This study aimed to assess the level of empowerment experienced by Saudi women through the vocational skills taught in educated neighbourhood programs during the COVID-19 pandemic. Additionally, the research sought to determine whether there were statistically significant differences in empowerment levels based on marital status and the number of…

The purpose of this study was to examine the workplace learning activities professional academic advisors (AAs) utilize to serve their African American male advisees more effectively. Workplace learning was used as a lens to identify learning strategies through: (a) formal learning, (b) nonformal learning, and (c) informal learning. Findings from…

The need for non-formal education (NFE), which does not result in a formal degree or certificate, is substantial as labour markets often require adult workers to take an initiative in advancing their job-related skills. Yet, NFE opportunities are more often pursued by high-income and high-skilled adults than their low-income and low-skilled…

This short description contributes to better understanding of vocational education and training (VET) in Germany by providing insight into its main features and highlighting system developments and current challenges. Learning on the job is traditional in German education. Work-based learning (WBL) features in most secondary and tertiary VET…

This short description contributes to better understanding of vocational education and training (VET) in Portugal, by providing insight into its distinctive features and highlighting system developments and current challenges. VET in Portugal offers a wide range of programmes, flexible in type and duration. Promoting equal opportunities and…

Non-formal education and training (NFET) programmes in public and private centres in South Africa aim to meet the training needs of adults who have been deprived of formal education which would have fostered skills acquisition and access to employment earlier in their lives. The concern which informs this paper is that adults who face long-term…

Adult community Education (ACE) is a recognisable education sector that offers accessible lifelong learning opportunities that are learner-centred and needs based. The Australian ACE scan profiles the sector in terms of its programs, features and provider types. The scan outlines ACE program participants, outcomes and the policy areas they…

Seamless and future-oriented: in essence, this is Finland's vision for lifelong learning in a world where adapting to new jobs and tasks and trends in society is becoming the norm. To make it a reality requires the support of the entire education and training system. This renewed emphasis on learning as a continuous process throughout life and the…

The purpose of this article is to assess the course content relevance in contributing to wage- or self-employment of adult non-formal education and training (NFET) in the context of South Africa. The concern that informed this article is that adults who face long-term unemployment due to a lack of marketable skills remain unemployed after…

Adult non-formal education and training (NFET) in South Africa was adopted in 1990 to address the problem of unemployment of non-educated and unskilled adults. Public and private NFET centres aim to meet the training needs of adults who were deprived of formal education that would foster access to opportunities for employment. The paper reports on…

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International…

Definitions, differences and relationships between formal, non-formal and informal learning have long been contentious. There has been a significant change in language and reference from adult education to what amounts to forms of learning categorised by their modes of facilitation. Nonetheless, there is currently a renewed interest in the…

The main purpose of this paper is to provide an in-depth analysis of participation in non-formal learning in different European Union member states. The paper also seeks to extend analysis of the training gap by pursuing the distinction between the supply and the demand for skills. We use aggregate data from the Adult Education Survey (Eurostat)…

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the…