1 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University2 Department of Education, Danish School of Education, Aarhus University, Aarhus University3 Danish School of Education - Research Programme on Lifelong Learning, Danish School of Education, Arts, Aarhus University4 Danish School of Education - Pædagogisk Sociologi, Emdrup, Danish School of Education, Arts, Aarhus University5 Danish School of Education - Research Programme on Lifelong Learning, Danish School of Education, Arts, Aarhus University6 Danish School of Education - Pædagogisk Sociologi, Emdrup, Danish School of Education, Arts, Aarhus University
a comparative investigation of three Nordic-Baltic countriesen komparativ undersøgelse af tre nordisk-baltiske lande
In light of the increased interest in adult education and training (AET) in the EU as well as in national policy, the article looks into policy and practice when it comes to the professionalisation of those responsible for providing the AET – the adult educators. The article takes its theoretical point of departure in implementation theory as well as in theory on professionalism and professionalisation processes. The analysis is based on a comparative study involving Denmark, Estonia and Sweden. The methodological approach to the study was document analysis of mainly policy papers and strategies as well as legal regulations from year 2000 and until today. Based on the analysis, the article concludes that in spite of differences in history and AET traditions between especially Denmark/Sweden on the one hand and Estonia on the other, a number of similarities in recent policy can be found. The first is an increase in the provision of AET. A second is a tendency for official requirements for teaching adults to be higher in general and vocational AET than in liberal AE. Also, in spite of the huge interest in AET, qualification of adult educators seems to be a non-issue in the analysed policy papers and strategies, especially in Denmark and Sweden. The fi nal common trend is a tendency that most courses and programmes for adult educators are targeted people already working within the field or people interested in a career shift. Very few options exist in the three countries for initial qualifi cation prior to entering the field as adult educator. Based on the analysis, it is questioned whether adult educator is today a full profession in any of the three countries studied or if it should rather be considered a “semi-profession”.
Cursiv, 2011, Issue 6, p. 13-30
Livslang læring; Voksenlæring; Kvalifikationsudvikling; Adult Education; Adult educators; Teacher training