Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual.
Education policy consists of the principles and policy decisions that influence the field of education, as well as the collection of laws and rules that govern the operation of education systems. Education governance may be shared between the local, state, and federal government at varying levels. Some analysts see education policy in terms of social engineering.
Technological literacy is the ability to use, manage, understand, and assess technology. Technological literacy is related to digital literacy in that when an individual is proficient in using computers and other digital devices to access the Internet, digital literacy gives them the ability to use the Internet to discover, review, evaluate, create, and use information via various digital platforms, such as web browsers, databases, online journals, magazines, newspapers, blogs, and social media sites.
Skill is a measure of the amount of worker's expertise, specialization, wages, and supervisory capacity. Skilled workers are generally more trained, higher paid, and have more responsibilities than unskilled workers.
The Open Training and Education Network, often abbreviated OTEN, is an Open education service offered by TAFE NSW. It was rebranded as TAFE Digital during the OneTAFE restructure at the beginning of 2018. Students may enrol from anywhere in Australia, while operationally the program is run by the Western Sydney Institute of TAFE. OTEN courses are delivered using a range of media, including printed materials, videos, CD-ROMs and DVDs. Some OTEN courses and units are delivered online. OTEN students may also access local TAFE NSW library facilities.
Life skills are abilities for adaptive and positive behavior that enable humans to deal effectively with the demands and challenges of life. This concept is also termed as psychosocial competency. The subject varies greatly depending on social norms and community expectations but skills that function for well-being and aid individuals to develop into active and productive members of their communities are considered as life skills.
Education in Cyprus is overseen by the Ministry of Education, Sports and Youth.
Violent extremism is a form of extremism that condones and enacts violence with ideological or deliberate intent, such as religious or political violence. Violent extremist views often conflate with religious and political violence, and can manifest in connection with a range of issues, including politics, religion, and gender relations.
Curriculum development is a process of improving the curriculum. Various approaches have been used in developing curricula. Commonly used approaches consist of analysis, design, selectingformation and review.
- Analysis
- Design
- Selecting
- Formation
- Review
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
Intercultural Universities in Mexico are higher education institutions which were established in 2004 in response to the lack of enrollment of the indigenous population in Mexico. While an estimated 10% of the population of Mexico is indigenous, it is the least represented in higher education. According to estimates, only between 1% and 3% of higher education enrollment in Mexico is indigenous. In response to this inequality, the General Coordination for Intercultural and Bilingual Education at the Ministry of Education established Intercultural Universities with the active participation of indigenous organizations and academic institutions in each region. These institutions are located in densely indigenous areas and, though they allow for diversity in enrollment, they are especially intended for the indigenous population. Founded on the principle of intercultural education, they aim to foster dialogue between different cultures and represent a way of responding to both the historical and more recent demands of indigenous peoples.
The Holocaust in curricula discusses the ways in which the Holocaust is presented in secondary school level history and social studies curricula worldwide. It is a key component of education about the Holocaust. The status of the Holocaust in curricula varies considerably worldwide. A leading publication on the subject, The International status of education about the Holocaust: a global mapping of textbooks and curricula, reveals four main categories of curricula in respect of the Holocaust: Direct Reference, Partial Reference, Context Only, and No Reference.
Holocaust education is efforts, in either formal or informal settings, to teach about the Holocaust. Teaching and Learning about the Holocaust addresses didactics and learning, under the larger umbrella of education about the Holocaust, which also comprises curricula and textbooks studies. The expression "Teaching and Learning about the Holocaust" is used by the International Holocaust Remembrance Alliance.
Global Reports on Adult Learning and Education (GRALE) are a series of reports that monitor progress on Adult Learning and Education (ALE), promote action, identify trends in the field of ALE, and explore solutions to challenges.
The West Africa Institute was established in Praia, Cabo Verde in 2010 to provide the missing link between policy and research in the regional integration process.
School violence prevention through education is the attempt to reduce violence and bullying through comprehensive approaches and interventions within the education sector. It aims to create a safe and non-violent learning environment. Acceptable practices include strong leadership; a safe and inclusive school environment; developing knowledge, attitudes, and skills; effective partnerships; implementing mechanisms for reporting and providing appropriate support and services, and collecting and using evidence.
Newcomer education is the specialized teaching of refugees, migrants, asylees, runaways and immigrants who have resettled in a host country, with the goal of providing the knowledge and skills necessary to integrate into their country of refuge. Education is the primary way by which newcomers can adjust to the linguistic, social, and cultural environments of their new communities. Newcomer education aims to empower newcomers with a sense of self-efficacy and social integration, as well as giving them the skills to pursue employment or higher education. Newcomer education also aims to help address trauma, culture shock, and other negative effects of forced displacement. Education for newcomers can provide long-term prospects for stability of individuals, communities, countries and global society.
Education in emergencies and conflict areas is the process of teaching and promoting quality education for children, youth, and adults in crisis-affected areas. Such emergency settings include: conflicts, pandemics and disasters caused by natural hazards. Strengthened education systems protects children and youth from attack, abuse, and exploitation, supports peace-building, and provides physical and psychological safety to children. In times of crisis, education helps build resilience and social cohesion across communities, and is fundamental to sustained recovery.
The COVID-19 pandemic has had a considerable impact on female education. Female education relates to the unequal social norms and the specific forms of discrimination that girls face. In 2018, 130 million girls worldwide were out of school, and only two out of three girls were enrolled in secondary education. The COVID-19 pandemic may further widen the gaps and threatens to disrupt the education of more than 11 million girls. In addition, girls are less likely to have access to the Internet and online learning.
