Organizational and content aspects of providers of adult education functioning in the USA and Canada
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Notice bibliographique
Résumé
The article deals organizational and content aspects of providers of adult education functioning in the USA and Canada. Comparative analysis of understanding of concept «content of education» by Ukrainian and foreign scientists is conducted. Content of education is experience, which is acquired by personality and becomes subjective. Peculiarities of concept «curriculum» are analyzed. In Ukrainian pedagogics content of education is viewed a system of knowledge, practical skills and ways of activity, experience of creative work, outlook, moral and aesthetic ideas. Specifics of Canadian and American centers of education functioning is analyzed. Every state in the USA and every province in Canada have center of adult education and center of knowledge spreading. Interconnection between centers of adult education and centers of knowledge spreading is traced. Centers of adult education are aimed at creating conditions for personal and professional development of every man. Functions of adult centers of education are singled out. The main functions are the following: monitoring and analysis of adults’ educational needs. Differences between programs of general education and programs of professional training and career development are traced. Five blocks of programs of corporate education are analyzed. Programs of general education are aimed at acquisition of knowledge that was not obtained at school in reading, counting and writing. Programs for professional development of adults are aimed at workforce training, development of small business, increasing opportunities for skills development, integration of practical skills and theoretical knowledge at workplace, training of adults for changes in their career. Peculiarities of programs for professional and career development are practical orientation, personalization, openness, binary adaptation. Key components of programs of corporate learning are the following: development of basic skills and knowledge, training of managers and administrative personnel, investigation of science and technologies, selling of commodities and work with clients, general education. Basic skills presuppose not only reading, writing and counting, but also knowledge of sciences, skills of reading, writing and critical thinking. Second block is aimed at training of managers and administrative personnel. The third block is aimed at learning science and technologies, which is rather important in conditions of information society. The fourth block is aimed at teaching how to work with clients in coordination with technical and management education. The fifth block presupposes personal and professional development of workers.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle