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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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Transition Times in Adult Education in Argentina: A Historical-Institutional Perspective

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José Alberto Yuni & Claudio Ariel Urbano

1. Introduction

The institutional status of Adult and Continuing Education in Argentina can be described by the figure of a disjointed, fragmentary and incomplete mosaic, containing, on one hand, the formal education system and, on the other, a multiplicity of experiences, formats and non-formal education initiatives.

This chapter provides a brief characterization of the experiences and educational formats most relevant in the field of Adult Education (AE). In the first part, the main features of the constitution of the National System of Public Instruction (NSPI) are described. In the second part, some considerations are made about the educational policies deployed in the twentieth century that led to the diversification of the EA, both educational goals and in the ideological orientations that supported it. Non-formal older education is one of the areas in which academic research has focused in the last decade because of its “newness” and its rapid spread. The final section discusses the current situation, characterized by the discursive institutionalization of the concept of Lifelong Education and a redefinition of the scope and meaning of the traditional adult education. Finally, a critical analysis of the institutional situation is made and the challenges and transitions that still remain are identified.

2. The founding matrix of the National System of Public Instruction

The disarticulation and the fragmentation referred to above are the result of the historical process of formation and development of...

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