Adult education centenaries: lifewide and worldwide

Field, John

doi:10.1080/02601370.2019.1692502

Cited by 5 publications

(2 citation statements)

References 4 publications

(2 reference statements)

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“…For the comparative empirical analysis, we selected Germany and Slovenia, both of which are Central European countries and European Union (EU) member states, but with different histories, governance structures, welfare regimes, and ACE systems (Desjardins, 2017). Historically speaking, both countries have a long tradition in institutionalised forms of ACE; in 2019, for example, many adult education centres in Germany (Volkshochschulen) celebrated their 100 th birthday (Field, 2019), while in Slovenia, the Association of Folk Universities of Slovenia celebrated its 60 th birthday; the first folk school started to operate in 1921 (Mermolja, Benko, Grželj, & Ličen, 2019). Today, the main focus of the ACE system in both countries is on vocational education and training (VET).…”

Section: Methodsmentioning

confidence: 99%

The role of organisations in the professionalisation of adult educators in Germany and Slovenia

Schwarz¹,

Mikulec²

2020

Andragoške studije

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In this paper, we analyse the role that adult and continuing education (ACE) organisations play in the professionalisation of adult educators (AE) by providing and shaping opportunities for primary professional education and continuing professional development in two Central European countries: Germany and Slovenia. Theoretically, our discussion draws on classical profession theory, organisation theory, and the "new professionalism" discourse; empirically, we perform a comparative analysis between two countries and discuss similarities and differences in terms of state-society contexts, professional organisations, and professionalisation organisations. Our findings indicate that professional and professionalisation organisations represent main institutionalised contexts where the professionalisation of ACE is negotiated. In Slovenia, this is supported by strong state-society contexts, whereas in Germany, traditional regional and institutional diversity is achieved at the price of a unified AE occupational profile.

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Section: Methodsmentioning

confidence: 99%

The role of organisations in the professionalisation of adult educators in Germany and Slovenia

Schwarz¹,

Mikulec²

2020

Andragoške studije

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“…John Field from the University of Stirling recently wrote a first comparative note on "Adult education centenaries: lifewide and worldwide" (Field 2019). Since his mother tongue is English, and he is fluent in German, he was able to study not only the findings and recommendations of the British Centenary Commission on Adult Education ( 2019), and colleagues' related discussions on active citizenship (Holford et al 2019), but also the documents mapping the history of the vhs in Germany which were published in the context of its centenary (Schrader and Rossmann 2019;Hinzen and Meilhammer 2018).…”

Section: A Word On the British And German Anniversariesmentioning

confidence: 99%

100 years of Volkshochschule in Germany – 50 years of DVV International: Signposts for local and global comparative perspectives on adult learning and education

Hinzen

Meilhammer

2022

Int Rev Educ

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In 2019, German folk high schools – Volkshochschulen (vhs) – celebrated the centenary of their inclusion in the Constitution of the Weimar Republic in 1919, an era when they founded local centres in many parts of the country. Ever since, they have played an important part in the adult learning and education (ALE) sub-sector of the German education system, meanwhile reaching a participation level of almost 9 million learners per year. Under the umbrella of its national association Deutscher Volkshochschul-Verband (DVV), founded in 1953, the vhs offers courses in a variety of subjects and different forms through roughly 900 adult learning centres and almost 3,000 local branches. In 1969, DVV expanded its operations with the establishment of its own institute for international cooperation. DVV International, whose 50th anniversary coincided with the vhs centenary, has institutionalised the diversity and ever-growing scale of cross-border and global cooperation activities of the national association. Marking both anniversaries generated a kind of collective cultural memory which located the vhs in the institutional foundations of a democratic society, and paved the way to advance policy dialogue. At the same time, these anniversaries also fed into a marketing strategy to mobilise higher levels of support and participation. DVV International used the example of the evolution of the vhs system to demonstrate the importance of interventions for better policy, legislation and financing at local, national, regional and global levels. Activities throughout the anniversary year included high-level events, conferences and workshops, publications and studies. Based on these activities and outputs, the authors consider and compare commonalities and differences of ALE milestones in other countries and regions of the world, and their potential for learning from the past for the future.

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A design for democracy: Britain’s 1919 Report, the context of its creation and its relevance today

Stanistreet,

Tuckett

2024

Int Rev Educ

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Adult education centenaries: lifewide and worldwide

Cited by 5 publications

References 4 publications

The role of organisations in the professionalisation of adult educators in Germany and Slovenia

The role of organisations in the professionalisation of adult educators in Germany and Slovenia

100 years of Volkshochschule in Germany – 50 years of DVV International: Signposts for local and global comparative perspectives on adult learning and education

A design for democracy: Britain’s 1919 Report, the context of its creation and its relevance today

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