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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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Professionalising Teaching and Training in Adult and Lifelong Learning 145


Professionalising Teaching and Training in Adult and Lifelong Learning 147 P. Adinarayana Reddy, Uma Devi Professionalisation of Lifelong Learning in Indian universities India, a populous country with a population of 1,036 million, identified adult education as a ve- hicle for accelerating its pace of development and therefore launched a number of adult education programmes and institutions. The Department of Adult Education is one such institution created at university level. Although the first department was established in 1970, until now the field has not yet been recognised as a professional discipline. The reasons attributed are many and this paper exam- ines the current status of adult education in Indian universities in terms of opportunities for profes- sionalisation, deterrent factors and suggestions. 1. Background India is one of the most populous countries in the world, second in terms of population and seventh in terms of area. Recognising that the country’s pace of development depends not only on its natural resources but also on its hu- man resources, India has launched a number of literacy promotion programmes, including Social Education, Farmers’ Education and Functional Literacy Pro- gramme, National Adult Education Programme, Mass Programme of Functional Literacy, Total Literacy Campaigns, Post Literacy Programme and Continuing Education to convert the masses into literates and to provide opportunities for life long education. All these efforts have culminated in increasing the literacy rate to 65.14%. However, even now the literacy rate is lower in the case of women and socially excluded classes. In order to institutionalise...

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