short case story and an account for different perceptions of self-directed learning. This is followed by a clarification of different aspects of self-directed learning, such as why it is advisable, what affects the tendency to self-directed learning, and if self-direction is essentially innate or learned. The situational aspect is dealt with separately as a relatively self-contained aspect of self-directed learning. The presentation is based on a literature study.

Despite a rich tradition of institutional adult education and relatively continuous development of andragogical theory and practice, the Republic of Croatia has only adopted strategic and legal frameworks that have created the conditions for the professionalisation of adult education staff in the last twenty years. This paper aims to present the andragogical thought, legislative framework, and andragogy study programme in Croatia. The need for the university education of andragogues stems from research results that indicate many employers prefer highly educated staff in this field. To respond to current needs, the Faculty of Humanities and Social Sciences in Rijeka is going to implement a University Part-Time Graduate Study in Andragogy programme designed in accordance with ten years of positive experience in adult education in the Republic of Croatia, modern achievements in andragogical theory and practice, and based on the Croatian Qualification Frame. Kljub bogati tradiciji institucionalnega izobraževanja odraslih in relativno neprekinjenega razvoja andragoške teorije in prakse je Hrvaška šele v zadnjih 20 letih vzpostavila strateško in zakonsko ogrodje, ki je ustvarilo pogoje za profesionalizacijo zaposlenih v izobraževanju odraslih. Članek predstavlja andragoško misel, zakonodajno ogrodje in študijski program andragogike. Potrebo po univerzitetni izobrazbi andragogov so pokazali rezultati raziskav, da številni delodajalci dajejo prednost visoko izobraženemu kadru na tem področju. V odgovor na sodobne potrebe bodo na Filozofski fakulteti na Reki izvajali program izrednega diplomskega študija andragogike, oblikovan v skladu z desetletjem pozitivnih izkušenj dela na področju izobraževanja odraslih v Republiki Hrvaški, s sodobnimi pristopi k andragoški teoriji in praksi, ter na podlagi Hrvaškega ogrodja kvalifikacij.

The focus of this paper is on the development of andragogy as an academic discipline and andragogy programmes at Tallinn University. It also reviews the development of adult education in Estonia and outlines empirical findings from previous research related to the learning experiences and the professional identity of students and graduates of andragogy programmes. The research questions in this paper are: What are the main developments of adult education and andragogy as an academic discipline? How do andragogy students and graduates understand their learning experience and professional identity? The findings suggest that academic studies and learning experiences enable students to construct a strong learner identity, which impacts the formation of professional identity. The sense of professional identity becomes stronger during the period of academic studies and continues to develop as a self-developmental process with professional, educational, and personal choices.

Pathways to support paraprofessionals to become licensed teachers are a particularly relevant avenue to address the current teacher shortage. Starting from the premise that paraprofessionals differ from traditional undergraduate students in significant ways, we embarked on a process of examining how to prepare paraprofessionals in honorable ways. In this reflective essay, we closely examine and reflect upon the learning experiences of paraprofessionals and the effectiveness of adult learning methods employed in one redesigned course. We share emerging themes from this work and discuss implications for our program and recommendations for teacher preparation programs pursuing similar teacher preparation pathways.