There is a gap between generations in many European countries.
Older people don’t always feel comfortable nearby youngsters in several places in Europe. At the same time young people are increasingly disoriented in society and in the labour market. A possible solution is “intergenerational education”. However, vulnerable youth and seniors are, despite their differences, “in the same boat” as both groups risk marginalization in society.
In Italy and The Netherlands adult learning professionals have developed new initiatives to create cooperation and exchange between people from these two generations. This shared knowledge benefits not only individuals but also the community.
Few countries have laws that guarantee its citizens the right to lifelong learning. Sweden is one of them. This gives certain stability to our adult education. Long processes are needed to change the law, and this is not easily done, says Britten Månsson-Wallin, general secretary of the The Swedish National Council of Adult Education. Still non-formal adult education needs to be defended as an important part of lifelong learning.
To rehabilitate more offenders it is necessary to improve prison education. Understanding the special situations of prisoners and prison officers are some of the core competencies that prison teachers need according to the partners of project European Induction Support for Adult Learning Professionals.
All citizens of Turkey have the right to ask for an adult education course to be opened, if they can bring together 12 people. The courses are offered free of charge by around 1.000 Public Education Centres all over the country.
This issue of InfoNet Newsletter announces the recently published issue of the LLinE web magazine about the global Millennium Development Goals (MDG) and process of defining post-2015 targets.
Master- and Doctorate-Students in Adult Education from all over Europe met for a summer academy in Brno (Czech Republic) to exchange research project ideas, learn from each other and professors from different countries and to develop their research work and research expertise. New doctorate plans were created, to research in a comparative way on adult education in Europe, common projects for the master students in different countries were developed. It is a new innovative approach to improve the research on adult education in Europe. All this was part of the European project ESRALE, and will be followed by a next in September 2015 in Belgrad (Serbia).
Writing is a skill which anybody with at least a trace of talent could practice. This common misconception creates all kinds of challenges to the adult educator in creative writing. In this article I will explain how I deal with these problems in my job teaching creative writing at the Third Age University in Ljubljana, Slovenia.
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.