Adult education development in independent Ukraine

Herasymenko, Olha

doi:10.31812/educdim.v56i4.4403

Cited by 2 publications

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“…At the same time mentioning the impact of economic crises on education equals it with other sectors of the economy Ilieva and Tsiligiris [8], adds that the financial feasibility comes to the foreground. In Ukraine, the problems of the development of education have been studied by Herasymenko [4], Horishna et al [5], Hrishnova [6], Huzar [7], Kremen [12], Sych, Khrykov and Ptakhina [20], Vakaliuk et al [23]. The impact pandemic restrictions to higher education system was highlighted by Iyer et al [9], Kondratenko [10], Kovalchuk, Maslich and Movchan [11], Miller [15], Tkachuk et al [21].…”

Section: Related Workmentioning

confidence: 99%

The management strategy in the educational institution during the crisis caused by COVID-19 pandemic

Mykhailova,

Savina,

Tymoschuk

2023

CTE Workshop Proc.

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The research is devoted to the impact of the economic crisis caused by COVID-19 pandemic on educational institutions. This impact is highlighted as two side processes, which appears due to the impact of economic crises on education and, from the other side, due to the inability of education to satisfy the demands of information society, as well as to predict the consequences of such impacts on the socio-economic sphere of society. The negative effect on education is overviewed from the perspective of reducing funding and reducing the number of participants in the educational process. At the same time there is an internal crisis in the education sector, which is developed through reducing the quality of education and lack of necessary forms of education. The purpose of the research is to analyse the ability of education to overcome the destructive effects of economic crises and the ability to change according to the needs of information society. The development of an anti-crisis management strategy in the educational institution during the crisis caused by COVID-19 pandemic should target the most problematic components of the educational sphere: funding, number of participants and institutions, quality, and forms of education. That is why the strategy of anti-crisis management can be represented in three main components: virtualization, HR policy, branding. Thus, from scientific and theoretical perspectives the provided research can be a basis for transformation of education, which may be adapted to the need’s modern society. This strategy was successfully implemented during 2020-2021 years, and the results of which is represented in the research.

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Section: Related Workmentioning

confidence: 99%

The management strategy in the educational institution during the crisis caused by COVID-19 pandemic

Mykhailova,

Savina,

Tymoschuk

2023

CTE Workshop Proc.

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“…The influence of andragogy -"the art and science of helping adults learn" (Knowles, 1980, p. 43) -waxes and wanes in Anglophone adult education. However, it has attract ed sustained interest in eastern Europe since Savićević's (1991) germinal contributions in the then Yugoslavia (Herasymenko, 2021;Možina, 2011;Poláchová Vašťatková & Dopita, 2021;Reischmann, 2021;Samoilă, 2014;Zmeyov, 2006). There also seems cur rently to be renewed interest in it in the global South.…”

Section: Introductionmentioning

confidence: 99%

A Psychological Critique of Knowles’ Andragogy as a Theory of Learning

Moll

2024

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The theory of andragogy has had considerable purchase amongst adult educators over time. Although it differs in emphasis in its north American and eastern European poles, the theory derives from a psychological distinction between the way that adults and children learn. Defining the theory in the terms of its most influential theorist, Malcolm Knowles, this article develops a critique of andragogy in relation to mainstream theories of learning. Knowles argues adults are psychologically disposed to “immediate”, life-orientated learning, whereas children’s learning has a “postponed” developmental orientation to the future. However, this particular adult-child distinction has little veracity or credibility when considered against mainstream theories of learning. Rather than a purported cleavage between the learning of adults and children, it seems that Knowles is actually driving at a distinction between non-formal and formal teaching methods, and that this is a better way of thinking about the distinctiveness of adult education than any insights that “andragogy” may have to offer.

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Adult education development in independent Ukraine

Cited by 2 publications

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The management strategy in the educational institution during the crisis caused by COVID-19 pandemic

The management strategy in the educational institution during the crisis caused by COVID-19 pandemic

A Psychological Critique of Knowles’ Andragogy as a Theory of Learning

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