Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada

Autor/in	Terenko, Olena
Titel	Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada
Quelle	In: Comparative Professional Pedagogy, 9 (2019) 2, S.7-12 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2353-9518
DOI	10.2478/rpp-2019-0013
Schlagwörter	Foreign Countries; Nonformal Education; Adult Education; Professional Development; Individual Development; Universities; Community Colleges; Labor Market; Competency Based Education; Adult Basic Education; Citizenship Education; Role of Education; Self Actualization; Comparative Education; Vocational Education; Lifelong Learning; United States; Canada + Suchen Sie Ihr Suchwort? Ausland; Non-formal education; Non formal education; Nichtformale Bildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Individuelle Entwicklung; University; Universität; Community college; Community College; Labour market; Arbeitsmarkt; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Adult education; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungsauftrag; Self actualisation; Selbstverwirklichung; Vergleichende Erziehungswissenschaft; Ausbildung; Berufsbildung; Life-long learning; Lebenslanges Lernen; USA; Kanada
Abstract	Types of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University colleges, community colleges, colleges of general and vocational education, colleges of applied arts are an alternative to university education of adults in Canada and the USA. Specifics of programs in American and Canadian colleges is analyzed. Colleges and institutes introduce programs aimed at solving social problems, taking into account labor market demands. They offer training programs for development of applied skills in business, art, technology, agriculture, social and educational fields, medicine. A special place in non-formal education for professional development is given to education for the labor market, which is aimed at obtaining specific professional competencies that are necessary at labor market. Adults are involved in professional programs, trainings, courses, seminars, internships. (As Provided).
Anmerkungen	De Gruyter Open. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01