Koulaouzides / Popovic / Popovic Adult Education and Lifelong Learning in Southeastern Europe

1. Auflage 2017
ISBN: 978-94-6351-173-5
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 136 Seiten

Reihe: International Issues in Adult Education

Contemporary adult education policy development and lifelong learning practice are experiencing an autonomy loss imposed by the dominant neoliberal economic paradigm. As a consequence, in many countries, especially those that depend economically from supranational organizations and donors, the critical approach and its adjunct idea of emancipation have been sacrificed in favour of ambiguous developmental goals like employability, flexibility and adaptability. On the other hand, in many countries, adult education as a social movement is deeply rooted in the conviction that learning is an essential process related to personal transformation and social change. The result of this conflict between the external pressure for policies in favour of the labour market and the internal assumption about the value of emancipation has led to interesting insights that have produced policies and practices that attempt to reconcile these two forces of development. In this volume, we offer a consideration of the above paradoxical situation, and the critical view of adult education policy and practice in the region of Southeastern Europe. Some chapters in this volume present also positive lifelong learning practices, policy development analyses and conceptual understandings that highlight the efforts to develop adult education within a framework of the dominant neoliberal forces that shape European and international adult education policy.

Autoren/Hrsg.

Koulaouzides, George A.

Popovic, Katarina

Inhaltsverzeichnis

1;TABLE OF CONTENTS;6
2;1. CRITICAL THINKING, EMPOWERMENT &LIFELONG LEARNING POLICY;8
2.1;INTRODUCTION: SETTING THE SCENE;8
2.2;THE STRUCTURE OF THE BOOK;16
2.3;NOTES;20
2.4;REFERENCES;20
3;2. CRITICAL REFLECTION AND EMPOWERMENT IN ADULT EDUCATION PRACTICE: An Attempt to Create an Understanding of Two Frequently Appearing“Guest Stars” in Adult Education Policy Documents;23
3.1;INTRODUCTION;23
3.2;WHY IS CRITICAL REFLECTION IMPORTANT IN ADULT LEARNING?;23
3.3;EMPOWERMENT IN ADULT EDUCATION PRACTICE;25
3.4;CONCLUDING REMARKS;30
3.5;REFERENCES;30
4;3. PEDAGOGICAL DIMENSIONS OF PARTICIPATORY DEMOCRACY: Learning through Self-Organized Communities and ParticipatoryBudgeting in Maribor;33
4.1;INTRODUCTION;33
4.2;BACKGROUND OF PARTICIPATORY DEMOCRACY DEVELOPMENTIN MARIBOR;34
4.3;METHODOLOGY AND SCHUGURENSKY’S INSTRUMENT;36
4.4;RESEARCH FINDINGS REGARDING LEARNING AND CHANGE;37
4.5;CONCLUSION AND DISCUSSION;40
4.6;NOTES;42
4.7;REFERENCES;43
5;4. COMMUNITY EMPOWERMENT THROUGH LABOR EDUCATION: The Case of Women Unionists of the General Confederationof Greek Workers;46
5.1;INTRODUCTION;46
5.2;COMMUNITY EMPOWERMENT AND ADULT EDUCATION;46
5.3;TRADE UNIONS AND ADULT EDUCATION;47
5.3.1;Education in the Trade Union Movement;47
5.3.2;Underpinning Educational Theories;48
5.4;THE INSTITUTE OF LABOUR: WOMEN’S LABOUR EDUCATION;49
5.4.1;The Scientific Institution of the Greek Labor Movement;49
5.4.2;Labor Education for Women;49
5.4.3;Context of Crisis and Women’s Labor;50
5.5;EXPLORING WOMEN’S LABOR EDUCATION;50
5.5.1;Researching Empowerment through Grounded Theory;50
5.6;FINDINGS;51
5.6.1;Analysis;51
5.6.2;Open Coding;52
5.7;COMMUNITY EMPOWERMENT AS AN EDUCATIONAL NEED;55
5.8;REFERENCES;55
6;5. EUROPEANIZATION AND POLICY INSTRUMENTSIN CROATIAN ADULT EDUCATION;57
6.1;INTRODUCTION;57
6.2;THE EU AND DEFINING ADULT EDUCATION IN CROATIA;57
6.3;GOALS;58
6.4;LOGIC OF APPROPRIATENESS;59
6.5;INSTRUMENTS;60
6.6;THE CASE OF THE QUALIFICATION FRAMEWORKS;62
6.7;CONCLUSION;65
6.8;NOTES;65
6.9;REFERENCES;65
7;6. ADULT EDUCATION AS ANALTERNATIVE MEDICINE: A Critical View of Adult Education Policy Developmentin the F.Y. Republic of Macedonia;68
7.1;INTRODUCTION;68
7.2;ADULT EDUCATION POLICY AND PRACTICE FOLLOWING WORLD WAR II;68
7.3;THE ERA OF INDEPENDENCE: 1991–TODAY;73
7.4;WHAT IS THE FUTURE ROLE OF ADULT EDUCATION IN MACEDONIA;75
7.5;NOTES;76
8;7. THE (IN)SUFFICIENCY OF LEGAL REGULATION REGARDING ADULT EDUCATION IN BOSNIA AND HERZEGOVINA;78
8.1;INTRODUCTION;78
8.2;BOSNIA AND HERZEGOVINA: A COMPLEX POLITICAL STRUCTURE;79
8.3;RELEVANT DOCUMENTS IN THE FIELD OF ADULT EDUCATION RECOGNIZEDIN BOSNIA AND HERZEGOVINA;80
8.3.1;State Level;81
8.3.2;The Level of the Republic of Srpska;83
8.3.3;The Level of the Federation of BiH;83
8.4;ADULT LEARNING & EDUCATION IN BOSNIA AND HERZEGOVINA;85
8.5;CONCLUSION;87
8.6;NOTES;89
9;8. ADULT EDUCATION IN CYPRUS:Current Affairs, Challenges, and Future Prospects;91
9.1;INTRODUCTION;91
9.2;THE SOCIO-POLITICAL CONTEXT OF ADULT EDUCATION IN CYPRUS;91
9.3;THE PROVISION OF FORMAL ADULT EDUCATION;94
9.4;THE PROVISION OF NON-FORMAL ADULT EDUCATION;95
9.5;THE PROVISION OF VOCATIONAL EDUCATION AND TRAINING (VET);97
9.6;CHALLENGES TO ADULT EDUCATION IN CYPRUS;98
9.7;FUTURE PROSPECTS OF ADULT EDUCATION IN CYPRUS;100
9.8;REFERENCES;102
10;9. PARTICIPATION RATES IN LIFELONG LEARNING:Why is Romania not so Successful?;103
10.1;INTRODUCTION;103
10.2;PARTICIPATION RATES IN ADULT EDUCATION;103
10.3;EUROPEAN COMPARISON: BENCHMARKS AND POLICY ANALYSIS;105
10.4;REASONS FOR LOW PARTICIPATION IN ROMANIA;107
10.4.1;Historical Background;107
10.4.2;Structural and Economical Context;109
10.4.3;Educational System;110
10.4.4;Individual Approaches;111
10.5;PERSPECTIVES FOR THE FUTURE;112
10.6;REFERENCES;114
11;10. BECOMING EUROPEAN:Serbian Adult Education Policy Discourse through the Decades;117
11.1;INTRODUCTION;117
11.2;SERBIA’S TRANSITION AND THE INEVITABILITY OF EUROPEANIZATION;118
11.3;THE BALKANS IN THE PROCESS OF EUROPEANIZATION;121
11.4;HISTORICAL PATH AND THE TRANSFORMATIONS OF THE SERBIAN ADULTEDUCATION DISCOURSE;123
11.5;BECOMING EUROPEAN;126
11.6;CONCLUDING REMARKS;128
11.7;NOTES;129
11.8;REFERENCES;130
12;ABOUT THE CONTRIBUTORS;133