This chapter describes a locally developed model for professional learning, whose purpose is to facilitate faculty participants' implementation of UDL. The model is grounded in attributes of long-term, job-embedded professional learning and principles of adult learning theory. Recommendations for scaling-up faculty professional learning programs…

The RECOVEU project is an effort to conceive of a quality-learning programme with equity for adult learners in recovery. It emerged in the context of European recommendations that member states support recovering users to access education in order to improve their chances of achieving social integration. However, by privileging the voices of those…

The Whole of Community Engagement (WCE) initiative commenced in July 2014, led by the Office of Pro Vice Chancellor of Indigenous Leadership at Charles Darwin University (CDU). WCE aimed to build the aspiration, expectation and capacity of six remote and very remote Indigenous communities in the Northern Territory to participate and achieve in…

Over the past year lifelong learning in universities has come under the spotlight of politicians, educationalists, journalists and adult learners. For some, the concern has been about countering the fall-out from changes in public funding and challenging the reduction in provision--and even closure--of university departments. A number of…

In the rapidly changing world of higher education, innovative approaches to teaching adults are needed to drive instructional practices for helping to prepare the professionals of the future. The papers collected in "Innovations in Teaching Adults" were originally presented at a conference at City University of Seattle. The authors of…

Intended for adult educators, this book is a comprehensive overview and synthesis of what is known about adult learning. Part 1 describes the context of learning. Chapters 1-4 describe the following: the sociocultural context; the range of settings and ways they influence learners and the learning process; literature on who participates in formal…

Adults often prefer self-directed learning over teacher-directed, classroom-oriented learning. They feel that their life experiences and self-initiated projects teach them more than they can learn in a formal classroom situation. Persons usually do not pursue such self-directed learning, however, because of conflicting role requirements, a lack of…

This paper explores the traditional European model of vocational training in light of a new focus on employability and lifelong learning that is becoming more common in Europe. It includes the following four sections: (1) an overview of some examples of vocational training systems in Europe and the proposal that they share enough to be considered…

No single system or model of adult education and training describes the actual situation in the countries of Western Europe. Considerable variability exists from nation to nation in regard to scope, characteristics, organization, and financing. The countries, however, share an interest in the deliberate expansion of all phases of adult education.…

A working group of professionals and practitioners from across England was formed to identify the basic skills needs of and adults with learning difficulties and/or disabilities and to determine how to better meet those needs. The working group sent out a "call for evidence" and used its own networks to gather evidence. The evidence was…

This document explores the question of how the United Kingdom can attract more people into education and training. The introduction discusses the international seminar on which the document is based. "What Triggers Participation?" offers a conceptual framework for the seminar's findings. "A Comparative Perspective" examines…

This document is a practical guide to help managers of adult and community education programs in the United Kingdom address equality and diversity in the context of the Learning and Skills Council (LSC) remit and the Common Inspection Framework. The following are among the topics discussed in Sections 1-4: (1) learner-centered approaches…

Ireland's economic and social problems in the 1980s spawned a new kind of community education. Key characteristics of the new community education are as follows: (1) it is a learning environment and located in the community; (2) it provides learning programs based on identified needs; (3) its control remains in the local community's hands; (4) its…

The barriers to male participation in education and training initiatives in Ireland were examined in a qualitative study. The data collection methods were as follows: (1) semi-structured focus groups with a total of 41 men participating in training initiatives at five sites across Ireland; (2) in-depth interviews with 20 of the men; (3) a…

This bibliography lists 1,721 reports and publications that examine adult education in at least two countries and were published between 1945 and 1995. The oldest publications date from 1949, and the final 44 documents listed constitute a partial list of the international comparative adult education publications published in 1996. Publications are…