The signs of frenetic standstill: The concept of change in the discourse of lifelong learning and the tempo of the Czech National Qualifications Framework

Abstract

The aim of this study is to interpret recent developments in the field of adult education in the Czech Republic through the theory of social acceleration. The study is designed as focused ethnography, drawing upon observation, interviewing, and document analysis. The material is read through the concepts of acceleration and frenetic standstill and contextualized in the discourses on industry 4.0 and recognition of prior learning. The study shows how the notion of constant technological change drives the Czech discourse of adult education, introducing a sense of urgency and pressing for faster developments in the further education of adults. However, the field of adult education exhibits a lack of consistency in its development, translating into absenting sense of progress. Within this context, the Czech National Qualifications Framework (NQF) has produced a steady output of qualification standards even though its internal processes have been prolonged. The tempo of the NQF and the absenting sense of progress can be read as signs of a frenetic standstill, accompanied by a high fluctuation of individuals on all levels of an organizational hierarchy. The study argues that acceleration is not driven by technological change in the observed context as the examined discourses expect. Instead, social acceleration seems to be perpetuating itself as a relatively independent force, eroding institutions that are seen as key in adapting to the incoming transition.

TVET SI: Learning at Sea - Blended courseware creation for non-accredited vocational education and training for sea-farers at sea and ashore

“…These enhancements included inter alia, embedding TPA in a theory of education (Edwards-Groves et al, 2018); the conception of leading as a transformational practice in education (Edwards-Groves & Grootenboer, 2021;Edwards-Groves et al, 2020;Gibbs, 2020;Wilkinson, 2021); the idea of travelling practices (Wilkinson et al, 2013); and the description of the 'leverage professional' (Jenkin, 2020). Practice theory in combination with social theories of time (Blue, 2019;Blue et al, 2020;Karger, 2021;Southerton, 2003) was also useful as the practices described took place over five years and built upon 20 years of creation of courseware practices which preceded them.…”