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Diverse national and local policies represent efforts to guarantee inclusive and equitable quality education and provide lifelong learning for all (SDG4). Their effects have the potential to alter local access to education. There has been a lot of research on the factors that led certain universities to embrace distance learning programs in their local communities, but relatively little has been done to examine how these changes can affect the perceptions of the larger community approach to investigating public opinion. This study investigates community perceptions of distance learning through community learning centres in Ghana's port city, Tema Metropolis -- which supports various educational activities -- using semi-structured interviews. Although community members expressed concerns about the possible socio-economic effects of learning centres, we discovered that individual students who used the learning centres were driven to pursue distance learning largely for its educational advantages. Our research demonstrates that the scope and speed of distance learning made possible by community learning centres has influenced local communities such as the Tema Metropolis and beyond. To guarantee that community learning centres encouraged by DE policy are administered effectively and fairly, such implications must be considered in research, policy, and planning.

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.

The article reveals the problem of the development of personal agency of adolescents in a socially enriched environment of additional education. It deals with the theoretical aspects of the problem. Attention is drawn to significant characteristics of personal agency, such as multileveledness, reflexivity, motivation, initiative and realization through interaction with others. Special features of adolescence as a sensitive period for the development of personal agency are revealed. The article provides the review of the development of personal agency of adolescents at a socially individual, socially-communicative, socially-interactive and socio-moral levels. It describes methods of studying the development of personal agency of adolescents at a socially individual level, which fix the level of cognitive activity of adolescents and their ability for self-development, allowing to identify five stages of development of personal agency -- "observer", "student", "apprentice", "master", "creator". The results of the ascertaining stage of the experimental study of personal agency of adolescents in different educational organizations (secondary school, additional education centre) are presented. They reveal that there are certain discrepancies in the control and experimental groups both in the formation of personal agency and in the level of adolescents' need for self-development as one of the leading indicators of personal agency. The issues of creating pedagogical conditions in the environment of additional education for the development of personal agency of adolescents are discussed. The article also substantiates the necessity of using special technologies to increase the personal agency of adolescents.

This study aims to study Thai non-formal education teachers' perceptions of their opportunities to obtain knowledge about the learning society; identify the knowledge of non-formal education teachers need about the learning society which could be obtained through a distance learning package; and to develop and evaluate distance learning package on the learning society for the non-formal education teachers. The study sample was 264 non-formal education teachers in local areas from 24 district nonformal education and informal education centres in 12 provinces across the country. Research instruments were questionnaires and interviews. Data obtained were analysed by percentage, mean, standard deviation, and content analysis. Results of the study showed that the non-formal education teachers agreed that knowledge about the learning society was important for their work in promoting lifelong education for people. They strongly agreed that they needed knowledge and understanding about developing a learning society. The self-directed distance learning package on learning society was accepted by 10 experts in the field. Moreover, it was found that after the teachers had studied the distance learning package, their knowledge and understanding about the learning society was significantly higher. They were also highly satisfied with the printed media and the video cd (VCD) in the learning package.

The increasing demand for integration courses in Germany (especially due to the crisis-induced migration of refugees) has raised the question in research and practice of how this change affects the supply and participation of continuing education providers. To address this issue, the present study explores the impact of increasing integration course counts and participation on regular course counts and participation in German state-funded public adult education centers (Volkshochschulen; VHS), which are the main providers of integration courses. For this, we apply longitudinal fixed effects analyses to the VHS statistics. Controlling for VHS-specific trends, we find that on average, an increase in integration course counts slightly decreases regular course counts. Regarding participation, we observe the opposite: Increasing participation in integration courses leads to a small increase in participation in regular courses.

The aim of the study to examine the characteristics of the programs conducted by the Continuing Education Centers (CECs), to reveal whether these programs serve for equality, and to identify the institutional barriers related to the CEC programs against adult education. CECs aim to fulfill the educational needs of adults and/or sectors in different fields through the trainings they conduct. In this study, descriptive research method is adopted. The data for this study were collected by examining the 1727 adult education programs through macro analysis, and 83 adult education curricula stated on the webpages of CECs functioning in 57 universities in 2015 were subject to micro analysis. The trainings conducted by CECs were examined according to some criteria such as theme, duration, training fee, mode of instruction, and the features of target audience. Moreover, the curricula of the trainings conducted by CECs were analyzed in terms of objectives, content, teaching-learning processes, and measurement and evaluation. The most important findings of the study involved the inefficiency of the CECs in contributing to the social equality, the lack of standards in curricula and insufficient collaboration with enterprise and other institutions.

In 1999, a group of men embarked on a remarkable project that resulted in building a two million dollar youth centre in one of Melbourne's most disadvantaged communities. From the outset, Victoria University (VU) was a keen partner in the project. This project had key synergies with the current experiences of the University--a dual sector higher education and vocational education institution in Melbourne's western suburbs. There were also alliances with emerging government policy, in particular policy focused on responding to the rapid social and economic transformations that were occurring where increasingly the social and employment divide was apparent in the western region of Melbourne. Education, and in particular vocational education, it was hoped was to be part of the solution. And on that basis Government policy was focused on ensuring that young people stayed in the education and training system. Young people, as a result of policy changes in 2000, were encouraged or forced to re-enter education to continue to secure any government income support. For Victoria University this meant that an increasing number of young people with complex issues came to their door. It is a situation that is again being faced by the education system in Australia with the most recent announcement by the Federal Government on the jobs and training compact (Council of Australian Governments 2009). This paper outlines a dual track journey, one of a project destined to be built and another of a University that embarked on research, reflection and action to create a very different learning environment for some of the most disadvantaged young people in Australia. In the end, the University located one of its entrances at a multi-purpose youth centre in Sunshine, with the aim of re-orientating its welcome mat to young people and engaging them in returning to study and fulfilling their own aspirations to succeed. (Contains 1 table.)

Continuing education centers mainly organize activities for the society in the fields that have gained importance on the improvement of individuals with a view of career building, improving professional knowledge and skills, achieving new skills and supplying individual development needs. Such centers have been established within universities through the principle of making continuing education accessible to everyone as a starting point for a lifelong learning process. These centers which aim at providing continuing education, implement more flexible programs compared to those executed at higher education institutions. In this study, the structure and functions of Continuing Education Centers at Turkish Universities are investigated. The scope of the study includes all the centers that have web pages established under state and public universities in Turkey. Data pertaining to structure and functions of the centers meeting this criterion, the number of which is 43 in total comprising 34 state and 9 private universities, have been evaluated. As a result of the study it was discovered that these centers had very similar foundation principles and organizational structures. (Contains 4 tables.)

The development of a continuing vocational training programme at the Information Satellite Systems Joint-Stock Company (ISS JSC) during the transition from the planned Soviet economy to what is now called the Russian market economy is briefly outlined. How the collapse of a planned economy led to the degradation of engineering higher education (HE) is shown. The present system of engineering HE is criticized as a degraded relic of the Soviet one and an argument is made in favour of continuing vocational training in businesses like the ISS JSC, where the engineers are engaged in innovative activities. The schematic programme of training, retraining and improving the professional skills of the company's personnel is presented. Some work assignments of the centre for personnel management at the ISS JSC are examined, in particular the preparation of target students along the "school-HE-industry" chain. (Contains 1 table and 4 figures.)

In 2007, the Health Resources Services Administration introduced new mandates that raised the standards on program evaluation for Geriatric Education Centers. Described in this article are the primary and secondary evaluation efforts undertaken for one program within the Rhode Island Geriatric Education Center (RIGEC), the findings from these efforts, and the modifications to assessment that ensued in response to the increased accountability requirements. The evaluation focused on RIGEC's series of continuing education, day-long workshops for health and social service professionals, the completion of all seven of which leads to a Certificate in Interdisciplinary Practice in Geriatrics. (Contains 5 tables.)

This paper discusses a study that explored the impact of the Lesotho Government pension scheme on the learning attitudes of pensioners. The recent introduction of the pension scheme means that old people have regained their status as breadwinners. They are no longer dependents but have become very resourceful members of the community. As a result they are more involved in family and community activities. This has necessitated a new look at their lifelong learning needs in relation to their responsibilities, among others, of educating their grandchildren, updating themselves in relation to new farming techniques and health issues. In this research, a case study design was employed to investigate two constituencies in Maseru, in peri-urban and rural settings. An interview guide was used to collect data employing a snowballing sampling technique. Data were qualitatively analysed. The results of the study indicate that these pensioners identified many new activities where they had the opportunity for lifelong learning, but the idea of targeted learning that could enhance these activities needs to be nurtured. The study recommends establishment of functional learning centres in constituencies to encourage organised learning for the elderly, families and communities. Such centres would be a place where they could convene and participate in various formal, non-formal and informal/indigenous learning activities. This paper provides some background information to how the pension scheme was introduced in Lesotho and the questions it raised regarding how pensioners were subsequently using their time. The paper then provides a conceptual framework in relation to adult learning, followed by the methodology, findings and conclusions. (Contains 1 table.)

This article explores videoconferencing in the context of local learning centres in Sweden. The practice is described as a "learning space" in which adult learners construct socio-spatial relations. The study goes beyond a sociological apprehension of actors and opposes the idea of the material as neutral, passive and conformed by practice. On the contrary, the classroom layouts and the technical artefacts have a profound impact on interaction, communication and learning. The results of the study concern how human actors have to take on different strategies to escape the influence of material actors. It will be argued that the learning space of videoconferencing is a network of interrelations in which control is handed over from humans to material actors. In terms of learning, we may have to rethink the roles of environments and technical artifacts and reconsider such predetermined and static roles of material objects. (Contains 2 figures.)

Continuing training is important for all professionals, and is especially essential for professionals in education. In this article, we present a study that evaluates the state of continuing training in early childhood education in Spain. The research identifies the impact of training for teachers, for children and for educational centers. Results show that pre-school professionals are satisfied with continuing training and with the transfer of training to their jobs, although there is little evidence of real and effective transfer to the classroom. The final results allow us to draw up proposals to improve the effectiveness of teacher training and the education children receive. (Contains 4 tables and 2 figures.)

The Swarthmore Educational Settlement was founded in Leeds in 1909. Since then thousands of adult learners have benefited from its combinations of liberal, vocational and creative arts programmes, homely atmosphere and commitment to fellowship in learning. It has remained an independent centre, running its own affairs through its own council and eventually playing an exemplary role in Leeds City Council's overall adult education provision, while attracting a considerable reputation, nationally. As with all adult education, funding changes over the years have required Swarthmore frequently to tailor its programme but it has demonstrably retained its identity as a weathervane for innovatory reform with a focus on the social purpose of adult education and as a centre for the creative arts. In this article, the author reflects on an experiment that has endured against the odds.

Since September 2002, business leaders and educators have been examining the differences in business and educational leadership in a professional development partnership, titled, The Academy for Leadership in Education (ALE). This organization was created as a program to encourage the study of leadership and develop the capacity for mentoring new school leaders. The collaboration is centered in a local university, and continues to include surrounding school systems and businesses. The Academy for Leadership in Education, a collaboration begun by the active involvement of local leaders in Salisbury, on Maryland's Eastern Shore, derives its professional development objectives from the literature on transformational leadership (Bass, 1985; Burns, 1978). Characteristics of transformational leaders are: (a) idealized influence-attributed, (b) idealized influence behavior, (c) inspirational motivation, (d) intellectual stimulation, and (e) individualized consideration. The focus on these criteria continues to be part of the process of preparing new leaders in the ALE. The Academy for Leadership in Education provides a model of how several rural school systems coordinated resources to provide an investment in the quality of school leadership at a time when the standards are high and the financial support for sustained, quality professional development is dwindling. Through ALE, over 150 educators have participated in high quality professional development. (Contains 1 table.)

The problems faced by a postmodern European Union, due to internationalisation of the economy, loss of competitiveness, rise in unemployment and negative demographic outcomes, call for transformations able to promote excellence in knowledge, technology and economic effectiveness, which also promote social cohesion. Thus, investment in human capital emerged as a core priority for European Union policies at the Lisbon European Council of 23 and 24 March 2000, providing for strategic goals to strengthen employment, economic reform and social cohesion. Within this framework, a new period of enhanced collaboration in education and training has been initiated among member states, committing them to a consistent strategy, with clear concrete objectives that accentuate aspects of openness and accessibility to adult education systems. This is expected to promote equal opportunities for all European citizens enabling them to participate in a "knowledge-led society". Hence, novel priorities have emerged for Greek educational policy. These have given prominence to lifelong learning and initiated the implementation of adult education centres in 2003 to meet the Lisbon goals. The present paper reports the findings of three case studies, relating to the promotion of openness and accessibility to learning opportunities throughout life. The research was launched in three adult education centres in northern Greece. The study attempted to assess strengths and weaknesses in their efforts to deliver educational services or activities to both citizens of urban and rural areas and to promote adult learning in a broader sense, in the light of the Lisbon mandate. (Contains 6 tables.)

This paper presents a comparative examination of four local learning centres that provide learning opportunities throughout life in Bulgaria, Cyprus, Greece and Turkey. The paper aims to assess some of the strengths and weaknesses of different types of local learning centres and partnerships in South-Eastern Europe--in line with the value and impact of the Lisbon strategy for developing multipurpose local learning centres for "brining learning closer to home"--in order to draw some conclusions on how to promote greater collaboration and a culture of co-operation, in an area where a lifelong learning culture is still underdeveloped, compared with that in other parts of the European Union. (Contains 1 figure and 55 notes.)

This article presents the findings of a study that explored the role and impact of continuing education on rural revitalization. A community development approach, academic expertise, and a university's resources were used to assist the citizens of Montmartre, Saskatchewan, to establish Centre 48, an arts and continuing education centre. Courses provided by Centre 48 gave townspeople and people from the surrounding area opportunities to explore new interests and to develop new social networks; in turn, the social capital gained by establishing and operating Centre 48 gave rise to new economic ventures. The results of this study illustrate how university continuing education units can contribute to capacity building in rural communities and how such social capital-building projects can serve as a catalyst for economic development.

Colvin Adult Learning Center (CALC) is a learning center where adults from different cultures, age groups, and different countries come together to address their educational weaknesses in order to work towards their life goals. It enjoys an excellent reputation in the community due to its history of providing quality instruction and assistance in making productive adults who can function in this community. However, inherent in having a multigenerational, multicultural, international student body is the problem of meeting the needs of those who come through its doors while providing the required standardized curriculum. In this article, the author introduces CALC and discusses some of the challenges and problems it has to deal with. (Contains 3 tables.)

This article focuses on the Lawrence Adult Learning Center, the only program in Kansas offering Adult Basic Education. The LALC has been a program on wheels, always moving to another location. Its mission is to enable adult students to: acquire appropriate skills and knowledge necessary to become informed decision makers and effective communicators; assist students to set attainable goals that meet their personal needs; recruit and serve adults who are in need of Adult Basic Education; and provide English language instruction with an emphasis on life skills and employability for ESL students. (Contains 1 table and 2 endnotes.)

Geriatric Education Center (GEC) faculty and staff are committed to teaching health professionals about the impact of culture on the health and health care of elders from ethnically diverse backgrounds. Ethnogeriatrics was highlighted as an important issue in the National Agenda for Geriatric Education during the 1990s. Between 1999 and 2001, the GEC Collaborative on Ethnogeriatric Education developed a Core Curriculum on Ethnogeriatrics and Ethnic Specific Modules. Faculty from 34 GECs wrote, reviewed, revised, expanded, and disseminated the Curriculum in Ethnogeriatrics. The 16-module, web-based Curriculum provides detailed information and teaching resources about important historical and cultural influences on the health care experience of the diverse U.S. population of elders. The Stanford GEC has tracked usage of the ethnogeriatric curriculum and reports favorable responses regarding its effectiveness. Many GECs have used the modules in their continuing education programs. GEC faculty share their teaching methods with others at professional meetings and present training sessions in their own geographical areas. (Contains 3 tables.)

A collaborative partnership has evolved between the Riverina Environmental Education Centre (REEC) and Charles Sturt University in Wagga Wagga. The Riverina Environmental Education Centre (REEC) is one of 24 Department of Education and Training environmental education centres in New South Wales (see www.reec.nsw.edu.au). As part of this partnership relationship, final year BTeach(Sec)/BSc students have worked with REEC and CSU staff on developing learning materials that support and enrich the programs offered through the REEC. In particular, these students have developed materials focussing on exploring student understanding about biodiversity and salinity. Additionally, the development of web based learning activities that use regional scientists as exemplars of current scientific research and possible career options (called Real Science) has occurred. Through this partnership arrangement, it has been a "win-win" outcome for REEC staff, CSU staff and the CSU final year secondary science students with all participants gaining valuable insights and pedagogical understandings from the partnership. (Contains 3 figures.)

Describes the development of a flexible learning center at the rural Kalgoorlie campus of Curtin University (Australia). Discusses the flexible delivery approach to providing training that is responsive to client needs, the center's physical resources, staff development for flexible delivery, practices at other flexible learning centers, staffing, materials development, and the center as a bridge to higher education. (SV)

Examines effects of social and economic change on adult education and lifelong learning in postcommunist Russia. Discusses the history of Russian adult education, educational policy changes in the 1990s, establishment of the first Open University and a network of adult-education centers, and the conflict between market-oriented objectives and goals of personal development and empowerment. Contains 40 references. (SV)