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Immigrants continue to push America’s workforce forward in various industries, but employers must implement English language training and professional development strategies to ensure the success of their distinct worker population. In 2020, English for a Lifetime Language Institute launched its English at Work (EAW) program to help employers in Georgia upskill their immigrant worker pool by providing on-the-job English language training. The institute’s EAW program specifically provides employers with a custom-designed English language curriculum and an on-site English instructor, ensuring that workers’ English is developing giving them the opportunity to accomplish promotion and advancement on the job. This article qualitatively explores the institute’s EAW methodology and its application for addressing the English language barrier gap amongst the immigrant worker population. [ABSTRACT FROM AUTHOR]

Globalization provides access to people, services, goods, ideas, beliefs and values in a new way and poses fundamental challenges for all areas of education in every country. Education on global issues is a process of individual and collective growth which allows for transformation and self-transformation. In this vein, this quantitative study seeks to investigate the perspectives of 310 adult educators on global education training. The accessible population of the study was adult educators working in the public and private vocational training institutes in the region of Western Greece during the academic year 2021–2022. The random sampling technique was applied. Research findings show that teachers recognize the necessity and importance of training on global competence and most of them have attended one or more courses mostly during their undergraduate or postgraduate studies or during their participation in training programs. They also regard the University as the most appropriate training actor, and they are in favor of optional training programs and of mixed type. Regarding training topics, they proposed interculturalism, diversity, current events, religion, history, immigrants, environment, geography, human rights and culture. Finally, participants' aspects do not seem to be affected by their employment relationship and years of service. On the contrary, gender, ICT knowledge and additional studies seem to affect the results of the research. [ABSTRACT FROM AUTHOR]

Work motivation has profound benefits ranging from increased development to performance for employees and companies. The present nationwide survey adopted the Multidimensional Work Motivation Questionnaire (Gagné et al., 2015) and developed a Work Motivation Scale to accurately measure the construct amongst three groups of respondents working in the Training and Adult Education Sector in Singapore. Using the Rasch-Andrich rating scale model and structural equation modeling (SEM), we investigated the psychometric features of the dimensions of the instrument and its measurement invariance, respectively. We found evidence supporting the fit of the dimensions to the Rasch model and also a good level of partial structural invariance for the majority of the parameters in the SEM model. The present study extends existing self-determination theory literature by measuring work motivation in the multicultural context of Singapore and emphasises the importance of invariance measurement. The findings lend support for the continued use of the Work Motivation Scale to measure the antecedents and outcomes of work motivation. [ABSTRACT FROM AUTHOR]

Globalization provides access to people, services, goods, ideas, beliefs and values in a new way and poses fundamental challenges for all areas of education in every country. Education on global issues is a process of individual and collective growth which allows for transformation and self-transformation. In this vein, this quantitative study seeks to investigate the perspectives of 310 adult educators on global education training. The accessible population of the study was adult educators working in the public and private vocational training institutes in the region of Western Greece during the academic year 2021–2022. The random sampling technique was applied. Research findings show that teachers recognize the necessity and importance of training on global competence and most of them have attended one or more courses mostly during their undergraduate or postgraduate studies or during their participation in training programs. They also regard the University as the most appropriate training actor, and they are in favor of optional training programs and of mixed type. Regarding training topics, they proposed interculturalism, diversity, current events, religion, history, immigrants, environment, geography, human rights and culture. Finally, participants’ aspects do not seem to be affected by their employment relationship and years of service. On the contrary, gender, ICT knowledge and additional studies seem to affect the results of the research.

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective teaching utilizing audiovisual media communications in adult education. This research is a secondary research from two researches, which are qualitative and based on a quantitative method of analyzing. The primary data were collected through experiment method from adults (18 years and older), in Cyprus and Greece. The results confirm the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning in education, both from the literature, and from the findings and results of various researches. This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), information and communications technologies (ICTs) in adult education (in Greece and Cyprus).

Transformative learning is described as an adult experience of revising beliefs and values previously surmised to be true, and at times this may occur years after a significant encounter. Adult educators may be a catalyst for such changes in their learners, even though they do not always witness the fruits of their labor. Based on the author's research and her personal transformation during the study, this article highlights three stories of the long-term effect of transformative learning on adult educators. It discusses how their beliefs and values were originally constructed and later challenged through new experiences in their university programs. Ranging in age from 35 to 65 and representing diverse backgrounds, participants shared their stories through interviews, art, and writing. This essay also expands the research to include how adult educators, possibly unknowingly, may provide a pathway for learners in the healing of their grief stemming from childhood losses. Two stories of transformative learning are from the study participants; the other is the researcher's story that had been kept secret for nearly 50 years. [ABSTRACT FROM AUTHOR]

This paper aims to highlight a) the necessity of linking the educational philosophy with practice by presenting educational philosophical theories of the reference field, i.e., adult education, b) the prevailing educational philosophies in active adult educators and c) the possibility of the co-existence of two or more educational philosophies in the field of adult education, in relation to two parameters: education/learning and teaching process. Its contribution is to highlight the need for the trainer to be aware of the educational philosophy adopted in different parts of education such as the learning and teaching process. The research tool is the questionnaire by Lorraine Zinn, "Philosophy of Adult Education" (PAEI, 1983). The PAEI questionnaire by Zinn aspires to highlight the personality of the educator and investigate their critical awareness, the possibility of adopting alternative approaches in the planning of educational programs and teaching methodology and the realizability of the educator’s broader evaluative goals. [ABSTRACT FROM AUTHOR]

This paper aims to highlight a) the adult educator’s necessity to take into account the broader philosophical framework that governs his thoughts and practices in the teaching process, b) the prevailing educational philosophy or philosophies in active adult educators and c) the gender’s and degree’s impact on educator’s theoretical identity. The research tool is the questionnaire by Lorraine Zinn, "Philosophy of Adult Education" (PAEI) (Zinn, 1983). Both the PAEI and a researcher- created demographic sheet were used to describe and analyze the adult educational philosophies of active adult educators in Greece (Ν=399) which guide them and the factors which have impact on these “philosophies”. Frequencies, means and correlation analyses were used to describe the results. The research results were shown that the prevailing educational philosophies are the humanism and the progressivism and also that gender and the scientific training of each educator do not appear to influence her/him in terms of the educational philosophy she/he adopts. [ABSTRACT FROM AUTHOR]

Abstract This article presents the results of a recent online survey of graduates of the Austrian Academy of Continuing Education. Methodically, the survey’s results on benefit items are interpreted and answers to open questions are analyzed by qualitative content analyses. Empirical findings are subject to an interpretation using concepts of professionalization and the political agenda of validation of informal and non-formal learning. An important finding is, that WBA enhances individual professionalization as well as a structure-related professionalization. Valorization of the newly acquired qualification on the labour-market is not attained. Gaining a new identity as adult educator and crucial knowledge concerning professionalization is the benefit which provides adult educators with the ability to work on their own professionalization.

The article presents the second part of the research, following the first publication in [2]. The specific features and problems of optimization of adult continuing managerial (PABA) education sectors development in Russia through progressive abroad experience are described and analyzed. Systems of the adult supplementary education abroad along with the adult educators training experience are characterized. Problems and development prospects of adult professional managerial education in Russia are highlighted.

The article under consideration presents the fi rst part of the research which gives an outline of general situation, trends and further development problems in adult supplementary socially-oriented managerial education sector in Russia and abroad. Positive experience in modern staff continuing education of the developed Western and Eastern countries is being analyzed in the context of opportunities to adapt it to Russian social and cultural realities. Due quality of special professional educators training for adult continuing education sector in modern Russia according to the accumulated abroad positive experience is strongly highlighted.

Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adult Education has many values, including experiences and co-operation among people, and the fact that adult education is full of stories from adult educators, which can help to understand trends in the past and developments in the present. Established in 1991 as part of a more general regional cooperation among five Nordic and three Baltic countries (NB8), Nordic-Baltic cooperation in adult education has been mutually enriching and has resulted in the growth of a professional network. The cooperation has led participants through a time of new sources of values, knowledge and contacts, socialisation and transformation, inspiration and challenges, which has influenced their experiences and professional identities. This paper is based on the results of a study entitled “Nordic-Baltic cooperation in adult education: Experience and stories” and focuses on the experiences and professional identities of two generations of Estonian adult educators. The empirical data for the study were collected using narrative-biographical interviews. The paper discusses two research questions: (1) What is the perception and influence of experiences for adult educators? and (2) How have their experiences influenced the professional identity of adult educators? [ABSTRACT FROM AUTHOR]

In the face of contemporary educational transformations, this contribution aims to analyze the educational role that can still be played by the adult educator. Without restoring old categories of the past, today's adults continue to have a responsibility in the growth of younger generations. Accepting this task means first of all critically and reflectively recognizing one's role and, secondly, accepting the challenges posed by the complexity of today's landscape in terms of credibility and consistency.