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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 of Teachers and Trainers: A Comparative Perspective 209

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Professionalisation of Teachers and Trainers: A Comparative Perspective 211 Ekkehard Nuissl, Regina Egetenmeyer Professionalisation of teachers and trainers: a comparative perspective The final section summarises the papers in this vol- ume and the contributions to the international con- ference ‘Teachers and Trainers in Adult Education and Lifelong Learning: Professional Development in Asia and Europe’, which was held in Bergisch Gladbach, Germany in June 2009, from a com- parative perspective. Aspects of this comparison are the initial social situation in Asia and Europe, lifelong learning, and the issue of professionalisa- tion. At the end of the paper, data systems, concept development and model transfer are proposed as fields of action for science and politics. 1. Initial situation The ASEM Research and Education Hub for Lifelong Learning has facilitated the professional exchange of information between Europe and Asia concerning lifelong learning – an issue of increasing importance on both continents. A spe- cial and central focus is on the professionalisation of teachers, spearheaded by Network 3 of the ASEM Hub for Lifelong Learning. The initial situation is clear. Both continents strive to provide further educa- tion for adults, thus enabling them to lead fulfilled civil and working lives. On both continents, enormous efforts are made to achieve this overall objective. On both continents, government organisations and NGOs, companies, associations and communities co-operate to demand, support and establish systems of lifelong learning. On both continents, this attempt is driven by global competition and the need to develop educational and learning societies. On both continents,...

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