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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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Professionalisation in Adult and Lifelong Learning: Perspectives from Southeast Asia, Europe, China and India 19


Professionalisation in Adult and Lifelong Learning: Perspectives from Southeast Asia, Europe, China and India 21 Atanacio Panahon II Adult education in lifelong learning and the need to professionalise the ranks of stakeholders: the Asian perspective For greater competitiveness, Asia has to upgrade adult education programmes in the context of life- long learning. Basic literacy, which has been the traditional mark of adult education, should be in- tegrated with knowledge and skills so as to make learners more productive members of society. Re- form measures in Asian adult education should include calibrating the knowledge and skills of teachers and trainers for a more responsive man- agement of adult learning activities. Higher edu- cation institutions should participate more actively as direct agents for adult education programmes while course content should highlight approaches designed to promote positive values and help Asian learners become more assertive and self-confident. An adult education system grounded in a learning society of the region must evolve. 1. Introduction This paper discusses the issues and challenges related to the different efforts at professionalising adult education in Asia. It is directed at all those who share a common interest in a topic of such high impact and relevance to both Asia and Europe. Within the context of lifelong learning, the extension of education and training opportunities to ’second-chance‘ adult learners as well as those seeking to enhance their post-school knowledge and skills is deemed crucial in attaining the noble goal of Education for All and achieving respectability, if not competi-...

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