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Social justice is a critical component of many of the helping disciplines. Similar goals govern these different disciplines, which are reflected in the scholarship of their professional training. However, the crossover in scholarship is limited. This review of social justice andragogy literature from various fields in the United States creates a conversation among these helping disciplines so that they may be able to learn from each other. From these separate realms of scholarship, the authors have derived terms and recommendations of what these disciplines may learn from one another through their shared obstacles and through processing of their work.

In adult learning and education the need is defined as the discrepancy between the current stage of development of professional competences, as well as those of general culture, and the desired (possible to be achieved) stage. The need reflects the existence of a problem that requires intervention, a problem that needs to be dealt with, but also a motivational drive for lifelong learning. As a rule, the learning and education needs of adults are determined from the perspective of the appearance of some changes, the dynamics of developing the areas of adults' interest. In the given study we will try to establish the learning and education needs of adults from the perspective of internal and external factors: a) pandemics, conflicts and violence, polarization and division of society, economic inequality, misinformation and propaganda; b) psychological, social and andragogic. The focus is on the systemic analysis of the learning and education needs of adults, which is followed by several further processes: data collection using methods and tools; identifying priorities and establishing mechanisms for solving problems; needs satisfaction actions; establishing needs assessment criteria and tools. Identifying the learning and education needs of adults is a two-dimensional process: assessment of needs by service providers and assessment/self-assessment of needs by adult learners. Each of the above-mentioned factors generates different needs for learning and formal, non-formal or informal education of adults, including on the professional, social and individual dimensions. Addressing complex factors from the perspective of adult learning and education will essentially contribute to their more efficient integration into society, but will also contribute to reducing the influence of these factors by meeting the learning and education needs of adults.

This article explores how the Swedish policy of municipal adult education (MAE) is interpreted, translated, and enacted in study and career counselling. The data consists of semi-structured interviews with adult education leaders and study and career counsellors. Swedish MAE is characterised by extensive marketisation, with many different providers, which makes the education system complex. The findings show that a study and career counsellor is characterised as a key person for both the students and the organisation, with a role as a marketer and 'map reader' for applicants, in addition to responsibilities in admissions, the validation and mapping of students' knowledge, and quality work. The counsellor becomes a hub in a system that applicants and students find difficult to navigate and fulfils a vital function in the marketing of adult education and quality work. Thus, this complex system requires more resources for counselling to function to the benefit of the individual student. However, there is no clear regulation for how counselling should be organised, which means that counselling is organised in different ways in different municipalities with different providers. This in turn means that the availability of adequate counselling may depend on the municipality in which you live.

Background: More than half of the children in the world experience some form of interpersonal violence every year. As compared with high-income countries, policy responses in low- and middle-income countries (LMICs) are limited due to resource constraints and paucity of evidence for effective interventions to reduce violence against children in their own contexts, amongst other factors. Objectives: The aim of this evidence and gap map (EGM) is to provide an overview of the existing evidence available and to identify gaps in the evidence base on the effectiveness of interventions to reduce violence against children in LMICs. This report covers evidence published in English; a follow-up study is under preparation focusing on evidence in five additional languages--Arabic, Chinese, French, Portuguese and Spanish. Methods: The intervention-outcome framework for this EGM is based on INSPIRE--Seven Strategies for Ending Violence against Children, published by WHO and other partners in 2016. The seven strategies include implementation and enforcement of laws; norms and values, safe environment; parent-child and caregiver support; income and economic strengthening; response and support services; education and life skills. The search included both academic and grey literature available online. We included impact evaluations and systematic reviews that assessed the effectiveness of interventions to reduce interpersonal violence against children (0-18 years) in LMICs (World Bank, 2018b). Interventions targeting subpopulation of parents, teachers and caregivers of 0-18 years' age group were also included. A critical appraisal of all included studies was carried out using standardised tools. Results: The map includes 152 studies published in English of which 55 are systematic reviews and 97 are impact evaluations. Most studies in the map are from Sub-Saharan Africa. Education and life skills are the most widely populated intervention area of the map followed by income and economic strengthening interventions. Very few studies measure impact on economic and social outcomes, and few conduct cost-analysis. Conclusion: More studies focusing on low-income and fragile and conflict-affected settings (FCS) and studying and reporting on cost-analysis are required to address gaps in the evidence. Most interventions covered in the literature focused on addressing a wide range of forms of violence and harm, which limited understanding of how and for whom the interventions work in a given context, for specific forms of violence. More impact evaluation studies are required that assess specific forms of violence, gendered effects of interventions and on diverse social groups in a given context, utilising mixed methods.

Here we propose a conceptual distinction among "educazione," "istruzione" and "formazione" on the basis of the Italian socio-cultural heritage and we consider the role that teacher has historically assumed in this context. Then, we analyze the competences ascribable to the "teacher" today. Finally, we highlight how the relationship among concepts of increasing importance in the actual learning-teaching process, such as "active citizenship," "self-formation" and "accompanying," is determined by different attitudes and postures towards teaching and learning.

In the very near future, the huge and rapidly growing store of free, online learning opportunities will completely transform higher continuing education. The beginnings of this transformation are already evident and the factors compelling this change are so powerful that free learning is no longer a "trend." Rather, free learning is an imperative that must be recognized soon if current higher-education institutions, and particularly their continuing-education arms, are to survive and continue to be useful to society. This article is designed to help CE leaders become aware of and respond to the business challenges posed by the commodification of learning. Driving this practical and financial orientation is a much more profound idea and goal--the possibility that everyone could learn anything, anywhere, anytime, and for free.

In July 2014, the U.S. Department of Education announced a new round of experimental sites focusing on competency-based education. Capella University was selected to participate in three of the Department of Education's competency-based education (CBE) experiments and began by implementing the prior learning assessment experiment, which allows participating institutions the ability to offer Title IV funding to learners who are pursuing the attainment of academic credit through prior learning assessment. Since implementation in 2015, Capella University has identified several trending results and benefi ts from the experiment, including but not limited to the following: direct cost savings, increased grade point averages (GPA), decreased time to complete a credential, increased graduation rates, and decreased past-due balances and return of Title IV fund calculations. This article discusses Capella's early results for the Prior Learning Assessment Experiment Site Initiative, representing data from July 2015 through September 2016.

As increasing numbers of older adults stay in the workforce or engage in encore careers, they are subjected to diverse issues and challenges. The new dynamics of the workplace in a global market exert pressure on older workers and employers alike in which training and development has a potentially significant function for achieving greater productivity and job satisfaction. This article discusses the changing workplace and the diverse range of learning opportunities that may be available to older workers. The article then addresses selected issues of overcoming stereotypical assumptions about the capabilities of older workers, age stratification at work, and the differing perspectives of managers and employees to learning opportunities. The article argues for a negotiated process of learning where significant autonomy is assumed by workers.

Eugen Rosenstock-Huessy's work related to andragogy is insufficiently discussed in adult pedagogical literature, although most of his work deals with this field, if we employ his own definition of andragogy. This paper makes visible his role as an andragogical pioneer, and clarifies his understanding of andragogy and basic perspectives in his andragogical approach. Rosenstock-Huessy was a leading force in the first theoretical, academic reflections on adult pedagogical issues in the 1920s, and he implemented his thoughts and ideas in different practical actions. He became a source of inspiration for adult educators in the inter-war and post-war period. A comparison with two central figures within adult education, Eduard Lindeman and Malcolm Knowles, is also included in this paper. (Contains 13 notes.)

This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society? And, second, do schools have a responsibility in developing a unified model of who the citizen is as a person? Both questions are founded upon the premise that citizens are more than citizens; they are also persons.

The study aims to explore knowledge and attitudeSs regarding cervical cancer screening and to examine its determinants based on the perspectives of Taiwanese women with physical disabilities living in the community. A cross-sectional survey was employed in the study, and we recruited 498 women aged more than 15 years who were officially registered as having physical disabilities in Taipei County, Taiwan, in March 2009. A mail-out structured questionnaire designed to collect data concerning the participants' demographics, reported use, health experience and perception (understanding and attitudes) of cervical cancer screening among women with physical disabilities. We used a scoring system (range 0-10) to categorize the study subjects' awareness of screening (low vs. high). The results showed that 77.3% of subjects reported a low level of awareness (score [less than or equal to] 7), whereas 22.7% were in the high awareness level group (score greater than 7). The logistic regression model revealed that married women (OR = 3.30, 95%CI = 1.25-8.71), those with a higher educational level (OR = 2.88, 95%CI = 1.51-5.53), and those with a high familiarity with Pap smear resources (OR = 5.31, 95%CI = 2.82-9.98) had a significantly higher perception level of cervical cancer screening among women with physical disabilities. This study highlights the necessity of increasing the knowledge and awareness of cervical cancer screening and reducing the barriers to cervical cancer screening experienced by women with disabilities. (Contains 6 tables.)

Introduction: Our goal was to identify the clinical questions that health care professionals have at the point of care and explore whether these questions could be used to drive a needs assessment for continuing education programs. Methods: We gathered questions from 28 clinicians; 11 were directly observed for approximately 5 days per person, while others were given the option of submitting questions via e-mail, pocket card, or text message. They were asked to report all questions--everything from clear-cut questions to vague and fleeting uncertainties--and to evaluate their importance (low, moderate, or high priority). Questions were classified based on the Ely taxonomy of question type and by specialty domain. Results: We collected 563 questions; most (n = 429) came from the direct observation participants. Most questions were high (n = 171) or moderate (n = 236) priority. Of 60 categories of question type, 65.8% of all questions (and 70% asked by primary care clinicians) fell into only 9 categories. The most common question types were "How should I treat finding/condition y given situation z?", "Is drug x indicated in situation y or for condition y?", and "What is the cause of symptom x?". Discussion: More than two-thirds of physician questions fell into one of five competencies: cause of a clinical finding, test selection, prevention, treatment selection, and prognosis. By using these questions as a form of needs assessment, educators can develop programs that directly address the information needs and questions of learners in ways that are more likely to change performance and to ultimately benefit patients. (Contains 4 tables and 1 figure.)

Childhood obesity is being considered a global health epidemic, and one of the countries mostly affected by it is Mexico. The aim of this study was to assess the perceptions of low-income mothers with regard to their child's weight status and physical activity and their beliefs about healthy and high-density foods. A total of 813 mothers attending a vaccination centre at three primary care clinics in three different regions of Mexico, and their infants ranging from 5 to 24 months old, participated in the study. Anthropometrical measurements and interviews were conducted at the clinic. The child's average age was 12.7 months. Forty-three percent of mothers underestimate their child's weight status; this percentage jumps to 83% when we refer to mothers of overweight and obese children. Mothers with overweight and obese children, having a monthly income higher than 600 dollars, less than 6 years of education, and having migrated to their current state of residence are more likely to underestimate their child's weight. A high percentage of the mothers wish their children were less active, and they do not consider that carbonated and non-carbonated sweetened drinks and high fat snacks might be dangerous to their child's health. In conclusion, low-income, Mexican mothers highly underestimate their infant's weight status and have higher risks of fostering an obesogenic environment.

Alasdair MacIntyre and Richard Rorty, in their different ways, have represented the tension between acculturation and individuation, truth and freedom, as central to modern education systems, a tension which, both agree, they have failed to resolve. The paper argues that an additional complication is that in the contemporary postmodern landscape, which prioritises the notion of lifelong learning in its policy discourse, the very notion of education is threatened, and asks whether we should care. It considers MacIntyre's suggestion that the notion of the educated public can solve the former tension and concurrently re-launch the notion of education in the postmodern world--central to MacIntyre's plan is the reform of the university. And against it Rorty's suggestion that acculturation and individuation be regarded as different but connected processes, with individuation conceived as self-creation and located in the non-vocational university.