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Changing Configurations in Adult Education in Transitional Times

International Perspectives in Different Countries

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Edited By Bernd Käpplinger and Steffi Robak

Change and transition are prominent buzzwords in the discourse upon adult education. International conferences like the European ESREA triennial research conference 2013 in Berlin focused on these terms. But is to deal with change and transitions really something new for adult education? What is new? What has changed? Which kind of transitions do we experience and how can we systematically observe and analyse them as researchers nowadays? This anthology wants to stimulate an exchange beyond buzzwords and European perspectives and investigate what these terms could mean for research in terms of institutionalisation and professionalization in adult education in different national contexts. Therefore, distinguished scholars were invited to contribute to this anthology.
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Strategies of Modernization and their Effects on Configurations of Adult Education – Theoretical Assumptions and Empirical Findings

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Josef Schrader

1. Introduction

As a social subsystem, adult education and lifelong learning are subject to constant change. By using the term “change” focus is on social, cultural, and economical framework conditions. Against the background of these framework conditions, changes in configurations of adult education and lifelong learning are analyzed. In contrast, the term “modernization” is used when the focus is on targeted reforms of national and supranational political and civil society actors.

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