Basics of adult education and lifelong learning - BMEGT51XX09833-95

By mastering the subject, the student will acquire a basic knowledge of the basic concepts of adult education and andragogy, the characteristics of adult learning and education, the functions of adult education, its institutional system, target groups and legal environment. Students will be familiar with the main concepts of andragogy and the main theoretical issues in adult education. They should be able to understand and recognise the specific characteristics of adult learning, to support the learning process, to understand the background of lifelong learning theory, to distinguish between education, training and education, to understand the institutional system of vocational and adult education, the intergenerational differences in the approach to learning, the time dimension of adult learners.

1. Students will learn the most important concepts of andragogy and the main theoretical issues in adult education
2. learn about the institutional system of vocational and adult education, intergenerational differences in attitudes to learning, the time dimension of adult learners
3. know the origins and meaning of lifelong learning,
4. knowledge of student-centred learning models, formal, informal and non-formal learning
5. understand the characteristics and principles of adult learning
6. adult education programmes and curricula
7. The most important pedagogical, psychological and sociological theories of professional theory and practice, including adult education, the basic concepts, interrelationships and laws of education, training and education.
8. Theoretical and practical knowledge of the planning, organisation, implementation and monitoring of practical activities (in schools and enterprises), the basic principles of organising individual and group practice, the basic concepts of differentiation, catching-up and talent management.
9. You will have the specific theoretical and methodological foundations and practical knowledge needed to design, organise and manage short-cycle training in enterprises.
10. Comprehensive knowledge of the legal requirements and systems of vocational training.

1. Be able to understand the specificities of adult learning
2. recognise and support the learning process, understand the background to the theory of lifelong learning
3. be able to distinguish between education, training and education,.
4. be able to draw up curricula for adult education programmes
5. understand the difference between the concepts of :learning, change, adaptation
6. be able to place adult learning within the vocational training system
7. be able to understand what is meant by learning as a life skill
8. be able to analyse the impact of economic trends on education and the need for labour market competences.

1. She is open to authentically convey the overall thinking and essential features of the andragogy profession.
2. He strives to make his self-training a means of achieving his professional and pedagogical goals.
3. Strive to solve problems in cooperation with others.
4. He/she is open and proactive in planning and carrying out training, further training and apprenticeship activities in the company.
5. Strives to learn and master the specificities of adult learning
6. Has a complex approach to analysing adult learning situations
7. Respects the individuality of learners.
8. Sensitive to the problems of learners, strives to provide conditions for healthy personal development for all learners.
9. She attaches importance to awareness of the processes of learning and teaching, to the acquisition of the knowledge and skills needed to support self-regulated learning, to the development of learning abilities and is open to lifelong learning.
10. He strives to organise activities according to age, individual and group characteristics, and to use learning and teaching strategies and methods that promote differentiation.
11. Constantly develops his/her knowledge, follows changes.

1. He authentically represents the role of the andragogy profession in society and its fundamental relationship with the world.
2. In decision-making situations, independently thinks through and develops comprehensive, grounding professional questions on the basis of given sources.
3. In the performance of his/her professional duties, he/she collaborates with other professionals in the field.
4. Keeps abreast of legislative, technical, technological and administrative changes in the field from a professional training perspective.
5. He/she is committed to supporting learning.

Interactive lectures, individual and group class exercises, homework, written and oral communication, use of IT tools and techniques.

• Szakképzés 4.0 Stratégia : https://www.nive.hu/Downloads/Hirek/DL.php?f=szakkepzes-4.0.pdf
• Farkas Éva : https://mek.oszk.hu/15300/15399/
• A felnőttek szakképzése és a gazdaság témakörhöz Benedek András: http://opuseteducatio.hu/index.php/opusHU/article/view/277/477
• https://regi.tankonyvtar.hu/hu/tartalom/tamop412b2/2013-0002_az_europai_es_hazai_szakkepzesi_rendszer_fejlodesenek_tendenciai/ES/sesjbx2g.htm
• Farkas Éva: http://opuseteducatio.hu/index.php/opusHU/article/view/219/357
• CEDEFOP (2018): Skills forecast trend and challenges to 2030. http://www.cedefop.europa.eu/files/3077_en.pdf https://skillspanorama.cedefop.europa.eu/en/analytical_highlights/skills-forecast-key-eu-trends-2030#_skills_forecast__key_eu_trends_to_2030
• Kálmán Anikó: Az oktatástól az önálló tanulásig.(2009) Budapest. Tanulástámogató. https://edu.gtk.bme.hu/pluginfile.php/56553/mod_resource/content/1/Oktatastol%20az%20%C3%B6nallo%20tanulasig.pdf
• Kálmán, A. (2006): Tanári szerepek – tanulási stílusok (A felnőtt-tanulás folyamata), ISBN 963- 8088-16-8, ISSN 1588-9572, OKKER, Budapest
• Kálmán A.(2008): Andragógiai módszertan .A felnőttoktatók kompetenciái.ISBN 963-9228-96-6 OKKER,Budapest
• Kálmán Anikó: Élettávú tanulás. Elektronikus tananyag 2010, Budapest https://regi.tankonyvtar.hu/hu/tartalom/tamop412b2/2013-0002_elettavu_tanulas/ET/setjs223g.htm

Interactive lectures, individual and group in-class activities, homework assignments, written and oral communication, use of IT tools and techniques.

Formative assessment (homework assignments) / the course ends with an exam

• Formative assessment (1st homework assignment): 10
• Formative assessment (2nd homework assignment): 10
• Formative assessment (3rd homework assignment): 80

• Preparation of written assignments and exam: 100

Participation in contact sessions, completion of homework assignments

The homework assignment may be submitted during the make-up period in accordance with the current Academic and Examination Regulations, subject to the payment of the fees specified in the Fees and Grants Regulations.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 02.06.2024.