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The adult learner : the definitive classic in adult education and human resource development
\"How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles' pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 8th edition of The Adult Learner has been revised and updated. Holton and Swanson have enlivened the latest edition in terms of content and style. The new supporting website and added chapter level reflection questions make this latest edition more accessible than ever. This new edition includes: Updates to the book to reflect the very latest advancements in the field. Addition of two new chapters: on related cutting edge realms, Neuroscience & Learning and Information Technology & Learning. Creation of a supporting website: This website for The Adult Learner 8th Edition will provide basic instructor aids. For each chapter there will be a PowerPoint presentation, learning exercises, and added study questions. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without\"-- Provided by publisher.
Book
Grade repetition among learners with and without disabilities in two provinces of South Africa
BackgroundIt is critical that disability-disaggregated indicators of educational outcomes are developed and monitored in low-and middle-income countries (LMICs) to demonstrate whether progress is being made towards educational equality.ObjectivesTo design, test and analyse new indicators of grade progression for learners with disabilities relative to learners without disabilities in South Africa. To determine which indicators are the most appropriate for future monitoring.MethodWe undertook the first-ever quantitative analysis of grade repetition and age-for-grade of learners with disabilities relative to learners without disabilities using student-level data collected in the new Education Management Information System (EMIS). Using a longitudinal student-level dataset extracted from EMIS, we conducted cohort analyses of grade progression from 2017 onwards, disaggregated by gender and disability category.ResultsOn average, learners with disabilities experienced grade repetition more frequently than learners without disabilities and were older than their peers. Grade repetition rates decreased from 2017 to 2023 in mainstream schools in KwaZulu-Natal (KZN) province but increased in special schools. Comparatively, 54% of learners without disabilities who started Grade 1 in 2017 progressed to Grade 7 without repetition, versus 20% of learners with disabilities (Gauteng) and only 12% of learners with disabilities (KZN).ConclusionThe high rates of grade repetition among learners with disabilities suggest that reasonable accommodations and curriculum differentiation have not been fully implemented in schools.ContributionThere has been a substantial decline in reporting of learner disability status in Gauteng province since 2022 which warrants further investigation.
Journal Article
The high-impact digital library : innovative approaches for outreach and instruction
\"This book explores background information on outreach and instruction efforts by digital library practitioners, detailed survey results from practitioners themselves, and instructional ideas such as drop-in class sessions, course-integrated instruction, training, and ways digital library practitioners can contribute to the Open Educational Resources (OER) and open pedagogy movements\"-- Provided by publisher.
BOOK
Designing a new undergraduate program in health information management to meet workforce needs in the Philippines
Background
Health Information Management (HIM) has become critical to achieving efficient, data-driven healthcare systems globally. In low-and middle-income countries (LMICs), however, gaps in health information infrastructure and workforce preparedness remain persistent. This paper aims to describe the development and implementation of an undergraduate HIM program at Bataan Peninsula State University (BPSU), as part of a broader effort to strengthen health systems through capacity-building in digital health education.
Methods
Using a qualitative case study design, the research examined policy documents, institutional records, and strategic frameworks related to HIM education in the Philippines. Data were collected through document analysis, stakeholder interviews and focus groups, curriculum mapping, and international benchmarking. The curriculum was developed through a participatory, iterative process that included expert consultation, local health system needs assessments, and alignment with the national (CHED) and international standards.
Results
The BPSU HIM department offers a community-based, stakeholder-driven model for HIM education in an LMIC setting. It balances technical competencies in data management and informatics with a strong emphasis on public health relevance and local responsiveness. Key implementation outcomes include expanded stakeholder engagement, curriculum alignment with national and global standards, and partnerships with local and international development actors. The program also faced challenges such as limited faculty capacity, infrastructure constraints, and regulatory delays, which were addressed through targeted mitigation strategies such as blended learning, provisional curriculum approvals, and capacity-sharing with partner institutions.
Conclusions
BPSU’s HIM initiative demonstrates how regional universities in LMICs can lead in building a digitally competent health workforce aligned with both national priorities and global trends. The program offers a replicable model for other state universities, contributing to health equity and system resilience. Strategic recommendations include national curriculum standardization, regulatory support, industry-academic linkages, and research on HIM’s impact on health service delivery.
Journal Article
The knowledge economy
\"Revolutionary account of the transformative potential of the knowledge economy Adam Smith and Karl Marx recognized that the best way to understand the economy is to study the most advanced practice of production. Today that practice is no longer conventional manufacturing: it is the radically innovative vanguard known as the knowledge economy. In every part of the production system it remains a fringe excluding the vast majority of workers and businesses. This book explores the hidden nature of the knowledge economy and its possible futures. The confinement of the knowledge economy to these insular vanguards has become a driver of economic stagnation and inequality throughout the world. Traditional mass production has stopped working as a shortcut to economic growth. But the alternative--a deepened and socially inclusive form of the knowledge economy--continues to lie beyond reach in even the richest countries. The shape of contemporary politics on both the left and the right reflects a failure to come to terms with this dilemma and to overcome it. Unger explains the knowledge economy in the truncated and confined form that it has today and proposes the way to a knowledge economy for the many: changes not just in economic institutions but also in education, culture, and politics. Just as Smith and Marx did in their time, he uses an understanding of the most advanced practice of production to rethink both economics and the economy as a whole\"-- Provided by publisher.
Book
Health informatics competencies in postgraduate medical education and training in the UK: a mixed methods study
ObjectiveTo assess health informatics (HI) training in UK postgraduate medical education, across all specialties, against international standards in the context of UK digital health initiatives (eg, Health Data Research UK, National Health Service Digital Academy and Global Digital Exemplars).DesignA mixed methods study of UK postgraduate clinician training curricula (71 specialties) against international HI standards: scoping review, curricular content analysis and expert consultation.Setting and participantsA scoping literature review (PubMed until March 2017) informed development of a contemporary framework of HI competency domains for doctors. National training curricula for 71 postgraduate medical specialties were obtained from the UK General Medical Council and were analysed. Seven UK HI experts were consulted regarding findings.OutcomesThe International Medical Informatics Association (IMIA) Recommendations for Biomedical and Health Informatics Education were used to develop a framework of competency domains. The number (maximum 50) of HI competency domains included in each of the 71 UK postgraduate medical specialties was investigated. After expert review, a universal HI competency framework was proposed.ResultsA framework of 50 HI competency domains was developed using 21 curricula from a scoping review, curricular content analysis and expert consultation. All 71 UK postgraduate medical curricula documents were mapped across 29 of 50 framework domains; that is, 21 domains were unrepresented. Curricula mapped between 0 (child and adolescent psychiatry and core surgical training) and 16 (chemical pathology and paediatric and perinatal pathology) of the 50 domains (median=7). Expert consultation found that HI competencies should be universal and integrated with existing competencies for UK clinicians and were under-represented in current curricula. Additional universal HI competencies were identified, including information governance and security and secondary use of data.ConclusionsPostgraduate medical education in the UK neglects HI competencies set out by international standards. Key HI competencies need to be urgently integrated into training curricula to prepare doctors for work in increasingly digitised healthcare environments.
Journal Article
Perceived benefits and post-adoption usage of education management information system
PurposeThe purpose of this research is to explore and explain education management information system (EMIS) post-adoption in the context of mandatory settings, focusing on perceived benefits and individual and institutional post-adoption usage.Design/methodology/approachTo fulfill the research objectives, the study proposes a conceptual model grounded in the technology acceptance model (TAM) and the technology-organization-environment (TOE) framework. Data for model validation were obtained via a questionnaire and were collected from 144 teachers in public primary schools in the Republic of North Macedonia. For statistical analysis, PLS-SEM was used.FindingsBased on the conducted statistical analysis, it is found that in mandatory environments, perceived ease of use, perceived usefulness, compatibility, complexity and governmental support are the factors that have indirect effects on the post-adoption usage, and only the factors, technological knowledge and external information and communication technology (ICT) support, have direct effects on the post-adoption usage. The individual post-adoption usage in mandatory settings depends on whether benefits are perceived in the course of EMIS usage; they become a central factor due to the accumulated knowledge and experience.Originality/valueThe main contribution of this study is to theoretically and empirically discover the most important factors that influence EMIS post-adoption usage. Perceived benefits are considered as external factors to the TOE framework and mediate the effect of TAM-TOE factors on individual post-adoption usage.
Journal Article
The Use of Artificial Intelligence Combined with Cloud Computing in the Design of Education Information Management Platform
Based on cloud computing theory and service-oriented architecture (SOA) design pattern, a smart education management platform is designed by using cloud computing and artificial intelligence technology. The platform is deployed in the server cluster environment, with Hadpoop managed storage cluster as the data storage center. For the education management, education portal and remote classroom, the corresponding services are launched, which has the advantages of intelligent and efficient, massive data access and intelligent collaborative management. The test results show that the platform can be used normally in the ports of computer, mobile phone and tablet computer, and can successfully complete the basic operations such as user registration and login, educational administration, and content storage. The results of database stress test show that the total time consumption of sequential read, sequential write, random read and random write is 752s, 312s, 968s and 211s, respectively when millions of simulated data are inserted into the database, which indicates that the database can support large-scale data access. The stress test results of content storage service show that when the number of clients is adjusted to 500, 1000 and 3000, the output quantity of each read-write interface can be maintained at about 3500 pages/min in 60s, indicating that the system can still run stably under the condition of high concurrency. The management platform discussed has practical significance to promote the development of intelligent and information-based education management.
Journal Article
A Model for Digital Education Management Information System Using Wireless Communication and BP Neural Networks
With the popularity of wireless communication and different mobile intelligent terminals, digital education management information systems are becoming increasingly popular among students. The problem of modernized teaching has significantly influenced and altered teaching quality evaluation methodologies and models. However, the findings revealed that the existing intelligent teaching quality diagnostic still needs to improve design and execution. As a result, creating an education management information system is critical, and establishing a digital education management information system has become a critical undertaking. To address these problems, this research paper presents a model for a digital education management information system (DEMIS) that utilizes wireless communication and BP neural networks (BPNNs) to manage digital education in schools. The paper highlights the significance of wireless communication and DEMIS in modern education. The study employs a grey prediction model and a BP neural network model to predict the trend of education development. The DEMIS is set up using MATLAB simulation with management constraint parameters, and the sample data originate from 85 instructors’ digital education assessment ratings. The experiment is carried out in two parts: using the grey prediction model and the BPNNs, which verify the suggested method’s efficacy in managing digital education in schools. The experimental findings suggest that, by combining wireless communication and BPNNs, the system can handle the campus network’s information in a unified manner and give decision assistance to managers, which is very practicable. Therefore, the suggested DEMIS may effectively enhance students’ learning experiences and education quality.
Journal Article