Professionalisation in General Adult Education in Germany — An Attempt to Cut a Path through a Jungle

Dausien, Bettina; Schwendowius, Dorothee

doi:10.1111/j.1465-3435.2009.01387.x

Cited by 7 publications

(4 citation statements)

References 9 publications

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“…Therefore, there is serious competition among them, and the level of instructors' open relationships open to cooperation decreases. Dausien and Schwendowius (2009) also state that the training styles of adult education personnel are very diverse and the effort to increase the number of full-time personnel working in adult education has not been successful. According to another study (Paulos, 2015), because adult educators have a variety of backgrounds and career paths, some use the connective skills and communication skills they acquired in their fundamental education or transferred from previous professional experience unrelated to this career.…”

Section: Discussion and Resultsmentioning

confidence: 99%

Halk Eğitimi Merkezi Eğitimcilerinin Sorunlarının İncelenmesi

Erol

Altunay

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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Alternative education opportunities are needed outside of formal education institutions to train individuals, develop skills, and sustain lifelong learning. Adult Education Centres, which have a priority and predominant position among institutions that support lifelong learning in Türkiye, are among the leading institutions that help individuals’ personal, professional, and social development. For this reason, identifying and solving the challenges of Adult Education Centres instructors positively contributes to the quality and traceability of adult education. In this context, the study aims to determine the opinions of adult instructors in Adult Education Centres about their challenges and to develop suggestions based on the findings. For this purpose, to obtain in-depth information about the challenges of adult instructors in Adult Education Centres, the phenomenology design, one of the qualitative research methods, was preferred in the study, and the study group was formed from thirty-six participants determined by maximum diversity sampling, one of the purpose sampling techniques. The research data were collected with a semi-structured interview form. According to the findings, the challenges of the instructors were in the themes of institutional challenges, professional challenges, and trainee challenges; trainers’ approaches to coping with problems were in the themes of the support-seeking approach, the planned approach, and the reactive approach; Adult Education Centres directors’ approaches to the challenges of trainers have gathered the themes of the supportive and insensitive approach. When the results of the study are evaluated collectively, the Adult Education Centres should create institutional solution strategies for the problems of the instructors; It is recommended that the trainers be employed permanently, that the unfavourable conditions they work in are corrected and that the psychological and social, technological, and physical support they need is provided.

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Section: Discussion and Resultsmentioning

confidence: 99%

Halk Eğitimi Merkezi Eğitimcilerinin Sorunlarının İncelenmesi

Erol

Altunay

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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“…To complement these discussions, another debate has focused on the activities performed in the workplace by adult educators, supported by a theoretical model of the social division of labour (Dausien and Schwendowius 2009). In this context, Nuissl and Pehl (2004) specify four adult educator profiles: teacher; adult education manager; education practitioner; and administrative technician.…”

Section: The Work Of Adult Educatorsmentioning

confidence: 99%

Adult Educators and Recognition of Prior Learning in Portugal: Guidance and Validation Tasks and Activities

Guimarães

2023

Re-Thinking Adult Education Research. Beyond the Pandemic

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Under the European Union lifelong learning guidelines, in the last two decades the Portuguese adult education policy has noted the emergence of new offers that have enabled the establishment of new occupations, tasks and activities for adult educators, such as those referring to guidance and validation within recognition of prior learning. Guidance and validation are developed on the basis of a wide range of tools (recommendations, guidelines, qualification frameworks, standards of competencies). This circumstance has allowed adult educators to become lifelong learning technicians as shown by the research conducted for the writing of this essay.

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“…In South-Eastern Europe (Bulgaria, Cyprus, Greece and Turkey) it is the changing political perspectives and prescriptions that are identified as the problem (Zarifis, 2009). Dausien and Schwendowius (2009) suggest that in Germany, because of diversity, the providers at the local level are those best able to respond. Guimãraes (2009) considering Portuguese provision argues that diversity provides for the necessary quality, and that professional autonomy in situated contexts of adult and continuing education is important.…”

Section: Analysis Of Discourses Of Professionalisation: Competence Rmentioning

confidence: 99%

“…The Nordic countries are suggested to have the most distinct tradition (European Commission, 2006), with the western European countries differing more in approach than in ends. In Germany, as in many other nations, adult education emerged in three movements or strands (Dausien & Schwendowius, 2009): a bourgeois liberal education movement from a little earlier in the 19 th century; a workers' education strand of the mid 19 th century with emancipatory aims, and a further or vocational education strand emerging through industrialisation. The trends, impetuses and meanings of professionalisation are as varied as are these traditions.…”

mentioning

confidence: 99%