This briefing paper endeavours to highlight the challenges facing refugees and asylum seekers in the United Kingdom in accessing education, training and employment. It does not claim to cover all the issues but is intended as a starting point for providers of adult learning and/or advice. It initially sets out the facts about definitions and…

Gibbons et al. (1980) reported 14 principles in "teaching for self-education." Four of these principles illustrate some of the challenges involved in applying the principles to classroom learning: (1) in self-education, the locus of control is in the self-educator, whereas, in formal education, the locus of control is in institutions, their…

This guide deals with issues that should be considered by individuals involved in the education and training of adults. In particular, this document stresses the importance of processes of curricular design and recognition of a core of skills as a basis for learning. The first section discusses recent developments by the Further Education Unit's…

Drawing from a literature review of books, periodicals, and documents published since 1971, this paper provides the necessary background for a business/industrial trainer to reach trainees more effectively by identifying students' learning styles and matching styles with appropriate strategies for teaching/learning. Part A provides a summary of…

Not been much research has been done on the characteristics of adult learners of mathematics per se. In most cases, however, it appears that adult learners of mathematics share the characteristics of other adult learners. Adults are often good problem solvers, but they often need to be convinced that these methods are acceptable and applicable to…

Lifelong learning and community education are described in this report as concepts reflective of two rapidly evolving worldwide movements. Although the community is advocated as an important element in lifelong learning, and lifelong learning is seen as an integral part of community education endeavors, it is said that proponents of each movement…

Examines factors contributing to adult student stress and subject anxiety. Ways in which adult educators can help students overcome this barrier are suggested. Describes results of a Subject Anxiety Inventory administered to 875 adults between the ages of 17 and 72 enrolled at two community colleges and two university campuses. (CT)

Evening extension classes for adults were observed for the relative effects of course content, cognitive factors, and affective factors on classroom behaviors of adult learners. The analysis indicated that input (course content) and process variables (cognitive and affective) influenced output variables (student behaviors) in complex ways.…

Research since 1980 on gender and learning styles of students over age 18 is reviewed for commonalities in theory and research methodology. In addition, a quantitative meta-analysis was undertaken on two measures of learning style and study behavior to determine the direction and magnitude of gender differences in various samples. (Author/MSE)

Physicians, physician educators, and nonphysician educators attended a workshop on learning style and personality type inventories. One month later participants were interviewed regarding their reactions to the inventories. Physicians found the inventories interesting and fun to take and thought the styles and types of information were applicable…

A student-centered and transformative perspective on learning acknowledges different forms of knowledge and methods of knowledge construction. It is incompatible with competency-based models such as the New Zealand Qualifications framework, which has a narrow utilitarian view, ignores connections between knowledge and power, and obscures…

A common outcome of entering post-compulsory education as a mature aged learner appears to be development and growth of the self. However, this is often only viewed as an outcome or considered an added benefit, rather than an integral part of the academic process itself. This paper explores the relationship between academic growth and personal…

People learn in many different ways and in many different places. What is learned informally or experientially is often the same or similar to what may be learned in traditional formal learning environments. There are many reasons why recognizing experiential learning is viable educational option, more so in today's economy than ever before. Prior…

To overcome the barriers that deny part-time adult learners the opportunity for continuing their educations, the University of Mid-America proposes the creation of a nationwide American Open University (AOU). The AOU will be an independent, accredited institution with its own board, faculty, and administration. It will have regional centers across…

The term andragogy, often defined as "the art and science of helping adults learn," has gained wide recognition during the last decade or so. Although used in the early 19th century, the term was popularized in this country by Malcolm Knowles in his book, "The Modern Practice of Adult Education: Andragogy Versus Pedagogy"…