The contribution aims at mapping out initial education and training opportunities for Danish adult educators and to examine key structural features that characterise professionalisation processes in the field of adult education. The analysis draws on policy documents and available research on the topic. Part one identifies specific policies put forward by the Danish Government to enhance efficiency in the field of adult learning. Part two introduces the institutional shaping of the Danish AET system after extensive reform and identifies official requirements for the recruitment of teaching staff, whenever available. In spite of a high degree of differentiation in terms of educational offer, when it comes to the identification of qualification criteria for the recruitment of teaching staff, no specific pedagogical qualifications in teaching adults are officially required, but few exceptions. Part three provides a detailed account of existing qualification pathways for individuals willing to enter the system as adult educators. Notwithstanding the range of opportunities to acquire pedagogical qualifications in teaching adults, the knowledge and skills provided may vary substantially. Consequently, the author's main argument is that it is not possible to speak of tailored-made pathways of professionalisation in the field of adult education, at least in the Danish context.
Asia-europe Conference on Lifelong Learning: Frameworks for Supporting Lifelong Learning, 2008, p. 447-467
adult education and training; initial education and training; adult educators; teachers of adults; Denmark