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Reading Courses For Adults

Reading Courses For Adults – While every effort has been made to follow the reference style rules, there may be misunderstandings. Please refer to the appropriate model manual or other sources if you have any questions.

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Reading Courses For Adults

Adult education, also called continuing education, any form of education provided or provided to mature men and women. In a 1970 report, the National Institute of Adult Education (England and Wales) defined adult education as “any form of education for persons of sufficient age to work, vote, fight and marry and who have completed a course of education leading to “face, [if any] started in childhood.” Adult education understands the spectrum as self-study with or without the help of schools; advertising programs or newsletters; group discussions and other “mutual assistance” activities in workshops, colloquia, seminars or conferences, and residential conferences or meetings; and full-time or part-time study in a classroom or course led by a teacher, instructor, or teacher with limited leadership responsibilities.

Adult Education And Learning

1. Education for vocational, technical and professional skills. (Such training may be to prepare an adult for a first job or for a new job, or it may make him aware of new developments in his job or work.)

2. Education for health, well-being, and family life. (Such education includes all kinds of education in health, family relations, consumerism, prepared parents, hygiene, child care, and the like.)

3. Teaching about civil rights, politics and society. (Such education includes any kind of education related to government, community development, public affairs, voting and politics, and so on.)

4. Education for “self-fulfillment” (Such education includes any liberal education program: education in music, art, dance, drama, literature, arts and crafts, whether short or long time. These programs focus on learning for the sake of learning rather than achievement. These goals are covered in other sections.)

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5. Remedial teaching: basic teaching and learning. (It is clear that such education is a requirement for all forms of adult education, and therefore, as such, is different from other forms of adult education.)

Referring to the fifth section, adults often want to compensate for the lack of prior education. If these deficiencies are not corrected, they hinder the learning process of “adults”—adults, that is, in terms of sophistication in modern society and not in terms of age. Such remedial education is greatly needed in a society that is rapidly changing from a subsistence to an industrial economy that is simultaneously changing in politics and society. Intellectual knowledge is gaining new importance in these countries in Asia, Africa, and Latin America, and the establishment of universal primary education is becoming an important factor in society. To prevent the “generation gap” in literacy and education while creating an effective school system for young people, the government will try to provide similar things to adults. Even in countries with early childhood education systems, however, opportunities for higher education or even sometimes inequality between different regions, jobs, and society. Therefore, there are adult programs for completing high school or preparing for the exams that are usually held at the end of high school.

Any classification of institutions and institutions related to adult education must be arbitrary, because the diversity is found not only between different countries but also within the countries that unmarried. These are general types.

First established in Denmark and now present in all Scandinavian countries, is a residential school for young people who have completed their studies and usually have work experience followed by at least a few months. This study aims to promote both moral and intellectual development and to instill an understanding of the culture and context of the country and society. Although previously they were independent or separate agencies, now they are promoted or sponsored by the local education board. Although it is not exported to success in their pure form, public high schools have influenced the development of adult education in countries such as Canada, Kenya, India and the Netherlands.

English For Adults

Non-resident adult education schools, which are specialized schools for adult education, are members such as “staff schools” in Finland, “people’s high schools” in Germany and Austria, “where adult education” represented by Great Britain. , and “people’s universities” in the Netherlands, Italy, and Switzerland. The distinguishing feature of these institutions is that they are independent from the general education authorities, even in the programmatic process; that student attendance is voluntary and part-time; and teachers and administrators are volunteers or professionals who provide mainly part-time services. These schools traditionally do not prepare students for exams or provide training in advanced skills. The curriculum usually includes courses in arts and crafts, art, music and drama, family and social problem solving, and modern languages ​​as well as courses designed to support primary and secondary education.

Although it is almost an American development, it is conducted on a large scale to measure different names. Extension Service of the U.S. Department of Agriculture. conducts agricultural, home economics and even public programs in every region in the United States. It has been unique in opening the “exhibition” as an educational system for adults and emphasizing the adoption of new agricultural practices.

The Open University, a recent British institution, is notable for its innovative aspects and sharp breaks in past degree programs for adults. In some highly educated countries—such as Australia, New Zealand, Canada, and the United States—adults have long had access to part-time education leading to university degrees, but these programs are often carbon credits. of programs offered to full-time undergraduates. . Open universities, in theory at least, aim for higher education. It is intended to serve only mature or mature adults; there are no standardized entry criteria; and it tries to combine different learning technologies and methods-communication instruction, communication media, personal counseling, and short residential courses.

Business organizations have developed correspondence courses or classroom courses (part-time or full-time) for adults who generally want some kind of vocational qualification (but who may be looking only for “self-improvement,” available still in the speed reading program. ). Such schools may be licensed or managed by a state agency (as in Sweden and the Netherlands), or they may be independently policed ​​by and accreditation bodies. Some schools are non-profit organizations.

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Extension services include both public school programs for adults and the university extensions mentioned earlier. These school programs are run by the public school system, and they are called night schools because they are often housed in the same day school for both adults and children. ’cause some of the teacher groups are always involved. (However, much of this teaching is done by subject matter experts who do not work as school teachers.) Although it often results from attempts to fix or supplement inadequate childhood education, many of these programs improve groups of interests that “non-residents work.” where the elders-scholars” quoted earlier. They usually keep the vocational preparation part at a lower level, generally for adults – for example, in business and marketing.

Extension services offered by secondary schools are of two broad types. British culture, which influenced many Commonwealth countries and former colonial territories, emphasized the provision of a “liberal” non-credit curriculum. The North American culture, which is influenced by the United States and Canada, involves a credit program that repeats the courses offered to undergraduates regularly; Such programs are offered through television or mail or at various community colleges. The two cultures seem to be changing – the British in the way of giving more access to credit and refresher courses related to work, the North American for the greater acceptance of the provision of liberal general studies for the public and for work. special hands. group. It is clear everywhere that universities are taking responsibility for continuing and renewing education for higher education.

In addition to the various schools or services listed above, there are many institutions whose main purpose may not be the education of adults but offer some courses or leisure activities for adults. They include organizations such as the Young Christian Association, the Young Christian Organization, political and labor organizations, women’s organizations, and conservative organizations. Other institutions involved in adult education are schools, museums, gardens, and the like. Not only do these companies offer personal training but they also often promote group activities or put their housing and resources in the hands of adult education companies. Finally, the advice and guidance provided by various social and welfare agencies will be discussed in terms of health, security, marriage guidance, family planning, and more. We at Muslim Academy are thinking of you all.

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