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Teachers and Trainers in Adult and Lifelong Learning

Asian and European Perspectives

Edited By Regina Egetenmeyer and Ekkehard Nuissl

What competences are needed in future by people working within adult and lifelong learning? What pathways of professionalisation are available to them in Europe and Asia? What are the actual effects of teacher training? What are the specific responsibilities of adult and continuing education teachers and trainers? The book focuses on teachers and trainers in lifelong learning and their professional development. Therefore it gives an insight into the state of the art of professional development in Southeast Asia, Europe, China and India. Furthermore, professionalisation in adult and lifelong learning is explored under the headings of the effects of teacher training, role-professionals, competences profiles and the question of responsibility. It also gives an insight into initiatives to professionalise the people working in adult and lifelong learning.


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Ekkehard Nuissl, Regina Egetenmeyer - Teachers and trainers in adult and lifelong learning: a preface 9


9Ekkehard Nuissl, Regina Egetenmeyer Teachers and trainers in adult and lifelong learning: a preface The preface introduces the topic of adult and life- long learning and provides a context for this book. It is a result of the international conference ‘Teach- ers and Trainers in Adult Education and Lifelong Learning: Professional Development in Asia and Europe’ organised by the ASEM Education and Research Hub for Lifelong Learning. Therefore the preface gives an overview of the papers includ- ed in the four sections of the book. 1. Lifelong learning and adult education Lifelong learning has become increasingly important all over the world. Political, economic and social aspects of societal change are making it ever more neces- sary to learn throughout the course of one’s life. No economy, human society or structured life is conceivable nowadays unless people continue to learn through- out their lives. At the same time it has also become increasingly evident that it is individ- uals themselves who have to be committed and motivated to learn. Societies and governments can at best help improve opportunities to learn throughout one’s life. These opportunities are provided by the educational system – organised educational programmes which constitute a practically indispensable service in learning. And these educational programmes are becoming ever more important in that phase of life in which it was previously assumed (erroneously back then as well) that learning is completed in childhood and adolescence, and with it the foundations for life created: adulthood. Adulthood accounts for the largest part of...

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