The essay examines the status and developments of adult education policies in Italy between 2014 and 2019. The work is carried out on the basis of an analysis method inspired by the Conceptual ...framework for the study of the effectiveness of adult learning policies of the European Commission and according to the guidelines adopted by Ecorys.
Zusammenfassung Internationale Large-Scale-Assessments (ILSA) sind zu einem Maßstab für Weiterbildungssysteme geworden, insbesondere seit Verabschiedung der Nachhaltigkeitsziele im Jahr 2015. Mit ...ILSA werden nicht nur Qualitätsprüfungen, sondern auch Ländervergleiche ermöglicht. Mit der zunehmenden Komplexität der Weiterbildungssysteme können die Informationen, die aus ILSA abgeleitet werden, Rückwirkungen auf die zentralen Akteure und Verfahren haben. Dieser Beitrag fragt daher nach den Auswirkungen der ILSA auf die Weiterbildungssysteme weltweit. Methodisch werden hierfür vier ILSA, die Nachhaltigkeitsziele sowie die Global Alliance to Monitor Learning (GAML) zueinander ins Verhältnis gesetzt.
In the article, the problem of functional literacy training organisation in the system of adult education in Belgium has been studied. The authors analyse the scientific and pedagogical literature ...which highlights different aspects of the problem under research; characterise the research methodology which comprises theoretical and applied methods. They present the theoretical and methodological framework (humanistic, pluralistic, andragogy concepts) of functional literacy learning; different approaches (standard, context, social and cultural) to the term “functional literacy” treatment; concretise the definition of “functional literacy”. The scholars study prerequisites (historical, political, social and cultural, social and economic, linguistic) of adults’ functional illiteracy development in the modern Belgian society. The researchers characterise the system of adult education according to the structural and functional approach, especially, its legislative, managerial, organisational, and academic levels. They present the systematised and generalised specificities of learning organisation for adults’ functional literacy development in formal education of Flemish Community (Centres for adult education), German-speaking Community (public schools), in non-formal education of French Community (network of volunteer organisations). The scientists analyse the content (knowledge, skills of basic and professional education, social and personal skills, skills for self-education) and operational (organisational forms and methods; methods for learning motivation) components of functional literacy learning. The authors present the research conclusions and perspectives for further research.
PDF
