4773445
Beschreibung
Karteikarten von Kellae Gyening, aktualisiert more than 1 year ago
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Erstellt von Kellae Gyening
vor fast 9 Jahre
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| Frage | Antworten |
| Contributions of Globalization | Shift from Manufacturing economy to a service and information based economy., due to growth of global economy |
| Globalization continued | * Internationalization of trade production, and finance. * Creating competition among with individuals but also competition among countries and with other countries for economic advantage in world market. |
| Change in distribution and nature of jobs | manufacturing to information based services |
| Diversity of Programs | • Personal Development • Job or career related courses • Apprenticeships program • Credential program • Adult Basic Training • English as Second Language |
| Scope and Model Of Adult Education | • The need to know • The learner’s self-concept • The role of the learner’s experiences • Readiness to learn • Orientation to learning • Motivation |
| Impending Needs | 1. Ensure that adult learning efforts are coordinated statewide. 2. Set statewide goals for adult learning. 3. Be bold and creative in working to meet the goals of adult learning programs, even when you cannot be generous with new resources. |
| Efforts continued | state policy-maker or education leader re-double efforts to tackle the adult learning challenge promoting as many programs as possible to help more adults earn a high school credential even those who once gave up on high school. The promising practices from the few SREB states that have taken major actions in recent years provide strategies you can put to use now. |
| Poweful Influences of Growth and Development Adult Ed learning Enviroments | Psychological Social Cultural |
| Three levels of Inclusive Learning Enviroments | (1) reflect the diversity of those present in the learning activity itself in the curriculum and pedagogical/andragogical style; (2) attend to the wider and immediate institutional contexts in which the participants work and live; (3) in some way reflect the changing needs of an increasingly diverse society" |
| Addressing Diversity of Learners | Selecting appropriate curriculum and course content is a critical aspect of inclusiveness. |
| Emerging of Pedagogy (Inclusive learning Environment) | (1) the validity of the student's experiences as well as support for the emerging self as a focus of education; (2) the contextual nature of knowledge, including the relationship between the learner and his or her knowledge base (3) the notion that learning can be a transformative process. |
| Inclusiveness depends on .... | adult educator's personal experiences with various systems of privilege and oppressions, the educational context, and the participants and their characteristics (Tisdell 1995). |
| How to create inclusive learning enviroments | Acknowledge that all individuals bring multiple perspectives to any learning situation as a result of their gender, ethnicity, class, age, sexuality, and/or physical abilities Recognize that since identification with social groups is multiple and complex, [a learner's] claimed identity will be in response to many contextual factors that position the individual politically Reflect the experiences of learners, both as individuals and as members of particular social groups, and value these experiences through their use as the basis of learning and assessment (Shore et al. 1993, p. 3) Pay attention to the power relations inherent in knowledge production Be aware that participants are positioned differently in relationship to each other and to the knowledge being acquired Acknowledge the power disparity between the teacher/facilitator and the students (Tisdell 1995, p. 90) |
| Professional Organizations of Adult education | Adult Higher Education Alliance (AHEA) Adult Numeracy Praticioners Network ((ANPN) The American Association for Adlt and Contuning Education (AAACE) American Associatin for Higher Educain (AAHE) American Association of Community Colleges (AACC) |
| Associations Cont'd | American Council of Education (ACE) American Educational Research Assoociation (AERA) Associaltion of Coninuing Higher Education ((ACHE) Commision of Adult Basic Education (COABE) National Association for Adults with Special Needs (NAASLN) |
| History of Adult Ed State Level | State histories give evidence of organized adult education in the 18th century. Evening schools for adults, part-time education, citizenship/Americanization classes for the foreign-born, and the Chautauqua experience of 1874 (Weischadle, D. E., 1968) were forerunners of the state/federal adult education movement. In a Council of Chief State School Officers publication in 1969, traces of the development of adult education since 1920 are recorded for many states (Pearson, J. B., & Fuller, E., 1969). California’s history project (1995 and 2005) indicates that adult education classes were held in San Francisco in 1856 through the use of state public funds, and Massachusetts had continuing education and evening schools as early as 1842 (Pearson, J. B., & Fuller, E., 1969). |
| National efforts | National Efforts in Adult Education The National Education Association (NEA) had direct involvement in adult education through its Department of Adult Education from 1924 to 1951. The National Association for Public School Adult Education (NAPSAE) was an NEA Department from 1952 to 1972 (Luke, R. A., 1992). The public school association merged with the Adult Education Association (AEA/USA) in 1981; this merger established the American Association for Adult and Continuing Education (AAACE; Seamon, D., 1992). However, significant national efforts by the Federal Government through adult education legislation were being implemented during this period as well |
| Federal Legislation | With passage of the Economic Opportunity Act in 1964, adult basic education (ABE) legislation set the stage for the Federal Government’s initiative in addressing adult illiteracy in the United States. In 1966, Congress passed legislation removing adult education from the Office of Economic Opportunity (OEO) and vested authority for the program in the U.S. Office of Education (OE). Today, the adult education program is within the U.S. Department of Education’s Office of Vocational and Adult Education (ED OVAE) and Division of Adult Education and Literacy (DAEL). The upcoming 50th anniversary of the passage of this Act will provide an opportunity to discuss what adult education has accomplished and what remains to be done. The Workforce Investment Act (WIA) has been operational since its passage in 1998. Its purpose is to consolidate, coordinate, and improve employment, training, literacy, and vocational programs. Title II of the Act is cited as the Adult Education and Family Literacy Act (AEFLA) |
| Beginning of Change | The Workforce Investment Act (WIA) has been operational since its passage in 1998. Its purpose is to consolidate, coordinate, and improve employment, training, literacy, and vocational programs. Title II of the Act is cited as the Adult Education and Family Literacy Act (AEFLA). Presently, the Administration, Congress, and officials at the White House are addressing WIA and actions for investment in adult education, the workplace, and the workforce. For example, 1 the Helping Individuals Return to Employment Act (HR 3471) and the Workforce Investments through Local Libraries Act (WILL Act) were introduced in the House of Representatives in May 2013. |
| Timeline | |
| Previous purposes of Ed. | Help Americans become more aware of the importance of lifelong learning and how it can aid in solving many of their problems. Assist in identifying national trends and problems that have implications for adult education. Encourage educators and the public generally to accept adult education as an integral part of regular educational programs. Help bring about greater clarity of purpose and policies, more communication and cooperation among adult education groups, and better coordination among public and private agencies in the use of resources. |
| New Pedagogy | The new pedagogy employs diverse practices such as reflective journal writing, storytelling, role playing, small group discussion, and metaphor analysis (Caffarella 1992), and it addresses the learning styles and preferences of groups represented in the learning activity. |
| Main Types of Adult Learning Programs | 1. Adult Basic Education (ABE) 2. Adult Secondary Education (ASE) 3. English as Second Language (ESL) |
| ADULT BASIC EDUCATION (ADE) | Improve basic reading, writing, math, and funtional workplace skills to move toward Adult Secondary Education |
| ENGLISH as a SECOND LANGUAGE (ESL) | Listenening, speaking, basic reading and writing, and funtional and workplace skills for non english speakers. Needed before beginning ABE, ASE, or GED |
| ADULT SECONDARY EDUCATION (ASE) | aka GED prep improve reading. writing, math, and funtional and workplace skills to prepare for GED |
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