In many regions, professionalisation in adult and continuing education is brought into the focus of educational policy. The professionalisation approaches and strategies are diverse and vary due to the corresponding key actors and cooperations, national cultures and historical particularities and there are many controversial elements to the approaches.
We want to focus on the historical development and current trends in the various regions from an international (and comparative) perspective thus revealing common factors as well as differences in the context of the individual social development, including the growing concerns around external control of culturally specific systems. What some may see as new opportunities others will consider as hazards and contradictions in terms of professional development. In particular, we welcome research activities that focus on one of the three topical fields and the following research questions as well as critiques of current approaches within these fields, which include:
1) Actors, stakeholder and their cooperation culture & their impact on professionalisation methods.
Professionalisation methods are created e.g. based on the interaction of
the key actors. Issues of cooperation and competition, power and trust are
significant aspects. Several questions arise: Who are the key actors in the
professionalisation system? Who determines the debate on professionalisation?
How can access be created and regulated? What roles can universities and the
scientific community fulfil? What is the role of the regional and international
2) Didactic-methodological approaches and curricula, & their contribution to professional development.
Courses of study and continuing education contribute to the professionalisation. We need to differentiate between the universitarian science-oriented strategies for professionalisation and the pragmatic approach of professional associations and continuing educational institutions. At the same time, many European countries pursue new certifications systems and competence assessment. This forum covers issues of professional learning, the effects of professionalisation on various didactic-methodological approaches and the development of curricula.
3) Globalisation processes, strategies of internationalisation and transnationalisation & new tasks and fields of activity.