Are Universities Really Open To Adult Students?
Prof. PhD. Simona Sava
Abstract
The topic -Adult Education in Universities is not new, as people might argue that in fact in universities we are dealing only with adults. It is true, the focus is mainly on young adults, however for the older ones, the so called ―non-traditional students, offers and services are more limited. This situation tends to become even more sensitive, once the different university ranking systems put more emphasis on the research aspect than on the didactic and social function of the university. This is the focus of this thematic journal, trying to bring together papers and reflections about the extent to which universities have become more open to ―non-traditional students. The paper discusses efforts done at the European level to push member states and universities towards more systematic efforts, and reflections on how they can widen access to higher education for non-traditional students.
Key words: widening access to higher education, lifelong learning, adult student
University Adult Education Related to Practice
Prof.dr.dr.h.c. Ekkehard Nuissl
Abstract
The relation between universities and practice is complicated and sensible. This is true also for the discipline of adult education as science and as practice of universites as teaching organisations.There is a wide range of tasks for adult education as scientific discipline to support and develop the practice of adults learning, but also a challenge to contribute with appropriate offers in this field. In this article there are given some examples of concrete relations between universities and practice regarding adult education and learning. Coming from these examples there are pointed out the main obstacles as well as the prior benefits of such activities. The article is based on the discussions in a panel during the conference on lifelong learning at the university of Iasi in April 2014. The author was chairing this section.
Key words: lifelong learning, adult education
Hungarian Higher Education and Adult Learners
Prof.PhD. Balázs NÉMETH
Abstract
This paper is to analyse the state of art in how higher education in Hungary is prepared to open up to adult learners wanting to extend their knowledge and develop skills at an advanced level of education. Also, a detailed description of the roles and functions of higher education in adult learning will demonstrate some particular aspects of quality development of higher education and learning focusing on better performance and raising participation.
Key words: lifelong learning, adult learning, higher education, validation of prior learning
Selected elements of the learning culture at Universities of Third Age in Poland
Prof. PhD. Agnieszka Kozerska
Abstract
The article presents the results of analyses regarding some elements of a learning culture of seniors taking advantage of offers of institutions promoting knowledge. Selected elements concerning lifestyle have been analysed for example involvement in activities after classes at Third Age University, values which, as senior citizens argue, can contribute to a successful life, the level of satisfaction resulting from selected areas of life. Data collected in 2013 relating to 9673 people aged over 60 living in Poland selected at random were used for the analysis. Data gathered as part of Diagnoza Społeczna Project (Social Diagnosis Project www.diagnoza.com) were used as well. Seniors using offers of educational institutions have been compared with seniors not making use of those offers. It has been stated that the differences in terms of a level of activity concern the establishing of interpersonal relations and social activity, participation in culture, a level of life satisfaction. The differences in terms of seniors‘ opinions in the groups being compared about Friendship and Optimism as values which are a requirement for a successful life have also been identified.
Key words: Senior citizens, Third Age University, learning culture
It is the Romanian higher education ready for the inclusion of students with disabilities?
PhD. Candidate Borca Claudia –Vasilica
Abstract
This study aims to answer the question: It is the Romanian higher education ready for the inclusion of students with disabilities? In this context, we intend to approach different issues, educational and social, by radiography issues such as: the rate of inclusion of people with disabilities in higher education in Romania, if universities develop strategies for including students with disabilities, national strategy that Romania has developed to include young people with disabilities in higher education.
This subject is topical, considering that the Europe 2020 strategy, the European Council established five major EU objectives for education aiming at increasing to over 40% for the higher education graduates in the population aged between 30 and 34 years. The situation in the year 2013 shows that the number of people with disabilities in Romania was 709.216, of which 14% is people aged between 8 and 35 years.
A comparative study of Eurostudent highlights the percentages of students with physical disabilities and chronic illnesses of all students in different countries, in 2008, and ranks Romania 17th place of 22, the young people with disabilities in higher education. Also, in recent academic years, the percentage of students with disabilities did not exceed 0.07% of the total number of students, according to data collected in the university ranking.
Keywords: people with disabilities, higher education, accessibility, adaptation, inclusion
Implications of internal quality assurance systems and their impact on adult education provisions
Anca Prisăcariu
Abstract
The purpose of the present paper is to analyses different implications of internal quality assurance systems and their contribution to adult education provisions. To a certain extent, the paper aims at helping traditional higher education institutions implement a functional internal quality assurance system and make a shift toward an orientation of adult education. Following these two purposes, the paper will describe the main characteristics of a functional internal quality assurance system and, at a later stage, offer elements and indicators for adult education in higher education.
Key words: internal procedures, quality assurance, adult education, performance indicators.
Validating competences of teachers and students involved in quality assurance - a step forward to quality culture
Mihai Adrian Vilcea
Abstract
The article presents the perspective of validating competences acquired by teachers and students involved in quality assurance processes developed in a higher education institution. Being part of teams that are responsible of quality assurance processes at different levels – departments, faculty and institution – participants are exposed at informal and non-formal learning context and all the competences are not validated and recognize. Universities are facing now lack of motivation from bout group teachers and students, to be involved or develop new quality processes.
Key words: quality assurance, quality culture, competences
Portrait of Recognition and Validation of Prior Learning in Romania
Adriana Osoian
Abstract
The article presents the issue of recognition and validation of prior learning and experience in the Romanian Higher Education (HE) system and in Vocational Education and Training (VET) system, clarifies concepts, practices and regulations implemented in the two systems. While, the regulation for Validation of Prior Learning (VPL) does not apply in an explicit way to HE yet, there is a legal framework in place for the validation of non-formal and informal learning in relation to professional competences. Although it has a fairly short history, validation of informal and non-formal learning is gaining momentum in Romania through an increase of certified validation centers and experts (CDEFOP, 2010). As a result of a study that I carried on in 2013, which aimed to estimate the impact of the validation process on the beneficiaries from their perception, the article includes conclusions and recommendation outlined with the purpose of optimizing the existent practices at the moment.
Key words: recognition, validation, accreditation, prior learning
1st Validation of Prior Learning Biennale
Maria Ţoia
The fourth International Conference on Adult Education - Adult Education in Universities Local and Regional Perspectives
Prof. PhD. Simona Sava
The Power of VPL. Validation of Prior Learning as a multi-targeted approach for access to learning opportunities for all
Denisa Mariana Lombrea
References for the development of the professionalization system for adult education practitioners
Adriana Osoian
West University of Timisoara, Faculty of Sociology and Psychology, Department of EDUCATIONAL SCIENCES
