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Background: Teaching and learning of nature of science (NOS) is an explicit goal in the core science curriculum in Norway. Yet there is little understanding of how the content of the current textbooks in certain educational pathways such as vocational training addresses NOS. Purpose: The aim of this study is to contribute to research on NOS in VET through exploring how the cognitive and epistemic aspects of NOS are addressed in end-of-chapter tasks in Norwegian science textbooks for vocational studies. Design and Methods: In this paper, we use a particular characterisation of NOS based on the Family Resemblance Approach (FRA) to investigate the cognitive-epistemic aspects of NOS in the science textbooks aimed at vocational education in Norway. The cognitive-epistemic aspects are about the aims and values, methods, practices, and knowledge in science. Three key textbooks have been selected and analysed with a focus on end-of-chapter tasks. Results: The results illustrate that NOS were almost absent in the tasks in all textbooks. Patterns across the coverage of NOS in the textbooks are discussed along with some implications for future studies. [ABSTRACT FROM AUTHOR]

The term tertiary education has gained prominence in recent policy debates in the UK [Morgan (2023). “Labour ‘would review whole landscape’ of tertiary education.” Times Higher Education, 28 November. https://www.timeshighereducation.com/news/labour-would-review-whole-landscape-tertiary-education]. This paper presents findings from a review of the use of the term in academic and policy papers in the UK over the last 80 years. The analysis reveals the role of international organisations in defining this term initially as a synonym for post-compulsory education before using it as a statistical measure which became a normative guide for many member states. More recently, the term tertiary education has been used as a descriptor of systems of educational governance and by the World Bank for specific systems of organisation. Using these definitions as a guide, the review demonstrates differences in government policy in the four nations of the United Kingdom: England, Northern Ireland, Scotland and Wales. Here there is evidence of periodic and partial policy change, but little sustained full engagement with this agenda. The review suggests that if future tertiary education policy initiatives are introduced they should cover all potential learners once they have left the compulsory phase of education and should be advanced by regional bodies with involvement from learners, employers and community representatives allocating funds from a single tertiary education budget. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has changed the didactic landscape of adult education. To meet clients' ongoing demand for support, adult educators had to expand their didactic toolkit and enhance digital literacy. Relying on data gathered during a training series on digital adult education, this paper will examine the following questions: (1) How did adult educators manage to adopt digital methods despite pressing issues and hurdles in regards to the change? (2) Which conditions support efficient training of adult educators, aiming at 'nudging' digitalisation in adult education for families? To gain insight into this didactic transformation, we systematically analyse both quantitative and qualitative data collected during a training series fostering digital literacy such as technology handling, online counselling and the usage of social media. These events attracted 1,250 participants that specialise in parenting programmes, family counselling and institutionalised family welfare. Findings include how practitioners with different backgrounds and levels of digital skills assess different methods and didactic choices. Further, we will examine how providing accessible and applicable information can act as a nudge to spark intrinsic motivation for further learning and as a starting point for new ideas. [ABSTRACT FROM AUTHOR]

Although some have attempted to appropriate elements of Montessori education to select groups of adults (e.g., for learning disabilities, second language acquisition, dementia patients), there have been no comprehensive attempts to validate the adaptation of this approach to the adult learner in general. This exploratory study attempts to provide a rationale as to why it is developmentally legitimate to adapt this pedagogical method to adult education. This is attempted through a consideration of the aim and purpose of Montessori education as well as Maria Montessori's concept of human development. This paper concludes by envisioning initial suggestions for Montessori adult education. [ABSTRACT FROM AUTHOR]

In the 21st century, with the spread of lifelong education and the increase in the aging population, the need for learning among older people has increased, resulting in a shortage of teachers for older learners. A literature review of both Western and Eastern cultures revealed that the turnover or shortage of older adult educators may be related to their attitudes toward aging and burnout. To confirm this hypothesis, this paper examines the mediating effect of burnout on the relationship between attitudes toward aging and turnover intentions among Chinese older adult educators. The Attitudes toward Aging Questionnaire, Turnover Intention Questionnaire, and Burnout Questionnaire were used to collect the data. Finally, a total of 774 samples from Shanghai, China, were analyzed through structural equation modeling. The results revealed that when three components of attitudes toward aging, i.e. psychological growth, physical change, and psychosocial loss, are considered, burnout in Chinese older adult educators fully mediates the relationship between psychosocial loss and turnover intention, which means that if Chinese older adult educators suffer considerable psychosocial loss, burnout increases, leading to increased turnover intention. In other words, the negative experience of psychosocial loss can be decreased through a holistic approach to teaching aging along with intergenerational interaction, which in turn reduces burnout and decreases the intention to leave. Future follow-up studies should focus on how to develop a holistic teaching curriculum to facilitate the practical implementation of the findings of this research. We believe that this research can be beneficial with regard to attempts to address the shortage of older adult educators and promote teacher development in the context of older adult education. [ABSTRACT FROM AUTHOR]

With the rising aging population, there is a pressing need for effective public policies and academic initiatives tailored to older adults, educational aspirations, and needs. This article provides a comprehensive analysis of the intersection between older adults and university education on a global scale, highlighting the critical role of education in enhancing the quality of life for this demographic. Through a Scoping Review, this study examines the existing body of research to understand the dynamics of older adults, engagement with higher education, identifying existing gaps, and paving the way for future inquiry. The findings reveal significant benefits of higher education for older adults, including improved mental health, enhanced cognitive function, and encouragement of active aging, signaling an increasing scholarly interest in this domain. The paper emphasizes the unique challenges older adults face, such as health decline and social isolation, advocating for developing policies and academic programs that promote their active participation in higher education. Such interventions are essential for boosting older adults; self-esteem, facilitating social integration, and ultimately, elevating their overall quality of life. This study underscores the necessity of a novel approach to the integrated analysis of inclusive education, having aimed to inform and inspire the development of public policies and academic extension projects that support lifelong learning among older adults. [ABSTRACT FROM AUTHOR]

The Adult Religious Education and Faith Development project (AREFD) was launched in 2018 at the Mater Dei Centre for Catholic Education, DCU. As part of the study, the research team consulted variety of people involved in AREFD across a range of contexts. The purpose of these consultations was to harness their 'lived wisdom', showcasing the wide variety of opportunities for engagement in and identifying possible new approaches to AREFD. When COVID-19 struck, the research team availed of the opportunity to discuss the impact of the pandemic on the religious education and faith development of this particular cohort of Irish adults. Thematically analysed, the data showed a spectrum of responses. The pandemic prompted deep reflection and a re-evaluation of the importance of religion and faith in their lives. Ranging from gaining comfort and solace from their faith to being moved to acts of compassion and altruism based on their religious beliefs, the impact of the pandemic on the faith lives of these Irish adults was diverse. This paper provides an account of how the COVID-19 pandemic impacted the faith lives of some Irish adults, prompting reflection on how this impact might shape the future of AREFD in Ireland. [ABSTRACT FROM AUTHOR]

This article discusses the provision of adult education and lifelong learning in different countries. It highlights the Scandinavian countries and Singapore as having strong systems in place to support lifelong learning, while the UK is facing regional and learning inequalities that are negatively impacting the economy. The article also introduces a special issue of the International Review of Applied Economics on lifelong learning, which includes a manifesto for lifelong learning and various papers discussing the benefits and challenges of lifelong learning. The importance of adult education and lifelong learning in addressing current crises and promoting democracy is emphasized. [Extracted from the article]

With their increasing popularity, there is a need for more research clarifying the potential strengths and weaknesses of the comic format for education. The panelled comic format may be particularly effective for educating adults on the scientific aspects of processes (sequences of events, occurring over time, in a series of discrete steps). We tested change in performance in adults (n = 879) in correctly ordering the stages in four processes before and after being exposed to educational material about these processes. The material was presented in a random selection of one of seven experimentally manipulated formats based on characteristics of comic books. Overall, participant performance improved after seeing the educational material. There were significant differences in learning between the processes, suggesting that the benefits, or detriments, of the comic format may be subject-specific. Performance was significantly better when images were subdivided into panels, and worse when an explanatory agent (character) was included, though these differences in performance did not survive adjustment for multiple comparisons. This study presents some evidence that the panelled nature of the comic format supports learning about scientific processes in adults. Given results differed notably between the specific topics to be learned, there is substantial scope for further investigation. [ABSTRACT FROM AUTHOR]

VET researchers and policy-makers have historically displayed a keen interest in the future. Two assumptions link VET to the future. The first is that there is a singular object called VET and, secondly, that it can influence a forthcoming state of reality. This relationship is investigated through a rarely utilised post-structuralist discourse analysis of Australia's development of national vocational education and training policies. The performative language of policy-makers treats VET as a singular object and portrays the future as rational and predictable. By demonstrating that VET and potential realities exist in multiple forms, it might be possible to better utilise VET's capacities to produce more desirable national futures. The findings suggest that despite continual reform of the sector, just three strategic positions and their supportive discourses have guided federated policy making. The first generally neglected technical and adult education, followed by the creation of a federally funded novel type of educational institution which eventually led to the establishment of VET quasi-markets. Each underpinning discourse exploited the productive power of language to give effect to governments' desire to improve manifold futures by deploying alternative versions of VET. [ABSTRACT FROM AUTHOR]

The article discusses processes of digital transformation in adult education centres (AEC) in Baden-Wuerttemberg. It focuses on (a) environmental changes as perceived by specific actors, (b) topics and content related to the public education mandate, and (c) development and expansion of the organisation's digital media repertoire. The data come from an explorative study in one German state, in which 34 managers were interviewed between November 2021 and May 2022 about key changes within their organisations. The results show that (a) different actors from the organisational environment are involved in shaping the digital transformation. A distinction can be made between enablers and inhibitors. In addition, (b) the AEC's public education mission and thus the AEC's efforts to promote digital inclusion are also changing. Finally, (c) digital transformation is also changing the organisation's digital media repertoire. Ensuring basic infrastructure and new digital technologies for micro-didactic areas and exchange within and outside the AEC are seen as necessary. The results show that digital transformation is a multidimensional process with clear interrelations. These have hardly been explicitly considered in previous research. Pedagogical practice can gain suggestions from the results for improving cooperation with the organisational environment or for improving the organisational media repertoire. [ABSTRACT FROM AUTHOR]

Digitisation represents one of the key directions of adult education and training in the post-COVID-19 times, but direct empirical evidence of its scope among learners is rather scarce after 2021. Therefore, the general aim of this article is to investigate the current state of the use of online learning platforms and resources in adult education and training throughout Europe. For this purpose, we utilise data from a dedicated survey in the Czech Republic, Germany, Sweden, and the United Kingdom (n = 4,000) from 2022, which cover a wide range of digitalisation as measured by the Digital Economy and Society Index (DESI). Our findings are consistent with DESI in the overall levels of online learning across the four countries. Beyond this, we provide two main findings. First, the patterns of digitalisation are different in formal (FAE) and non-formal adult education (NFE). We identify two corresponding modes of platformization based on how and how much online learning platforms and resources are used. Second, factors of participation in online learning differ in some regards from factors of participation in AET in general. Therefore, online learning seems to constitute a new layer mediating participation in AET, possibly introducing new forms of inequalities. [ABSTRACT FROM AUTHOR]

This research investigates the initial degree programme of a new Higher Education Provider (HEP) through a practitioner-based case study focusing on the experiences of senior leaders enrolled as mature degree apprentices. The qualitative study utilised an interpretivist and constructivist approach involving in-depth interviews and a focus group. Key observations include positive and negative experiences, centred around adult learning and work-based learning attributes, and resonate significantly with the concept of mode-2 knowledge. Initial challenges surfaced around establishing effective student representation and a functioning Staff and Student Liaison Committee (SSLC), pinpointing the new provider's struggles in fostering a culture that encourages student voice and empowerment. Despite inadequate formal channels, students sought alternative methods to voice their concerns. The study not only highlights the issues of the feedback loop and student representation but also significantly contributes to the growing body of knowledge surrounding English degree apprenticeships and the unique perspective of HEP staff-as-student. [ABSTRACT FROM AUTHOR]

The institutional move associated with embarking upon post-16 study is part of the learner journey taken by many young people in England, including those from widening participation (WP) backgrounds. However, it can present a challenge, although one that has received comparatively little attention from researchers, practitioners and policy makers. To understand the nature of the challenge, this article draws on the experiences of two groups of WP students: those yet to experience this move and their older counterparts who have made the transition. It is also from the same two groups that suggestions are made for how the move from school to college can be supported. The English regulator for higher education, the Office for Students, has asked universities to work more closely with schools in widening access. The evidence presented here highlights the importance of universities, and those overseeing outreach, developing strong working relations with colleges as well. [ABSTRACT FROM AUTHOR]

Universities of the Third Age (U3A), lifelong learning institutes, and "senior universities" are terms used to describe organizations that provide education for older adults, specifically for those who are retired or in the "third age" of life. The purpose of this article is to provide a comprehensive, historical overview of the evolution of these organizations across global settings. This article highlights the importance of older adult education while discussing U3A's structure and models. The article explores the origins and historical development of the U3A model and its influence on recent initiatives like the Age-Friendly Universities movement. It then focuses on the impact of French and British Models of U3A on providing older adult education. There is a general discussion of the expansion of these organizations in several countries and a comparison of each's curricular structure and approach. The article concludes with suggested future directions and potential areas of improvement (e.g. technology access, accessibility, and inclusion of older adult learners; diverse needs and interests) and ways these models can remain relevant to the ever-changing older adult learner population. Through this analysis, the article contributes to the understanding of U3A organizations and their role in promoting lifelong learning for older adults. [ABSTRACT FROM AUTHOR]

Social and economic participation is increasingly dependent on the proficient use of digital technologies in everyday life. Digital skills, alongside literacy and numeracy, are now foundational skills that all Australians should have. Yet, how policy makers, scholars, and adult educators can effectively identify people's current and desired digital skills is not well established. Existing frameworks tend to be instrumentalist, listing generic abilities that all citizens need for success. Digital abilities, however, are context-specific and attempts to generalise need to be responsive to local circumstances. We present a theory-driven Digital Ability Self-Assessment Tool, developed for a government agency and piloted in a community organisation. The Tool takes a distinctive socio-material approach to overcome shortcomings of other digital ability assessment tools, which often focus on normative measures of skills attainment. Overall, we argue that authentic digital skills policy and programme development must account for the contexts in which digital technologies are used. [ABSTRACT FROM AUTHOR]

This article explores the first field epidemiology training programme (FETP) through a case study to understand its approach to learning and education. Field epidemiologists deploy to outbreaks to investigate, control, and prevent future epidemics and pandemics. Since the 1950s, they have learned their trade through FETP. FETP arose at a paradigmatic crossroads, has endured for seventy years, and is now delivered in over ninety countries. COVID-19 has highlighted the urgency for re-thinking learning in the health sector, hence the analysis of this case can inform FETP, public health, and the adult education field. Inductive content analysis of this case using published accounts from the programme designer-leader and participants suggests the programme's approach to learning reflected Knowles's andragogical assumptions, Kolb's experiential learning cycle, and Lave and Wenger's legitimate peripheral participation in communities of practice. Alignment with such influential contributors to the field of adult learning clarifies the programme's paradigm and explains its endurance. Now, given the lessons of COVID-19, critical learning approaches are needed to enable field epidemiologists to engage issues of culture and power as they investigate epidemics. Recent adult learning theories offer opportunities for adult educators to collaborate with public health programmes. COVID-19 urges that we do not hesitate. [ABSTRACT FROM AUTHOR]

Non-formal adult education and learning (NAE) is widely recognized as enhancing the quality of life and promoting active aging. Despite the empirically demonstrated benefits, older adults rank among one of the populations participating the least in NAE. Although several studies have highlighted the negative effect of aging on involvement in NAE, factors causing long-term changes in participation have not been explored directly. As a result, the significance of microsocial characteristics and their transformation over time has been overlooked. This article explores key microsocial factors leading to non/participation in NAE among adults aged 50 to 69 years along with changes in these factors for the 14-year period of 2006 to 2019. The research was conducted using the Czech Republic's Labor Force Survey dataset (N = 114,345). The results show that all microsocial factors play an essential role in determining participation in NAE, thus a strong relationship between the social origins (cumulative disadvantage) of older adults and their participation was confirmed. In addition, the impact of most factors has proved consistent over time, not strengthening since 2009. One exception was level of education, which showed a rapid increase in participation in NAE in the respondents who identified themselves as low-educated. [ABSTRACT FROM AUTHOR]