Using a qualitative case study research design, this study examines the quality of the integrated functional adult education (IFAE) program in Ethiopia. Data were collected in Amhara Regional State from purposively selected nine adult education experts/officers and twelve adult educators (facilitators) through in-depth interviews. Document review…

Adult education was an integral component of the colonisation of the Canadian Arctic. Between the 1960s and the 1990s, educational programmes were explicitly developed in order to shape Inuit adults in particular ways: from teaching them how to live in permanent houses, to teaching them how to work as administrators and tradespeople. Inuit did not…

Global migration is increasing to unprecedented levels, especially from non-OECD countries to OECD countries. One of the new challenges for lifelong learning is that migrants are expected to be responsible for ensuring that they have the capabilities and learning to adapt to new contexts but qualifications and experiences obtained in one national…

Museums in the United States have historical significance, which adult educators are beginning to study. Receiving less attention to date, however, is the work of African American history museums. This descriptive case study sought to gain an understanding of the adult education work in one African American history museum--The Calaboose: The…

While there is a wealth of literature and research on radical adult "popular" education for social change, most of it looks forward and speculates on the educational processes best able to help the oppressed of the world overcome naive passivity and become critically aware "subjects" of social change. Within a critical…

Trainers/teachers in eight occupational areas (n=167) identified ways in which they challenge or support workplace learners. Military trainers tended more toward challenge; higher education mentors tended more toward support. Within occupational groups, individual differences in trainer ideology appeared. (SK)

Survey responses from 48% of 132 adult/continuing education tutors in the United Kingdom and follow-up interviews indicated that, despite recognition of the need for active student involvement, use of experiential methods was restricted. Many preferred the term "interactive" and thought such methods were useful occasionally but should be…

Interviews with 26 adult/community educators, business/industry training officers, and employees in occupations requiring high education levels revealed the following preferences for an adult/community education specialization: course content based on learner needs, flexibility in courses delivery, recognition of prior learner, and formal…