100 Years of Volkshochschule – 50 Years of DVV International. Local and global perspectives on adult education and lifelong learning

Hinzen, Heribert

doi:10.36253/978-88-5518-155-6.14

Cited by 7 publications

(9 citation statements)

References 4 publications

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“…Flavell encapsulates the notion of metacognitive competence in the formula "cognition about cognition" or "learning to learn". Importantly, this approach to metacognition is valid for lifelong learning (Hinzen, 2018;Toma, 2022a;Toma, 2022b).…”

Section: Resultsmentioning

confidence: 99%

Principle of Psychocentrism in Designing Curriculum for Adult᾽s Learning and Education

Toma¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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This article addresses the issue of curriculum for adults' learning and education in a formal and nonformal terms from a psychological perspective. In this sense, learning and education of adults are strongly focused on psychocentric approaches, which must be relevantly reflected in the curriculum. Namely, the curriculum has as object of reflection the relationship between the individual, the society and the educational (learning) institution. The psychological approach of the curriculum for adults' learning and education is focused on the following conceptual approaches: the process of changing/developing the curriculum in relation to psychological factors; organizing and conducting adult education through a curriculum that creates contexts for active learning and respects personal and professional needs. At the same time, the concept of curriculum is approached from the perspective of metacognitive competences (conscious awareness, metacognitive judgment, metacognitive decision), the peculiarities of mental processes in adults (perception, memory, thinking, attention), but also motivational factors (psychological, social, andragogic). The motivational framework is achieved in the educational curriculum through the following components: the conceptual component, the outcomes component, the contents component, the procedural component. The express study showed what reflections teachers have on the curriculum taught in psychocentric vision.

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Section: Resultsmentioning

confidence: 99%

Principle of Psychocentrism in Designing Curriculum for Adult᾽s Learning and Education

Toma¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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“…The study focuses on a fundamental theoretical framework of well-known researchers: (Blândul, 2015;Cristea, 2010;Dandara et al, 2018;Dandara, 2020;Guțu & Vicol, 2014;Guțu, 2020;Guțu et al, 2018, Guțu et al, 2021, Guțu et al, 2022Hinzen, 2018;Jinga & Istrate, 1998;Văideanu, 1998), but also on the experience of adults' learning and education in the Republic of Moldova and other states.…”

Section: Problem Statementmentioning

confidence: 99%

Curricular Approach To Contents Of Adults’ Learning And Education

Carolina¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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This article addresses the issue of design, organization and implementation of adults' learning and education contents from a curricular perspective in formal and non-formal education. It bases a concept and the structure of contents for adults' learning and education related to the fields, profiles and types of formal and non-formal activities, in which adults are included. It identifies a set of principles and procedures specific to the organization of contents in the diversification of forms, technologies and purposes of adults' training and education. Emphasis is placed on the organization and structuring of contents in relation to the form of educational process' organization (formal-non-formal education), the type of learning and education (professionalization, lifelong vocational training, qualification, retraining, personal development, etc.); projected/expected outcomes, largely determined by the educational needs of adults. At the same time, the results of a study on the perception of different types of learning and education content of different categories of adults are described. The results of study provide useful information on the selection of learning content in relation to the needs of adults.

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“…To some extent, Volkshochschulen (vhs) might be called a German version of CLCs (Hinzen 2020 ). In Germany today, ALE governance includes policy, legislation and financing for the almost 900 vhs which provide services to participants on their doorstep through offering courses, lectures or other activities, which are taken up at an annual level of around 9 million enrolments.…”

Section: Literature Reviewmentioning

confidence: 99%

Community Learning Centres (CLCs) for Adult Learning and Education (ALE): development in and by communities

Belete¹,

Duke

Hinzen

et al. 2022

Int Rev Educ

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Institutionalised forms of adult learning and education (ALE) such as community learning centres (CLCs) and related models are found in most parts of the world. These are spaces offering opportunities for literacy and skills training, health and citizenship, general, liberal and vocational education, in line with fuller recognition of the meaning of lifelong learning, and in the context of local communities. Often these institutions form the basis for even more informal and participatory learning, like study circles and community groups. They may share facilities like libraries and museums, clubs and sports centres, which are not within the remit of the Ministry of Education. This article reviews relevant literature and identifies recent studies and experiences with a particular focus on the Asia-Pacific and Africa regions, but also considers insights related to interventions at the global level. Findings point to low levels of participation of adults in general, and more specifically so for vulnerable and excluded groups which can hardly cross respective barriers. The authors’ discussion is guided by the question What conditions are conducive to having more and better ALE for lifelong learning – and which roles can CLCs and other community-based ALE institutions play? This discussion is timely – the authors argue that CLCs need to be given more attention in international commitments such as those made in the context of the International Conferences of Adult Education (CONFINTEA) and the United Nations 17 Sustainable Development Goals (SDGs). CLCs, they urge, should be part of transformative discourse and recommendations at CONFINTEA VII in 2022.

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100 Years of Volkshochschule – 50 Years of DVV International. Local and global perspectives on adult education and lifelong learning

Cited by 7 publications

References 4 publications

Principle of Psychocentrism in Designing Curriculum for Adult᾽s Learning and Education

Principle of Psychocentrism in Designing Curriculum for Adult᾽s Learning and Education

Curricular Approach To Contents Of Adults’ Learning And Education

Community Learning Centres (CLCs) for Adult Learning and Education (ALE): development in and by communities

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