成入教育经济价值的存在与实现

成人教育价值是成人教育发展动力之一，成人教育经济价值是成人教育主体和客体经济价值的集中体现。文章在理论视角阐述了成人教育价值的形成，又通过实践角度论述了成人教育经济价值的存在与实现。时代的发展，价值的创造已越来越转向智力劳动，成人教育特有的教育培训功能使成人教育经济价值因此得到实现与提升。     

关于普通高校成人教育档案管理的思考

成人教育档案是高效教学档案中一部分，但是目前成人高效档案管理工作存在一些问题，针对这些问题我们应该采取有效的措施，确保成人教育档案管理工作更加有序性、规范化。文中通过对成人教育档案管理特点进行论述，并分析了成人教育档案管理中的一些问题，最后提出加强成人教育档案管理的措施。     

高校成人教育的审美策略分析

本文从审美策略对成人教育价值取向时代性的赋予、对成人教育内容的科学性地加强、对成人教育活动可接受性地加强、对成人教育主客体的创造性和主体性的激发四个方面，对高校成人教育的审美策略进行分析，以期为高校成人教育审美策略地应用提供参考。     

对现阶段我国成人教育的问题探讨

现阶段，我国成人教育的教学目标、教学过程，乃至教学评价方式，都借鉴的是普通高等教育。与普通高等教育相比，成人教育的教学对象有所不同，所培养的人才规格也有所不同。本文着重分析了当今社会背景下成人教育存在的问题，提出了成人教育改革创新的方法，为成人教育服务社会指明了方向。     

终身教育的前景与成人教育的发展

随着社会生活各个领域发生深刻的变化，21世纪教育领域特别是成人教育将面临前所未有的机遇与挑战。我们应在终身教育的框架中重新认识成人教育，在终身学习的概念中构筑成人教育的新理念。探讨成人教育的发展方向，寻求成人教育发展的新途径。     

成人教育与终身教育

成人教育是使传统教育变革为终身教育的必由之路，为此应进一步确定成人教育的战略地位，走出岗位培训论、专科层次论、职业教育论、补课任务完成论等等思想误区。要建立终身教育制度推进成人教育制度的实施，构建终身教育体系促进成人教育的大力发展。     

发展——反思——提高——规范管理、保证质量

目前成人教育的质量与上级管理部门和社会的要求已有较大的距离，因此，认真反思成教的质量问题及其原因，持续改进，保障教学，严格科学规范地把握成人教育的质量，是成人教育质量走出低谷的唯一路径。成人教育必须靠质量来求得生存和发展，走内涵式发展道路，必须以教育质量的提高来带动其他相关工作的进步。     

关于成人教育机电专业课程建设的问题与对策研究

对成人教育机电专业的人才现状进行阐述，对该专业课程中存在的问题进行分析，指出当前成人教育机电专业课程改革的关键，并进行了相应对策的探讨，提出了成人教育机电专业课程建设的思路。     

学习化社会构建下成人教育服务社区教育模式探讨

本文从学习化社会、成人教育、社区教育的内涵与关系入手，分析了成人教育与社区教育协调发展的内、外部环境，并在此基础上提出了成人教育服务社区教育模式     

成人教育可持续发展路径初探

改革开放三十年来，我国成人教育事业取得了重大成就，为促进我国经济与社会的全面发展作出了重要的贡献，是提高广大劳动者素质和技能水平的重要渠道，是满足广大人民群众日益增长的多样化教育需求的重要途径，是我国现代化教育体系的重要组成部分。本文在分析了我国成人教育的发展现状、面，临困境的基础上，探究成人教育可持续发展路径，旨在为我国成人教育发展提供更加广阔的视角。     

高校党建工作在成人医学教育发展中的作用探讨

当前我国高校医学成人教育迫切需要解决招生规模减少、学生管理需要加强、教学质量有待提升等一系列问题。为此,需要通过充分发挥高校党建工作在医学成人教育中的引领作用、示范推动作用、协调保障作用,进而扩大高校成人医学教育的招生规模、加强成教生管理、提高教学质量,以促进成人医学教育的发展。     

我国成人高等教育教学评估体系构建中引入ISO9000标准的必要性和可行性分析

ISO9000标准体系科学地总结了世界各国对质量管理的基本规律．已成为国际上通用的质量管理标准体系。该标准体系在我国企业质量管理中发展迅速、研究甚多,但在我国教育质量管理中发展很慢,研究甚少。为了促进我国成人高等教育教学质量的快速提高,对我国成人高等教育教学评估体系构建中引入ISO9000标准的必要性和可行性进行了分析。     

设立基金:当代成人职业教育经费筹措的有效手段

20世纪80年代以来，为缓解成人职业教育的经费紧张，韩国、新加坡、英国、德国、埃及和欧盟设立不同的基金，以筹措成人职业教育的经费。设立基金，可以有效地筹措成人职业教育的经费，可以有效地促进落后地区的成人职业培训和可以为其成员提供较为全面的成人职业教育、教学服务。这条世界不少国家筹措成人职业教育经费的有益经验，值得我国成人职业教育学习和借鉴。     

An investigative study of adult consumer education and lifelong learning needs in the United Kingdom and Latvia

Consumer education in Latvia is in the early stages of development and should be seen in the context of the rapidly changing society in the post‐Soviet era and the increasing influence of the marketplace, and Latvia's position as a new accession country. The Latvia University of Agriculture is in the process of developing an adult consumer education programme. A comparative study between the UK and Latvia was designed to test the hypothesis that many adult consumers lack knowledge and understanding of their consumer rights and responsibilities. A sample of adults in both countries completed a consumer rights questionnaire investigating attitude, knowledge and critical thinking ability. The UK questionnaire was modified, taking into account the different consumer environment in the two countries, to compare the need for adult consumer education in Latvia and the United Kingdom. In the United Kingdom results showed that the group overall were not confident that they knew enough about consumer rights and legislation or to resolve consumer problems and were unsure about their consumer responsibilities. Levels of knowledge were poor, leaving adults vulnerable to exploitation in the marketplace, uninformed about their responsibilities to voice dissatisfaction about goods and services, and unaware of how their consumer behaviour can affect the wider community. Adult participants in Latvia thought that they lacked education in consumer legal rights and responsibilities and did not have the necessary skills, knowledge and understanding to manage consumer problems effectively. Results in both countries indicate that adult consumer education is needed, supplemented by a comprehensive package of adult consumer education. Despite the cultural differences between the two countries, the analysis showed that similar adult consumer skills and attitudes were needed. This joint research has shown that this methodology could be used to determine adult consumer and life‐long consumer education needs in other European countries and internationally.     

International briefing 12: Training and development in Norway

In Norway, the system of initial education is distinguished by public regulation, provision and financing, whereas the system of vocational training, and adult learning until recently has been deregulated, and dominated by private providers and employer financing. During the last decade comprehensive reforms of vocational and adult education and training have aimed at expanding public involvement and increasing participation in learning. Some major challenges persist, however, in terms of developing an all–inclusive system of lifelong education, training and learning.     

Critical consumer issues in St. Lucia: an examination of consumer challenges and related learning among rural adults according to income levels

Consumer education is a relatively new and growing interest in St. Lucia. Neither the government nor the National Consumer Association has established a consumer education programme to address the growing consumer concerns in the country. The purpose of this study was to examine critical consumer issues, related learning challenges and strategies among rural adults in St. Lucia according to income levels. Rural adult consumers are most disadvantaged in terms of levels of education, income and access to resources, which may help to prevent and mediate consumer concerns. The specific research questions examined were: (1) What is the nature of problems experienced by rural St. Lucian adult consumers in the marketplace? (2) How do rural St. Lucian adult consumers solve the challenges they encounter in the marketplace? (3) What is it like for rural St. Lucian adult consumers as they go about trying to learn to solve the consumer issues they face? and (4) What do rural St. Lucian adult consumers perceive to be the requisites for effective decision making in the marketplace? Data were collected using a questionnaire comprising of 29 questions divided into four sections (problems, strategies, solving consumer problems and making effective decisions) and two biographical questions. A total of 500 rural adult consumers were surveyed verbally through door‐to‐door contact. The findings of this study revealed that middle‐income rural adult consumers experience more problems in the marketplace than those with each lower or higher level of income. Middle‐income rural adult St. Lucian consumers in particular seek more information and are comfortable with using more strategies than the lower‐ and higher‐income rural adult consumers. This research gives us a better understanding of the problems faced by rural adult consumers based on their income. Research results will be useful to the government of St. Lucia and the National Consumer Association when they decide to establish an adult consumer education programme for St. Lucia.     

Teaching beliefs of non‐formal consumer educators: a perspective of teaching in home improvement retail stores in the United States

The purpose of this qualitative study was to explore the teaching beliefs of instructors who provide consumer education clinics (e.g. tile laying, faux painting, faucet replacement) in home improvement retail stores. Research in adult and higher education and the K‐12 field demonstrate that beliefs about teaching and learning and their relationship to practice are quite significant. Only recently have teaching beliefs begun to receive attention in the field of consumer education. Using participatory observations and in‐depth interviews a complex picture was revealed about non‐formal consumer education representative of a customer‐centred approach, an emphasis on transmission model of education, a fostering of fun and informal communication, minimal learner expectations and an epistemology rooted in personal experience. The implications are important for training future adult educators who practise in non‐formal consumer education settings.     

Adult consumer education across Europe – redressing the market or reaching the vulnerable consumer

Consumer education is an important EU and United Nations priority. In most countries’ formal education systems, it is not a single discipline in its own right, but a cross‐curricular subject involving many areas of the school curriculum. Adult consumers are expected to be critical and informed consumers but may not know how to acquire the appropriate skills. The formal school system in many countries has failed to deliver these skills and values and adults need consumer education through both formal and informal means. With increasingly varied societies consumer education will help to produce active socially responsible citizens and citizenship is an essential element of the delivery of consumer education to adults. It is particularly important that consumer education should reach the vulnerable groups in society. Increasing globalisation and business power necessitate ethical and sustainable business practices; an informed, educated and empowered consumer will strengthen the market place to the benefit of both consumers and business. Unlike school education, adult education across Europe is fragmented with a mixture of formal education, including training for vocational qualifications, continuing and community education, and informal education, an essential contributor to life‐long learning delivered through media, women's groups, consumer groups and many other large and small organisations. The issues have been addressed by the EU Socrates supported CEA (Consumer Education for Adults) project which has 10 partners from 7 European countries drawn from non‐government organisations, teacher training and adult education institutions, universities and research institutes. The project has produced a training manual for adult consumer education, a training module, piloted in Vienna, which includes a handbook of teaching materials and a video, and has initiated a dialogue between consumers, consumer educators, business and producers.     

Management education in Ibero-America: An exploratory analysis and perspective

Considering the importance of management education for society and the pedagogical inadequacies that pose a threat to academic institutions, this article develops an exploratory approach for evaluating and monitoring the quality of management education within an Ibero-American context. Latin American countries and Spain tend to think of themselves as an Ibero-American region, so the overview of key issues in management education in this article is pertinent to the entire region. The data is important to policymakers who wish to enhance the quality of higher education, since well-trained managers contribute to successful business strategies and superior organizational performance. Unfortunately, there is almost no empirical work available on the performance and effectiveness of higher education in Ibero-American countries. Our study helps bridge that gap by providing useful data for evaluating and reflecting upon some of the variables associated with management education in a sample of Ibero-American universities.     

高校旅游管理专业教育教学改革探析

改革开放以来,我国旅游业快速发展,为了适应市场的需求,旅游管理教育也得到了相应的发展.然而由于我国教育改革滞后旅游管理毕业的学生不能适应旅游市场的需求.本文着重从教育教学方面探讨旅游管理专业目前存在的问题,并提出了高校旅游管理教学改革的思路.