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Argentine technical-professional education was developed at the end of the 19th century with different pedagogical proposals for men and women. The aim of this article is to analyze, from the perspective of the participants in Vocational Training Centers (CFP), how gender stereotypes are present in course choice, in the evaluation of the training offered, and in the educational, work and family expectations. To do this, we resort to the analysis of focus groups carried out with students (men and women separately) of three Vocational Training Centres, part of the educational system of the province of Corrientes (Argentina). The main results show that although women have been gradually introduced into the training programs traditionally considered masculine, certain features of sexist discrimination and reproduction of the culturally determined sexual division of labour still persist. [ABSTRACT FROM AUTHOR]

This article presents some characteristics of primary education for youth and adults in Santiago del Estero: school and work trajectories, and how school staff describes their teaching practice. It also inquires about students' previous school experiences, their reasons for entering these schools and what topics they would like to learn. As salient results, we find a strong commitment of the school teachers with their work. Despite their description of the students being based upon the latter's deficiencies and their characterizing their working conditions as adverse, teachers are happy regarding their achievements, the learnings acquired in their work, and the bonds created with their students. Teachers identify the heterogeneity among students, but do not use this diversity as a vehicle for learning. They provide a series of reasons for students to drop out of school, many of them associated to state and society responsibilities. [ABSTRACT FROM AUTHOR]

Secondary Education for Adults (ESPA/Spanish acronym) is the adaptation of the Secondary Education (ESO) for adults (over 18 years old). This research attempts to clarify what students and teachers of ESPA would expect to find and receive from the psychopedagogist. Towards this end, we chose a descriptive methodology applying questionnaires at five adult centres. 135 students and 21 teachers of ESPA answered the survey. The scores show that the opinion that these stakeholders have of their counsellor is positive for both students and teachers. However, teachers-officers with extensive experience working with adults, do not find the presence of the counsellor as relevant. The study raises the need for a change in attitude of both teachers and students to encourage true knowledge of themselves. [ABSTRACT FROM AUTHOR]

We address the links between adult education and development, taking into account some initiatives predominant in Argentina during 1966-1973, such as the "Community Development" approach and the creation of the DINEA (National Directorate of Adult Education). Later, we explore the origins and evolution of the consciousness raising model associated to Paulo Freire, analyzing its main characteristics as well as the criticisms and debates his proposal raised in Latin America. [ABSTRACT FROM AUTHOR]

To explain the learning and growth challenges of marginalized people in the current context of global polarization of work, knowledge and education, demands not only a sociocultural approach, but a critical perspective that illuminates issues little addressed in sociocultural studies, such as issues of normativity in literacy education (Who defines what literacy is for whom? Who defines who is illiterate and how? What types of literacy programs are designed for which social groups?), of legitimacy and distribution (What counts as literacy in the current work order? Who has access to what kind of literacies?), and of socio-educational agendas (Whose agendas and interests do adult education and literacy programs serve?). To explore these critical issues a literature review is carried out in three parts: 1) Sociocultural learning theory and literacy; 2) Critical perspectives and global capitalism; and 3) Field research on "illiterate" adults. [ABSTRACT FROM AUTHOR]

This article describes an Educational Intervention experience in the Manuel del Castillo Negrete National School of Conservation, Restoration and Museography (ENCRyM) of the National Institute of Anthropology and History (INAH), in Mexico City, between April, 2010 and March, 2005. The individuals involved in this experience were faculty members, students, administrators, and staff. This document eloquently describes the processes of diagnosis, the theoretical framework, methodology, and techniques used by the educational advisers. It also recounts the work of the community to define the profile of the new conservators through a "curricular web" design that captures experiences, analyzes academic practices, and explores the culture of the institution. This curricular approach acts as a counterweight to curriculum design models based exclusively on highly specialized work and a technical and experimental approach, common in bureaucratic institutions. [ABSTRACT FROM AUTHOR]

Government work training policies and programs come and go, approaches and strategies are subjected to discussion, the index of poverty remains, educational goals are not met, developing countries are trying to get better economical growth rates, and the actions of the organized civil society get marginal impacts. Meanwhile various population sectors do not have an appropriate work training programs that could offer them the knowhow and the abilities to obtain a better job in order to improve their life conditions. Our discussion is based on the existence of training courses that have had an important impact on these sectors due to their learning experience they have: naturally, the assessment criteria goes further from the productivity and efficacy notion stated on the economic paradigm. This essay is based on those strategies that has favored people to have access to the world of work, strengthened local economies and, transcended the communitarian level as well as generated new forms of participation. [ABSTRACT FROM AUTHOR]

This article presents differences in the stated reasons about abandonment in daytime regular education of students between 14 to 17 years old. The study compares the juvenile offenders, with non-offenders belonging to the mode Education for Adults in Valparaiso, Chile. Using a social survey model, two studies were performed between 2009 and 2011, collecting samples of students in public, subsidized by the state and unsubsidized establishments. The studies identified the students and the reasons for abandonment in regular and formal education. Differential reasons between both types of students were evidenced. While young non-offenders leave for liability reasons, such as parenthood and the lack of time to study, the young offenders show reasons that are more related with problems at school such as the inability to understand the content, having issues with the teachers or not being able to understand their explanations. [ABSTRACT FROM AUTHOR]

This paper aims to describe and to analyze why enrollment in adult education has decreased in Brazil, a country with relatively lower level of schooling and with increasing socioeconomic requirements of education. This way, its methodology is founded on document analysis and on the principles of quantitative research, which made possible the critical and analytical reading of the numerical variables of the selected institutions, as well as of the legislation and regulations about adult Education. Secondary data from official and public educational censuses and household sampling surveys were used, such as enrollment, drop out, repetition, and school attendance etc., often underexplored for academic research. [ABSTRACT FROM AUTHOR]

The current recognition of the existence and relevance of the educational needs of youth and adults has failed to be reflected in the effective implementation of the right to education throughout life, in large population groups. Several studies have investigated the multiple factors and processes involved in the possibility of participation of young people and adults in educational spaces. This article aims to present aspects of research focused on psychosocial processes that account for the construction of demands for education throughout life, in adults popular sectors of Buenos Aires, from a biographical approach. Outlined the main background of this research, conceptual and methodological framework and a selection of results. On this basis, we outline some biographical horizons pedagogical work with youth and adults, from the perspective of popular education and participatory action research. [ABSTRACT FROM AUTHOR]