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Professionalisation of Adult Educators

International and Comparative Perspectives

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Edited By Susanne Lattke and Wolfgang Jütte

In many regions of the world, professionalisation in adult and continuing education is brought into the focus of educational policy and research. Various fields of practice are looking for scientifical and political support in raising the level of professionalism. While there are no simple lessons to be learned from other countries, a closer analysis of international experience may reveal common and diverging interests. It may also provide worthwhile insights into opportunities and risks surrounding professionalisation. This edited volume is intended to further stimulate international exchange, cross-country approaches and comparative research in this field. It includes contributions to the theoretical debate and to the development of (comparative) research as well as reports on research findings and development activities concerning the professionalisation of adult educators.
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Professionalisation: Issues, meanings and ways in the French context

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← 44 | 45 → Richard Wittorski

The theme of professionalisation is a social subject in many countries. This article aims at better understanding what professionalisation means in social contexts, work and training social practices implemented in France. To achieve this, we will proceed in two stages: First we will discuss the issues and the meaning of professionalisation through focussing on some significant research. Secondly, we will present some more specific benchmarks to define what we think as and call the “ways of professionalisation”.

The theme of professionalisation is a social subject in many countries. In this paper we study the French context. In France, interest in professionalisation is important in many fields of activity because of significant changes in work and forms of training over decades.

In the field of work first, one sees new activities (helping the person work for example) and a transformation trend in professional activities which used to be fairly stable (administrative jobs…) This change necessitates considering formalising these activities often by referentialisation practices for instance.

In the field of education, there are many regulations: international ones (OECD), European orders (Bologna process and Lisbon for example) and national ones (French Laws of 2004 and 2009 about vocational training for instance). Professionalisation is subject to a strong prescription at the level of training offer but also at the level of individuals’ professionalisation, in connection with the regular use of the word “competence”.

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