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An analysis of theoretical perspectives that define adult learners for effective and inclusive adult education policies
International Review of Education ( IF 2.3 ) Pub Date : 2019-11-01 , DOI: 10.1007/s11159-019-09811-3
Yaw Owusu-Agyeman

Adult learning remains an important component of educational systems in countries all over the world, particularly because it seeks to explain how adults obtain education through formal, non-formal and informal modes. While many education providers and researchers focus on increasing resource support and the development of the knowledge and skills of adult learners, there is a paucity of studies on theoretical perspectives that define adult learners for the provision of effective and inclusive adult education. To bridge this gap, this article discusses the characteristics of adult learners based on five major theoretical frameworks – human capital, adult development, sociocultural, biographical and political perspectives – and shows how they can enhance effective and inclusive adult education policies and practices at different levels of governance. The author considers these perspectives along with the normative and ontological dimensions of lifelong learning. While the normative dimension explains lifelong learning as a concept that focuses on the development of educational policies, the ontological dimension explains how individuals learn throughout their lives within and outside of educational settings. The study concludes that if policymakers reflect on the five theoretical perspectives, and consider the normative and ontological dimensions, they can enhance the policies and practices that guide adult learners in lifelong learning environments and promote inclusive education, leaving no one behind.

中文翻译:

对定义成人学习者有效和包容性成人教育政策的理论观点的分析

成人学习仍然是世界各国教育系统的重要组成部分,特别是因为它试图解释成人如何通过正规、非正规和非正规方式获得教育。虽然许多教育提供者和研究人员专注于增加资源支持以及成人学习者知识和技能的发展,但很少有关于定义成人学习者以提供有效和包容性成人教育的理论观点的研究。为了弥补这一差距,本文基于五个主要理论框架——人力资本、成人发展、社会文化、传记和政治观点——并展示了它们如何在不同治理层面加强有效和包容的成人教育政策和实践。作者将这些观点与终身学习的规范和本体论维度一起考虑。规范维度将终身学习解释为关注教育政策制定的概念,而本体维度则解释了个人如何在教育环境内外的一生中学习。该研究得出的结论是,如果政策制定者反思五个理论视角,并考虑规范和本体论维度,他们可以加强在终身学习环境中指导成人学习者并促进包容性教育的政策和实践,不让任何人掉队。作者将这些观点与终身学习的规范和本体论维度一起考虑。规范维度将终身学习解释为一个关注教育政策制定的概念,而本体维度则解释了个人如何在教育环境内外的一生中学习。该研究得出的结论是,如果政策制定者反思五个理论视角,并考虑规范和本体论维度,他们可以加强在终身学习环境中指导成人学习者并促进包容性教育的政策和实践,不让任何人掉队。作者将这些观点与终身学习的规范和本体论维度一起考虑。规范维度将终身学习解释为一个关注教育政策制定的概念,而本体维度则解释了个人如何在教育环境内外的一生中学习。该研究得出的结论是,如果政策制定者反思五个理论视角,并考虑规范和本体论维度,他们可以加强在终身学习环境中指导成人学习者并促进包容性教育的政策和实践,不让任何人掉队。规范维度将终身学习解释为一个关注教育政策制定的概念,而本体维度则解释了个人如何在教育环境内外的一生中学习。该研究得出的结论是,如果政策制定者反思五个理论视角,并考虑规范和本体论维度,他们可以加强在终身学习环境中指导成人学习者并促进包容性教育的政策和实践,不让任何人掉队。规范维度将终身学习解释为一个关注教育政策制定的概念,而本体维度则解释了个人如何在教育环境内外的一生中学习。该研究得出的结论是,如果政策制定者反思五个理论视角,并考虑规范和本体论维度,他们可以加强在终身学习环境中指导成人学习者并促进包容性教育的政策和实践,不让任何人掉队。
更新日期:2019-11-01
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