ADULT EDUCATION

Policy Formation for Adult Education

Policy Formation for Adult Education

Adult Education

Adult education is based on criteria applicable to other educational sites: the lifelong learning and continuing through which any person is inserted into a recycling process of learning and knowledge throughout their lives.

Internationally, the promotion of adult education was promoted after the end of World War II with the impetus given by UNESCO and since the end of the decade of the 1970's joined the premises of the welfare state.

In the case of monotonous Adult School, the primary objective is to overcome social inequalities and promote the comprehensive inclusion of people without qualifications or without recent training in fields (such as office), for such that these shortages will not prevent their workforce development and social relations.

The use of computer, mobile phone, the rapid evolution of these technologies can only be applied in adults receiving this training continuously. Adult schools are doing much good for older people because it has opened many doors for computer education and new technologies.

Adult and Continuing Education

Adult education is defined as a "continuation or resumption of organized learning after completing a different extended initial phase of education".

Training is all activities that the deepening, extension or renewal of knowledge, abilities and skills are used by people who have completed an initial training phase and usually were employed or worked in the family.

The concepts of adult education, continuing education and andragogy, are increasingly, synonymous in the literature, in individual articles also used additive.

History

First approaches to adult education show in the wake of the Enlightenment in the 18th Century about the founding of the Royal Danish Academy of arable to the Glücksburg through agrarian reformer Philipp Ernst Lueders.

The Origins of Adult Education in Germany date back to efforts by the workers' educational associations in the 19 Century, the postulated initially clear emancipator goals. Here, are found the first trade union and socialist education initiatives. The practice of the present West German adult education; on the other hand, sees him more in the tradition of the bourgeois ideal of education.

Reading and literature in the middle of the 18 companies offered First century approaches. End of the 19th Century the national education associations. Simultaneously, he developed the movement of workers' education, which continues in trade union education. First insights into a need for a "life-long learning" found in the late 19th Industrialized Society Century.

In 1871, the middle classes of the society for dissemination of public education were founded. In the U.S., emerged at the end of the 19th Century Chautauqua's for the first mass training events.

In the 19th Century a new movement of workers' education, which continues in the trade union education? Regardless originated in Germany, the first folk high schools. A profound influence on the development of adult education in Germany, the Danish folk high school Grundtvigian embossing. Nikolai Frederic Severin Grundtvig is considered the founder of the first folk high school at all in 1844.

In the twentieth century followed Paulo Frere with the combination of literacy and awareness of emancipatory ...