Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

ADULT EDUCATION (24 journals)

Showing 1 - 23 of 23 Journals sorted alphabetically
Adult Learning     Hybrid Journal   (Followers: 33)
Aikuiskasvatus     Open Access   (Followers: 1)
Andragoška spoznanja     Open Access   (Followers: 1)
Career and Technical Education Research     Full-text available via subscription   (Followers: 4)
Concept : The Journal of Contemporary Community Education Practice Theory     Open Access   (Followers: 4)
EJA em Debate     Open Access  
Empirical Research in Vocational Education and Training     Open Access   (Followers: 16)
European Journal for Research on the Education and Learning of Adults (RELA)     Open Access   (Followers: 4)
European Journal of Training and Development     Hybrid Journal   (Followers: 14)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
International Journal of Adult Education and Technology     Hybrid Journal   (Followers: 17)
Journal of Adult and Continuing Education     Hybrid Journal   (Followers: 29)
Journal of Adult Theological Education     Hybrid Journal   (Followers: 7)
Journal of Assistive Technologies     Hybrid Journal   (Followers: 19)
Journal of Music, Technology and Education     Hybrid Journal   (Followers: 11)
New Horizons in Adult Education and Human Resource Development     Hybrid Journal   (Followers: 11)
Nordic Journal of Vocational Education and Training     Open Access   (Followers: 2)
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Revista Brasileira de Orienta     Open Access   (Followers: 1)
Teaching in Lifelong Learning : a journal to inform and improve practice     Open Access   (Followers: 21)
Teknologi Kejuruan     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 19)
Similar Journals
Journal Cover
European Journal for Research on the Education and Learning of Adults (RELA)
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2000-7426
Published by Linköping University Homepage  [7 journals]
  • Editorial: 30 years of research on adult education, 30 years of ESREA

    • Authors: Andreas Fejes, Martin Kopecký, Bernd Käpplinger
      Pages: 119 - 123
      PubDate: 2022-06-16
      DOI: 10.3384/rela.2000-7426.4389
      Issue No: Vol. 13, No. 2 (2022)
       
  • Dropout in adult education as a phenomenon of fit – an integrative model
           proposal for the genesis of dropout in adult education based on dropout
           experiences

    • Authors: Veronika Thalhammer, Stefanie Hoffmann, Aiga von Hippel, Bernhard Schmidt-Hertha
      Abstract: In adult training practice, dropout marks the transition from participation to non-participation. There are only a few theoretical models, especially from the second half of the 20th century, that address this phenomenon. With special consideration to the congruence model of Boshier (1973) and the integration model of Tinto (1975, 1993) the study focuses first on the theoretical discussion of empirically grounded models for the explanation of dropout in the field of adult education. Against the background of analyses of 40 problem-centered interviews with dropouts from adult education, the two models are examined as to their explanatory contributions. Based on these empirical and theoretical explorations, a newly developed typology of as well as a model for dropout are proposed which topicalize dropout in adult education as a phenomenon of fit.
      PubDate: 2022-05-09
      DOI: 10.3384/rela.2000-7426.3351
      Issue No: Vol. 13, No. 1 (2022)
       
  • Work pedagogy as an alternative path to adult life

    • Authors: Lene Larsen
      Abstract: In recent years, much attention has been paid to how young people in the ‘not in education, employment or training’ group can get education or work, not only to ensure welfare and social mobility but also because education constitutes an important bridge between childhood and adult life. This article discusses the usefulness of work pedagogy for young people in this transition Theoretically, the article draws on a socialization theory concept of life history and a critical theory concept of work. Methodologically, it is based on a narrative autobiographical interview with a young girl in a Danish ‘production school’. This enables a critical analysis of how young people's educational participation is closely linked to life history experiences and transitions from childhood to adult life. These experiences form the basis for the young people’s subsequent participation in various forms of (compensatory) adult education.
      PubDate: 2022-05-03
      DOI: 10.3384/rela.2000-7426.3511
      Issue No: Vol. 13, No. 1 (2022)
       
  • Categories of distinction in programme planning

    • Authors: Clara Kuhlen, Regina Egetenmeyer
      First page: 159
      Abstract: The paper provides an analysis of the categories of distinction seized by programme planners in adult and continuing education and the underlying reasoning arguments to reasoning them. The analysis of 14 interviews shows that in their target group orientation, programme planners make use of the categories gender, migration experience, age, educational needs and dis/ability. The categories of distinction are based on their attribution as individual characteristics, as characteristics for grouping individuals, as characteristics of shared expectations and as occupation- and employment-related characteristics. The findings point to a need for encouraging awareness and critical reflection about categories of distinction.
      PubDate: 2022-03-07
      DOI: 10.3384/rela.2000-7426.4070
      Issue No: Vol. 13, No. 1 (2022)
       
  • The transformative dance of the crisis to resignify social educational
           work: auto-ethnographical reflections on a cooperative enquiry in Northern
           Italy during the COVID-19 pandemic

    • Authors: Antonella Cuppari
      First page: 209
      Abstract: This contribution proposes an autoethnographic reflection on a cooperative enquiry involving social workers, volunteers and family members of people with intellectual disabilities in Northern Italy. The author, a social worker and doctoral student, recognises the complexity of her own positioning and reflects on the educational work that takes place in the social sphere, on the risks connected to a technocratic logic and on critical, and transformative possibilities offered by the crisis. The author proposes a systemic reflexivity that challenges the dominant discourses, connects the micro, meso and macro levels and promotes different ways of knowing. The dynamism of the body, linked to the author's experience in the field of contemporary dance, becomes a symbolic way to decolonise the posture of social workers and open it up to the transformative potential of a sensitive, conscious and incorporated social educational work.
      PubDate: 2022-04-27
      DOI: 10.3384/rela.2000-7426.4197
      Issue No: Vol. 13, No. 1 (2022)
       
  • Paraplegic women’s emancipation along their vocational pathways: the
           potential contributions of Freirean, structural and post-structural
           feminist pedagogies

    • Authors: Elena Pont, Isabelle Collet
      First page: 25
      Abstract: We have recently completed doctoral research on the reconstruction of paraplegic men’s and women’s vocational trajectories in French-speaking Switzerland. Based on three female informants’ life narratives, we analyse issues of gendered vocational guidance, pathways and identities in paraplegic people’s life courses. We shape some emancipating experience models and discourses about action, which empower the female informants on their vocational pathways. Our objective is here to point to the potential support that an emancipatory, feminist pedagogical approach could offer paraplegic women in the further development of personal models, and discourses of self in the conduct of their educational and vocational life.
      PubDate: 2022-01-21
      DOI: 10.3384/rela.2000-7426.3985
      Issue No: Vol. 12, No. 3 (2022)
       
  • Experiences of intrinsic values in education for older adults: insights
           from a Swedish senior university

    • Authors: Magnus Schoultz, Johan Öhman, Mikael Quennerstedt
      First page: 39
      Abstract: This study aims to acquire more knowledge about the meaning of intrinsic values in or­ganised post-work non-formal educational activities for older adults. Observations and focus group interviews were conducted at a senior university in Sweden. John Dewey’s concept of experi­ence and theory of value are used to facilitate a deeper under­standing of the in­trinsic values that were identified. The results of the study demonstrate what intrinsic values in education for older adults can be, as well as how they are experienced. Several intrinsic values were identified: (i) new insights and widened perspectives, (ii) the reflective process, (iii) enrichment, (iv) meaningfulness, (v) enjoyment, (vi) peacefulness, (vii) existential awareness, (viii) relational support and (ix) sense of community. The results further reveal how the values of education are experienced in the interactions and relations between older individuals and the social environment in the ongoing education and that the activities themselves are valued by the participants.
      PubDate: 2022-01-24
      DOI: 10.3384/rela.2000-7426.3513
      Issue No: Vol. 12, No. 3 (2022)
       
  • “Why don’t they participate'” Reasons for nonparticipation in
           adult learning and education from the viewpoint of self-determination
           theory

    • Authors: Jan Kalenda, Illona Kočvarová
      First page: 193
      Abstract: The study deals with the perceived reasons for nonparticipation in adult learning and education (ALE), drawing on existing research concerning the motivation for lifelong learning, adult attitudes towards education, and the study of dispositional barriers. The aim of the study is to determine the subjective reasons/motivation of adults not to participate in ALE and what factors influence their nonparticipation. For this purpose, we drew on self-determination theory (SDT). Based on that we have created the research tool “Motivation to Nonparticipation Scale” (MNP-S), which measures three factors: extrinsic motivation, intrinsic motivation, and amotivation. The empirical research was conducted with a representative sample of adults (N = 943, age: 19 to 81 years) who had not participated in ALE. Contrary to theoretical assumptions of SDT, amotivated adults do not predominate among nonparticipants, with the main subjective reasons for nonparticipation based on intrinsic or extrinsic motivations.
      PubDate: 2022-01-25
      DOI: 10.3384/rela.2000-7426.3535
      Issue No: Vol. 12, No. 3 (2022)
       
  • Migrants’ self-perception of technical skills and occupational
           realities:

    • Authors: Jerald Hondonga, Manto Sylvia Ramaligela , Moses Makgato
      First page: 171
      Abstract: The level of technical skills affects the integration of migrants into the host country’s labour market. This study investigated the relationship between Zimbabwean school-leaver migrants’ self-perception of technical skills and occupational realities. A mixed-method research design was used in this study and systematic sampling was used to select respondents for the study. Questionnaires were administered on 60 respondents to collect quantitative data whilst 19 respondents provided qualitative data using semi-structured interviews. Findings suggested that most low-skilled migrants from Zimbabwe faced several challenges including failure to secure formal employment, obtain work and residence permits because of their low-level technical skills and qualifications. This challenge further affects migrants’ social integration and economic status in the host country. Findings also revealed that there are no strategies to provide skills to migrant labour to assist them to join the mainstream labour market and reduce their life challenges in Botswana.
      PubDate: 2022-03-14
      DOI: 10.3384/rela.2000-7426.3385
       
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


Your IP address: 3.236.107.249
 
Home (Search)
API
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-