The overall aim of the course is to examine the role and status of adult learning in the context of contemporary European society, including European and national educational policies, business based approaches to the adult learning, and the impact of globalisation to it. The seminar will examine adult education as the “good” on a few historical examples and contemporary treatment of education in the policy development and on the free market. The relationship between education as the “good” and “value” will be examined. On the basis of European strategic documents, papers, resolution and communication, the role and “image” of adult learning will be examined, on the broad spectrum from “the highest value that should be available to everyone” till “one of the good that should be left to the free market”. The main issues in this context are “adult education and learning for the free market and employment” and “adult education and learning for the social inclusion”. The impact of globalisation and global crises to this approach will be analysed, especially on the idea of adult education as human right. Some international issue around adult learning and consumption of educational goods will be discussed, in the context of UNESCO and activities of other international “players.” Some aspects of the regional differences in the role and status of adult learning will be analysed, especially in the countries in transition, such as South-Eastern European countries. Further on, the focus will be on the different strategies used to engage adults in learning, and how they shape demand and supply in the modern European societies; it will look at groups under-represented in adult learning, the barriers to their participation, and how these can be overcome. After the course, students will be able to: • to define the central terms • to develop the critical attitude and way of thinking towards different approaches,especially one-sided approaches to adult learning • to understand and interpret the European policy of adult learning and education • to recognize the regional differences in valuing adult education and learning • to identify “good” and “value” approach to education in different contexts • to identify main issues in the international debate about the value of adult learning • to review and analyse strategies used to overcome barriers to learning |
