paper presented at the ECER conference, Vienna, 28-30 September
General adult education, vocationally oriented adult education and liberal education often represent separated fields of public intervention. Each of these sectors is characterized by organizational features and a financial structure that support the pursuing of specific educational goals. These distinctions are reflected not only in the provision of adult education opportunities but also in public policies on adult learning. Consequently, initial education and training of adult educators as well as the policy on qualification of adult education professionals differs both between countries and between the different sectors.The aim of this paper is to present a comparative investigation of three Nordic-Baltic countries, i.e. Denmark, Sweden and Estonia, and discuss differences and similarities in the demands for qualifications for those teaching adults and related professionalization pathways. In doing so, the paper will critically review current public policies in the field and problematise the role of existing education and training opportunities in providing those willing to teach adults in general adult education, vocationally oriented adult education or liberal education with the qualifications required by law to perform their profession.
voksenuddannelse; voksenundervisere; Danmark; Sverige; Estland; adult education; initial education and training; Adult educators; Denmark; Sweden; Estonia
Main Research Area:
ECER 2009: Theory and Evidence in European Educational Research