Monitoring Adult Learning for Knowledge-Based Policy-Making. Improving Conditions and Quality of Adult Learning. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997).

Institution	United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.
Titel	Monitoring Adult Learning for Knowledge-Based Policy-Making. Improving Conditions and Quality of Adult Learning. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997).
Quelle	(1999), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	92-82010-89-9
Schlagwörter	Tagungsbericht; Adult Education; Adult Learning; Data Collection; Educational Assessment; Educational Policy; Educational Research; Evaluation Criteria; Evaluation Methods; Evaluation Utilization; Foreign Countries; Informal Education; Information Needs; Lifelong Learning; Needs Assessment; Nonformal Education; Policy Formation; Qualitative Research; Research Methodology; Research Needs + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Data capture; Datensammlung; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Ausland; Informelle Bildung; Nichtformale Bildung; Information need; Informationsbedürfnis; Life-long learning; Lebenslanges Lernen; Bedarfsermittlung; Non-formal education; Non formal education; Politische Betätigung; Qualitative Forschung; Research method; Forschungsmethode; Forschungsbedarf
Abstract	This booklet, which was produced as a follow-up to the Fifth International Conference on Adult Education, examines monitoring adult learning for knowledge-based policymaking. The following are among the topics discussed in the booklet: (1) the need to reconstruct the reality of adult learning in consideration of the concepts of lifelong learning and formal, nonformal, and informal learning; (2) key issues in monitoring adult learning; (3) the importance of developing a framework for adult education indicators; (4) the Organisation for Economic Cooperation and Development (OECD) framework for adult education indicators, which includes indicators related to area (contextual data, input, process, outcome) and levels (individuals, institutions, and region); (5) learning modalities that could possibly be included in the OECD framework; (6) development of a multilayered monitoring and information system and data collection avenues to be included in the system (administrative and institutionally based statistics and survey-based approaches and specialized household surveys); (7) shortcomings of surveys and the importance of process information from the practice of adult education; (8) key results of the first International Adult Literacy Survey; (9) implications of surveys for policymakers; (10) the need for complementary qualitative interpretations; and (11) workshop participants' recommendations regarding improving existing monitoring of adult learning. (MN)
Anmerkungen	For full text: .
Erfasst von	ERIC (Education Resources Information Center), Washington, DC