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This book presents key concepts, information and principles that should underlie the practice of adult education in African contexts. It assumes that adult educators should have a historical perspective on the current educational context, understand how the colonial experience has impacted on indigenous traditions and be aware of the philosophical underpinnings of adult education activities. The chapters introduce the foundations and history of adult education in Africa; philosophy and adult education; socio-cultural, political and economic environments; opportunities and access for adult learners; gender and development in adult education; adult education as a developing profession; information and communication technology; globalization and adult education; and policies and structures of lifelong learning
Presenting psychology as an applied discipline that can help adult educators be more effective in their work, this book analyses the cultural factors that influence the characteristics, behaviour and thinking of adult learners. It emphasizes the collective orientation of African cultures and the view of the self in terms of interdependent relationships within a community. The chapters provide an introduction to the psychology of adult learning and address the following: characteristics of adult learning; life span development; human motivation and participation; learning styles; facilitating adult learning; and guidance and counselling of adult learners.
Adopting a social action perspective, this book is an assessment of where adult education now stands in the world. It argues that the purposes and rationale of adult education need to be reconceptualised for it to become an effective agent of change.
Global Issues and Adult Educationbrings together seven years of cutting-edge research and analysis from the Cyril O. Houle Scholars in Adult and Continuing Education. These emerging leaders in the field investigate the importance of adult education in responding to the challenges of global issues. The book is divided into five sections, each of which examines one overarching topic—globalization and the market economy, marginalized populations, environment and health, community empowerment, and lifelong learning and educational systems. Each section begins with an introduction that provides a framework for understanding the overarching issues and summarizes the chapters in the section.
This book explores rationales for research methodologies embedded in African contexts. Issues discussed include: contexts for adult education research in Africa; philosophical and theoretical foundations of inquiry; philosophical perspectives and their implications for research; doing a literature review; getting started with a research proposal; quantitative research designs and carrying out surveys; summarising and analysing survey data; the nature of qualitative research; carrying out qualitative studies; combining qualitative and quantitative methods; research ethics; action research; feminist research approaches; and writing up and disseminating research.
This collection brings together adult education theorists and practitioners from Africa, Asia, Latin America and the Caribbean (and diaspora from these regions) in an attempt to foreground issues, concepts, theories and practices of adult education in Southern locations. Key contributions include contemporary theoretical implications of the works of Nyerere, Freire, Confucious, Mao, Buddhism and African indigenous conceptions along with current discussion pertaining to globalization, citizenship and adult education and learning in subaltern social movements. Case studies from all regions address context-specific grounding of these theoretical and conceptual discussions, while addressingi higher education, community, movement and NGO/civil society spaces of engagement.
"Adult education is now considered a mainstream academic discipline in several African countries, and its importance in today's knowledge and "ideas" economies is growing steadily. It is provided by organisations such as public universities, training colleges, corporate universities and employers. The successful operation of educational organisations requires sound leadership and management. Management of Adult Education Organisations in Africa examines African perspectives of managerial leadership, highlighting the importance of management in the design and effective delivery of adult education programmes. The ten chapters in this book focus on the following: Management and diversity; Leadership in adult education organisations; Management approaches in Africa; Human resources development; Organisational development and change; Ubuntu embedded leadership and organisational learning; Planning, implementation and evaluation; Time management in an organisation; Financial management; and The challenges and opportunities of managing adult education organisations. Making explicit reference to African models and understandings of management, chapters in Management of Adult Education Organisations in Africa include a set of learning objectives, definitions of key terms and clearly written summaries of the essential information and discussion points. Additional activities, case studies and suggested reading material help to provide a complete resource for students of management in an adult education context. The book will have special appeal to those wishing to learn about and embark on an educational management career. It will also be a useful reference source to those who are already in positions of management and leadership of educational organisations."--Provided by publisher.
This important book builds on recent publications in lifelong learning which focus on learning and education in later life. This work breaks new ground in international understandings of what constitutes later life learning across diverse cultures in manifold countries or regions across the world. Containing 42 separate country/regional analyses of later life learning, the overall significance resides in insiders’ conceptualisations and critique of this emerging sub-field of lifelong learning and adult education. International perspectives on older adult education provides new appreciation of what is happening in countries from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored by adult educators and/or social gerontologists in respective geographical areas. These analyses are contextualised by a thorough introduction and critical appraisal where trends and fresh insights are revealed. The outcome of this book is a never-before available critique of what it means to be an older learner in specific nations, and the accompanying opportunities and barriers for learning and education. The sub-title of research, policy and practice conveys the territory that authors traverse in which rhetoric and reality are interrogated. Coverage in chapters includes conceptual analysis, historical patterns of provision, policy developments, theoretical perspectives, research studies, challenges faced by countries and “success stories” of later life learning. The resultant effect is a vivid portrayal of a vast array of learning that occurs in later life across the globe. Brian Findsen is Professor of Education and Postgraduate Leader for Te Whiringa School of Educational Leadership and Policy, Faculty of Education, University of Waikato, Hamilton, New Zealand. Marvin Formosa is Head of the Department of Gerontology, Faculty for Social Wellbeing, University of Malta, and Director of the International Institute on Ageing (United Nations - Malta).
"This book highlights real-world examples of students inspired and invigorated to higher levels of achievement in both their professional and academic lives, as well as instances of leadership gone wrong and examples of what not to do when put in charge of an organization"--
The worldwide appearance and expression of adult education and lifelong learning have changed significantly during the past 20 years. This book explores recent changes in their related national and international policies, how they intersect with developments in higher education and how they may contribute to debates on citizenship and democracy.