A lot of specialists in education seems to have a significant contribution in order to strengthen adult education processes. One of them is Jack Mezirow, emeritus professor of adult and continuing education at Teachers College, Columbia University in New York, researcher and author of numerous books. He has an interesting vision due to the fact that his theory makes it possible for adults to create their own learning process, which can be constructive for each situation. The strength of his “transformative learning” embraces the power of reflection. Question is which elements of this vision can contribute to a more powerful learning process in adult education.
The social, individual and religious changes and transformations have called for the revision of religious education in the 21st century. This is the subject of the important publication by Bergold/ Boschki.
The Evangelical and Catholic Church are the main providers of religious education in Germany. Since the 1970s, many local and regional religious educational institutions financed by public funding have been essential. They provide programmes not just for members of the churches, but also for the public and are generally accessible. The programmes offer a wide spectrum of topics but focus on religious education based on values and ethics.
Interview with OECD expert and PIAAC coordinator
The value of formal qualifications throughout our lifetime has not been stable for a long time. The changing employment market requires each individual to have the appropriate skills. Formal qualifications only illustrate part of what we know, what we can do and how we use cognitive, emotional and social skills - in short "competences". The OECD has therefore developed PIAAC (Programme for the International Assessment of Adult Competencies) as a tool to measure the competencies of adults. In an interview with Andreas Schleicher, the PIAAC coordinator at the OECD, the German-language online journal "Magazin erwachsenenbildung.at" explores why the results of PIAAC have generated so little response as regards education policy in some countries like Austria for example. The full interview will be published in German on 22 October at www.erwachsenenbildung.at/magazin. The questions were compiled by Elke Gruber, Professor for Adult and Vocational Education at the University of Klagenfurt in Austria.
Folk high schools play an important role in many Swedish initiatives aimed at preventing youth marginalisation. Among the Nordic countries, Sweden has the highest proportion of unemployed and socially excluded young people.
Something’s happening in the beds and borders. Vegetables are beginning to compete with flowers in Swedish towns and cities. Municipal gardening projects are on the increase and there are more and more places to enjoy fresh air and meet people in busy urban environments. Growing is a part of the tradition of the Swedish popular movement that is deeply rooted in Swedish society. Now many young people want to learn more about organic cultivation and sustainability.