Corporate continuing education is an investment which should equally benefit individual staff members and the company itself. A discussion between staff and superiors ensures that knowledge is transferred into practice. Continuing education providers and course instructors can help their customers by offering them tips on knowledge transfer in everyday working life.
Traditionally, Flemish students have always performed high scores in PISA test which is an international student assessment by OECD mainly focus on academic skills. They continue to excel in traditional literacy such as reading literacy, mathematical literacy and scientific literacy since 2000, and also the Flemish higher education enjoys a good reputation globally. Recently, Flemish public policy promoting and implementing new technologies into formal learning settings, which encourage the educational innovation within institutional system. But what about youth learners’ digital literacy and how do they learn with digital media outside classroom settings? A research program has been conducted to investigate this issue. A group of first year university students were interviewed and a survey was administered to young learners mainly from college freshmen students in Flanders.
For continuing education providers, staff play a central role. Nonetheless, little is known about how providers recruit their staff, or what they expect of their course instructors, counsellors or managers. There has also been little research into the instructors' view: how do they see their job, what skills do they need and how do they deal with insecure, often unreliable employment conditions?
The Heimvolkshochschule (HVHS; a residential folk high school) is a special institutional form of residential adult education with its own programme and a specific time schedule. Educational events mainly take place as courses lasting several days (or, previously, several weeks). In Germany there are currently just under 70 institutions with various maintaining bodies. There is traditionally a high concentration of residential folk high schools in Lower Saxony.
“I met the validation process by chance as the unemployed. It helped me to re-connect with myself, found out what I am capable of and what my main competencies for job seeking are. All my competencies are documented in a well-organized portfolio and are updated regularly with new gained knowledge. The validation process gave me a lot – from professional to personal growth in a way that I am motivated to upgrade my knowledge and self-realization on my professional path”.
Raising awareness of health hazards, climate changes and national cultural heritage are new elements of Slovenian adult education. This creates new challenges to the levels of educators' competencies and to monitoring and evaluation of activities.
Otava Folk High School is situated in Eastern Finland. Back in 1997, the school established an online upper secondary education programme for adults, and student numbers have been growing ever since. The school offers online education at comprehensive school level (primary and lower secondary education) and at upper secondary level. At both levels, the students study at their own pace, and no examinations are arranged. The school's trump cards are trust and flexibility.
In this paper, I would like to argue for the application of drama in adult education that goes beyond popular role play games and to invite adult educators to re-think drama not as a method, but as an approach to education with epistemological and ontological thinking behind learning methodology. I am particularly interested in this question since I witnessed a misuse of the drama in adult education, which I believe was the consequence of focusing on the activity and “overdoing drama”, but neglecting learning process, inner of learners and group dynamic.