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Leodis Scott – New Directions for Adult and Continuing Education, 2025
Priority one of the Marrakech Framework for Action (MFA) involves promoting adult learning and education (ALE) within a lifelong learning perspective. This article intends to describe how the MFA places lifelong learning into a new era of ascension that will be transformational towards ALE, sustainable development goals, the world promise of…
Descriptors: Lifelong Learning, Guidelines, Adult Education, Adult Learning
Hidetsugu Suto; Qianran Wang – New Directions for Adult and Continuing Education, 2024
Japan, like many countries, is facing problems with an aging society, and lifelong learning is becoming more and more important. To provide older adults with the opportunity to enroll in lifelong learning programs, it is essential to offer suitable programs. However, designing learning programs for older adults is not easy because they may have…
Descriptors: Foreign Countries, Lifelong Learning, Older Adults, Educational Opportunities
Moodie, Gavin; Wheelahan, Leesa; Bragg, Debra D. – New Directions for Adult and Continuing Education, 2023
This article focuses on adult working learners who attend postsecondary institutions in Canada and the United States. We identify how these institutions deliver curriculum and instruction in the form of career-technical education (CTE) and vocational education offering occupational credentials. In British Columbia and the U.S., most vocational…
Descriptors: Foreign Countries, Adult Learning, Employees, Postsecondary Education
Guo, Shibao; Shan, Wei – New Directions for Adult and Continuing Education, 2019
This research examines the role of adult and lifelong learning in facilitating successful aging among Chinese older adults. A life history research is adopted to conduct the study. By analyzing narratives of research participants' learning stories, the study explores the provision of lifelong learning programs, Chinese perspectives on successful…
Descriptors: Older Adults, Lifelong Learning, Adult Learning, Foreign Countries
Kang, Haijun; Lin, Xi – New Directions for Adult and Continuing Education, 2019
As China is playing an active role in the World's politics, economy, and cultural circles, being able to communicate in English has become one of the basic life and work skills and a key for global access and integration. High mobile technology penetration, together with the proliferation of mobile learning applications, have made it possible for…
Descriptors: Lifelong Learning, English (Second Language), Telecommunications, Handheld Devices
Wang, Qianran – New Directions for Adult and Continuing Education, 2019
This article introduces Kominkan and its practice on Japanese social education and how it facilitates Japanese adult education and lifelong learning in local communities. Historically, social education was understood as all education that promotes social development and societal progress. Kominkan, as Japanese social education institutions for…
Descriptors: Communities of Practice, Adult Learning, Lifelong Learning, Self Determination
McKendry, Virginia – New Directions for Adult and Continuing Education, 2017
This chapter examines an Indigenous speaker series formed to foster intercultural partnerships at a Canadian university. Using ensemble leadership and generative learning theories to make sense of the project, the author argues that ensemble leadership is key to designing the generative learning adult learners need in an era of ambiguity.
Descriptors: Foreign Countries, Indigenous Populations, International Cooperation, Teamwork
Brigham, Susan M.; Baillie Abidi, Catherine; Tastsoglou, Evangelia; Lange, Elizabeth – New Directions for Adult and Continuing Education, 2015
Like the immigrant clients they serve, service providers have been overlooked in adult education literature, yet their roles are crucial for addressing the serious concerns of refugees and refugee claimants who flee their home countries hoping to find safe refuge in another country.
Descriptors: Immigrants, Adult Education, Refugees, Adult Learning
Rose, Amy – New Directions for Adult and Continuing Education, 2013
The "Hamburg Declaration" (UNESCO, 1997) is perhaps most quixotic and prescient in laying out the changing world of work as envisioned in 1997. It includes particular commitments to promote the rights to work and to work-related adult learning, to increase access to work-related adult learning for different target groups, and to…
Descriptors: Workplace Learning, Adult Learning, Workplace Literacy, Adult Education
Welton, Michael – New Directions for Adult and Continuing Education, 2013
Theme 1 of the "Hamburg Declaration on Adult Learning" boldly proclaimed that active citizenship and full participation of all citizens was the necessary foundation for "the creation of a learning society committed to social justice and general well-being" (UNESCO, 1997, p. 4). The "Declaration" advocated that future…
Descriptors: Social Justice, Well Being, Adult Learning, Lifelong Learning
Clover, Darlene E.; Hill, Robert – New Directions for Adult and Continuing Education, 2013
The environment is now a common theme in adult education. However, conversations that swirled around the United Nations Conference on Sustainable Development (Rio+20) in June 2012 suggested major environmental challenges persist, demanding that education, learning, advocacy and activism be augmented to ensure the survival of the planet. In adult…
Descriptors: Adult Education, Sustainable Development, Ecology, Research
Stromquist, Nelly P. – New Directions for Adult and Continuing Education, 2013
This chapter considers Theme 4 of the "Hamburg Declaration": Adult learning, gender equality and equity, and the empowerment of women. It has a fourfold purpose. It begins with a review of the balance of progress to date in conceptualizing gender. Second, it examines the objectives of CONFINTEA V and VI from a gender perspective. Third,…
Descriptors: Females, Adult Education, Adult Learning, Empowerment
Dietz, A. Steven; Schroeder, Eric A. – New Directions for Adult and Continuing Education, 2012
Perhaps now more than ever before the U.S. military is called on to perform tasks that are outside its normal/traditional purview. Recent wars--Bosnia, Afghanistan, and Iraq, for example--have demonstrated the need for the U.S. military to do more than find and defeat a clearly defined enemy. At all levels of the war theater (conflict area), the…
Descriptors: Military Personnel, Armed Forces, Critical Thinking, Occupational Information
Fraser, Wilma; Hyland-Russell, Tara – New Directions for Adult and Continuing Education, 2011
This article invokes the spirit of "Sophia" as metaphorical guide for an ongoing reclamation of wisdom spaces and describes a path for educators and practitioners that can assist in the recovery of wisdom in the face of increasing pressures of measurable outcomes within the field of lifelong learning. The authors first examine wisdom…
Descriptors: Foreign Countries, Figurative Language, Lifelong Learning, Adult Learning
Borg, Carmel; Mayo, Peter – New Directions for Adult and Continuing Education, 2010
The sites of adult education practice are multiple, and museums feature regularly among these sites (Chadwick and Stannett, 1995, 2000). This chapter explores the potential of museums as sites for critical "public pedagogy." It foregrounds the role of adult educators as co-interrogators with adult learners of what is generally perceived…
Descriptors: Foreign Countries, Adult Education, Adult Learning, Adult Students
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