PECULIARITIES OF ANDRAGOGS TRAINING FOR SYSTEM OF ADULT EDUCATION IN THE USA AND CANADA
DOI:
https://doi.org/10.18372/2411-264X.13.13421Keywords:
adult education, andragog, Canada, competence approach, professional preparation, USAAbstract
Peculiarities of andragogs training in the USA and Canada are singled out. Competence approach is analyzed. Competence approach is aimed at formation of readiness to use effectively knowledge, skills, values, psychological peculiarities of people and information, human and material resources for achieving aim. Concept “competence” is viewed. Department of education in the USA views competence as complex of skills, which are necessary for fulfillment of a certain assignment. In other sources competence is viewed as ability to fulfill individual or social requirements and successful fulfillment of tasks.
Departments of educational establishments that train andragogs are classified. Professional training of andragogs is conducted at administrative departments, which are called colleges or schools. There is only slight difference between college and school. Some universities have at their structure colleges and schools. Levels of higher education in the USA and Canada are systematized. Training of specialists is conducted at three levels: bachelor, master, doctor of philosophy. Programs of andragogs training are classified. Taking into account content peculiarities all programs of andragogs training are subdivided into three groups: specializing in adult education, specializing in leadership in adult education, interdisciplinary programs. Peculiarities of program “Adult education” master and doctor of philosophy levels are singled out. Comparative analysis of master and doctor of philosophy programs is conducted. Bachelor, master and doctor of philosophy programs have not only differences, but also some common features. Common features are the following integration of theory and practice and taking into account results of scientific research. It is shown that various master's programs are distinguished by the number of disciplines, content, and requirements for the master's degree program are higher. It has been found that PhD programs aim at deepening knowledge and acquiring andragogical competencies, developing research skills, and the doctoral programs in adult education focus on training leaders and practitioners. Research results demonstrate that that US and Canadian colleges and universities carry out not only the professional training of future professionals in the field of adult education, but also provide their further professional development through the creation of professional associations of adult education professionals, resource education centers, trainings, etcReferences
Arends R. (2008). Learning to teach. NY : McGraw-Hill.
Auburn University [Електронний ресурс]. - Режим доступу : http://www.auburn.edu.
Ball State University [Електронний ресурс]. - Режим доступу : http://cms.bsu.edu.
Barnes G. A. (2004). The American University : A World Guide. Philadelphia : IS1 Press.
Bernhardsson N. (2009). Core Competencies of Adult Learning Facilitators in Europe /Nils Bernhardsson, Sussane Lattke // Findings from a Transnational Delphi Survey Conducted by the Project “Qualified to Teach": European Commission.
Bhola H. S. (2008). Programe and Curriculum Development in the Post-Literacy Stages: Indiana.
Bohm J. (2009). Competence Pass for Adult Educators - a new Approach / J. Bohm. - Bonn: German Institute for Adult Education. - Professional Development in Asia and Europe 29-30 June 2009 in Bergisch Gladbach.
Chugai, O., Terenko, O., Ogienko, O. (2017). Methods that work: best practices of adult education in the USA. Advanced Education. Vol. 8, 72-77.
Cochran G. R. (2009). Developing a Competency Model for 21st Century Extension Organization / G. R. Cochran. - Columbus: Ohio Stale University.
Collins M. (1991). Adult education as vocation: a critical role for the adult educator, London: Routledge / M. Collins/ - NY : Routledge.
Commission of Professors of Adult Education. Standards for graduate programs in adult education. (1986). Washington, DC : CPAE; AAAC1.
Division of Adult Education's (DAEL’s) Monitoring and Administration Team (MAT) [Електронний ресурс]. - Режим доступу : http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/dael-monitoring.html.
Houle C. O. (1970). The educators of adults. / C. O. Houle // In R. M. Smith, G. F. Aker, and J. R. Kidd (Eds.), Handbook of adult education. – NY : Macmillan,109–120.
Knowles M. S. (1989). The makіng of an adult educator: аn autobіographіcal journey / Malcolm Shepherd Knowles. – San Francіsco: Jossey-Bass.
Rose A. D. (1998). Challenges in training adult educators . Adult Learning. Vol. 9, Issue 3, 4−5.
Standards of Quality and Effectiveness for Adult Education Teachers.(2010). California: Commission on Teacher Credentialing.
