Theoretical foundations, historical perspectives and basic principles of Adult and Continuing Education

Course Information
TitleΘεωρητική θεμελίωση, ιστορική εξέλιξη και βασικές αρχές του πεδίου της Συνεχιζόμενης Εκπαίδευσης / Theoretical foundations, historical perspectives and basic principles of Adult and Continuing Education
CodeΠΕ601
FacultyPhilosophy
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Zarifis
CommonNo
StatusActive
Course ID600003488

Programme of Study: Paidagōgikī epistīmī 2016

Registered students: 6
OrientationAttendance TypeSemesterYearECTS
Synechizómenī EkpaídeusīCompulsory Course1110

Class Information
Academic Year2016 – 2017
Class PeriodWinter
Faculty Instructors
Weekly Hours2
Total Hours26
Class ID
600032646
Type of the Course
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Examination)
Prerequisites
Required Courses
  • ΠΕ101 Quantitative methods in Educational Research
  • ΠΕ103 Academic writtening
General Prerequisites
Relevant Pedagogical Courses and Seminars (P1807, P1808, P1811 and P1812) offered in the undergraduate programme of the Department of Education in AUTH or equivalent courses from other departments, as well as basic knowledge in research methodology in social sciences, epistemology and history of education.
Learning Outcomes
The purpose of this postgraduate course is to introduce and familiarize the participants with those theoretical issues related to the content of the terms Continuing Education, Lifelong Learning, Vocational Education and Training, and the determination of the reference framework, which if and in the minds of most identified with Adult Education, is not limited to this. Specifically the course are presented and basic characteristics of the concepts interpreted and the relationship between them, considered that evolved historically, what are the main milestones in their development, that are based philosophically and what is their role in the society of learning and knowledge. even affected the role of many international organizations for a long time determined the content and characteristics of these concepts, and institutions such as the University has now take a leading role in their development as a distinct field of study, and examined the extent to which developments in the economy and the labor market, and concepts such as human and social capital, affect the way in which to shape and interpreted mainly in response to the demands of modern Learning Organizations. Still examined theoretical issues relating to basic adult learning theories, and on issues relating to the characteristics of adult learners and the role of the adult educator. Presented also the educational interaction principles and the role of trainees in continuing education group, and that belonging to specific groups of adult education for people. Finally reference is made to the development of Continuing Education in Greece and the socio-economic function, current trends and future prospects. After completing this course participants will be able to (knowledge, skills, abilities NQF level 7): KNOWLEDGE -Prosdiorizoun Clearly and to define conceptual and theoretical issues relating to the field of Continuing Education. -Katanooun And link the basic concepts 'Continuing Education', 'Lifelong Learning' and 'Adult Education', to describe the relationship between them and their historical evolution, focusing on key growth channels and their role in society learning and knowledge. -Description And analyze the broader frame of reference within which developed the modern theories of Continuing Education, Lifelong Learning and Adult Education. SKILLS -Sygkrinoun And evaluate comparatively the main theoretical approaches to the field of Continuing Education. Applies practical basic theoretical approaches in assumptions relating to the design of training Continuing Education programs. -Prosengizoun Interdisciplinary and cross cutting issues such as the contribution of Continuing Education to combat social exclusion, unemployment, personal and professional growth and prosperity. COMPETENCES critically -Axiologoun theories relating to Continuing Education, Lifelong Learning and Adult Education on the historical, socio-economic and political frame of reference in which they have developed. -Axiologoun The effect of European policy in the formation of institutions and practices relating to Continuing Education, Lifelong Learning and Adult Education. -Anaptyssoun Positive attitude regarding multidisciplinary approach to the interpretation of issues such as the contribution of Continuing Education and Lifelong Learning in tackling social exclusion, unemployment, personal and professional growth and prosperity.
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
1. Terminology, definitions and typologies, landmarks in the organization of adult education and continuing education. 2. Continuing education and lifelong learning - interpretative framework within which they emerge. 3. Historical development of continuing education and lifelong learning and factors that contributed to their development. 4. The role of international organizations in the formulation of "continuing education" and "lifelong learning". 5. Postindustrial society and the knowledge society and development of the institution of continuing education and lifelong learning. 6. Actions, procedures and institutions, international developments in the field of continuing education and lifelong learning. 7. Professional training, development of vital skills and investment in human resources. 8. Re-defining the role of the state and the importance of social capital in the development of modern active citizenship, 9. Education in the community, the knowledge economy and globalization, 10. The learning organization and the limits of economic determinism. 11. Issues of correlation with the educational sciences and organization of a reference framework, the impact of pedagogical theories in developing a holistic theoretical approach to the role and identity of the new study field, 12. Philosophical foundations of the field and the effects of ideological and epistemological debate, research in continuing education, thematic and research fields, the influence of positivism, humanist and neo-humanist approaches to adult learning, pragmatic and instrumental views of the education and learning of adults. 13. New development of continuing education, lifelong learning and adult education in Europe and in Greece: educational policy issues and the role of the University.
Keywords
adult education, lifelong learning, continuing education, epistemological queries, prnciples and foundations
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Interactive excersises
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Description
Interactive Whiteboard. Personal computers. Power point. Video. Moodle. The educational material also includes: • Original scientific literature in Greek and English languages that is adapted, if and where needed, to the needs of the adult learner with the use of a specially designed Study Guide. The Study Guide will be drawn up during the previous academic year. • Self-assessment exercises, training videos, presentations will be developed by the professor during the academic year. • Supplemental educational materials for further study will be posted on the electronic site of the professor. • Specially designed training materials to cover gaps in the literature and adapted to the needs of the programme.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures261.0
Reading Assigment1004
Written assigments753
self-reflective techniques502
Total25110.0
Student Assessment
Description
The evaluation language is Greek. The overall assessment is total/presumptive on the basis basis of a written assignment in the course. The theme and content of the written work should be part of the 13 subject areas discussed during the course (based on the syllabus which was presented above). The final version of the assignment must be a typed and printed or digital text which will not exceed 30 pages (i.e 8,000 words with the literature and without appendices or sources which should be submitted separately or attached to the assignment in a separate file), with 1½ spacing between lines, 2.5 cm page margins and font size 12. Handwritten assignments will not be accepted. The written assignment evaluation criteria are accessible to all students through the website http://www.gkzarifis.com/postgraduatecourses.htm and are as follows: Criterion 1: Understanding of ideas and content (5 points) • The student perfectly understands the wording of the question and fully meets the requirements of the assignment (5.0 - 4.0). • The student understands the wording of the question and satisfactorily meet the requirements of the assignment (3.9 - 2.5). • The student insufficiently understands the wording of the question and does not respond only partly to the demands of the assignment (2.4 - 1.0). • The student hardly understands the wording of the question and does not meet the requirements of the assignment (0.9 - 0.0). Criterion 2: Structure and application of academic writing rules (1.5 point) • The student fully understands and optimally applies the rules for constructing an academically written assignment (1.5 - 1.2). • The student generally understands and applies largely the building rules of academic work (1.2 - 1.0). • The paper presents prominent and significant shortcomings in the implementation of using codes in an academic work (0.9 - 0.5). • The paper presents basic and fundamental deficiencies in the understanding and application of construction rules of an academic work (0.4 - 0.0). Criterion 3: Presentation and linguistic expression (1.5 point) • The student fully understands and optimally applies the presentation rules of an academic work (1.5 - 1.0). • The student generally understands and applies largely the presentation rules of an academic work (0.9 - 0.5). • The paper presents obvious and significant defects in the application of the rules of an academic work (0.4 - 0.0). Criterion 4: Research and evidencing (2 points) • The work presents very clear personal research evidence (2.0 - 1.5). • The paper presents sufficient evidence of personal research (1.4 - 1.0). • The work shows little or no evidence of personal research (0.9 - 0.0).
Student Assessment methods
  • Written Assignment (Summative)
  • Report (Formative)
  • Labortatory Assignment (Formative)
  • Weekly reports on reading material (Formative)
Bibliography
Additional bibliography for study
Brundage, D., & Mckeracher, D. (1980). Adult learning principles and their application to programme planning. Toronto: Ontario Institute for Studies in Education. ERIC Document Reproduction Service No ED 181 292. Cervero, R. M., & Wilson, A. L. (1994). Planning responsibly for adult education: a guide to negotiating power and interests. San Francisco: Jossey-Bass. Gravani, M. N. (2007). Unveiling professional learning: shifting from the delivery of courses to an understanding of the processes. Teaching and Teacher Education, 23, pp. 688-704. Gravani, M. N. (2012). Adult learning principles in designing learning activities for teacher development. International Journal of Lifelong Education, 31 (4), pp. 419-432. Hake, B. (2008). Comparative Policy Analysis and Lifelong Learning Narratives: The „Employability Agenda” from a Life-Course Perspective. In: Reischmann, J./Bron, M. Jr. (eds.) (2008): Comparative Adult Education 2008. Experiences and Examples. Frankfurt a.M. [u.a.]: Peter Lang. pp. 167-178. Ioannidou, A. (2007). Comparative Analysis of New governance Instruments in Transnational Educational Space – A Shift to knowledge-based instruments? In: European Educational Research Journal 6. pp. 336-347. http://dx.doi.org/10.2304/eerj.2004.3.1.9. Jarvis, P. (2004). Adult education and lifelong learning: theory and practice. London: Routledge. Jarvis, P. (2006). Teaching styles and teaching methods. In P. Jarvis (ed.), The theory and practice of teaching (pp. 28 – 38). Abingdon: Routledge. Jarvis, P. (2006). Towards a Comprehensive Theory of Human Learning. New York [u.a.]: Routledge. Knowles, M. S. (1980). The modern practice of adult education: from pedagogy to andragogy, (2nd edition). New York: Cambridge Books. Knowles, M. S. (1990). The adult learner: a neglected species. Houston: Tex., Gulf. Knowles, M. S., & Associates (1984). Andragogy in action: applying modern principles of adult learning. San Francisco: Jossey –Bass. Lupou, R./Radtke, M./ Strauch, A. (eds.) (2010). Flexible Pathways Towards Professionalisation Senior Adult Educators In Europe. Bielefeld: W. Bertelsmann Verlag Martens, K./Rusconi, A./Leuze, K. (eds.) (2007). New Arenas of Education Governance. The Impact of International Organizations and Markets on Education Policy Making. Transformation of the State Series. Basingstoke et. al. Palgrave Macmillan. Merriam, S.B., & Caffarella, R. S. (1999). Learning in adulthood: a comprehensive guide (2nd edition). San Francisco: CA, Jossey-Bass. Organization for Economic Co-operation and Development (OECD) (2003). Beyond Rhetoric. Adult Learning Policies and Practices. Paris: OECD Publishing. Organization for Economic Co-operation and Development (OECD) (2003b): Thematic Review on Adult Learning. Background Report: Germany. URL: http://www.oecd.org/dataoecd/3/38/34388470.pdf Organization for Economic Co-operation and Development (OECD) (2005c): Thematic Review on Adult Learning. URL: http://www.oecd.org/document/3/0,3343,en_2649_39263238_11997955_1_1_1_1,00.html (Zugriffsdatum: 03.06.2008). Organization for Economic Co-operation and Development (OECD) (2005). Promoting Adult Learning. Paris: OECD Publishing. Organization for Economic Co-operation and Development (OECD) (2005). Learning a Living. First Results of the Adult Literacy and Life Skills Survey. Paris/Ottawa: OECD Publishing and Statistics Canada. Organization for Economic Co-operation and Development (OECD)/EKEPIS (2003). The Role of National Qualification Systems in Promoting Lifelong Learning. Background Report for Greece. National Accreditation Centre for Continuing Vocational Training EKEPIS. Paris: OECD Publishing. Rogers, A. (2005) Η εκπαίδευση Ενηλίκων Μεταίχμιο, Αθήνα. Siebert, H. (2010). Methoden für die Bildungsarbeit: Leitfaden für aktivierendes Lehren. 4. Auflage. Bielefeld: W. Bertelsmann Verlag. Siebert, H. (2011). Lernen und Bildung Erwachsener. Bielefeld: W. Bertelsmann Verlag. Siebert, H. (2011). Theorien für die Praxis. 3. Auflage. Bielefeld: W. Bertelsmann Verlag. Sutherland, P. (ed.) (2006). Lifelong learning: concepts and contexts.1. publ. London [[u.a.]]: Routledge. Tyler, R. W. (1949). Principles of curriculum and instruction. Chicago: University of Chicago Press. Zarifis, G. K. & Gravani, M. N. (2014) (eds.): Challenging the ‘European Area of Lifelong Learning’: a critical response. Springer: Dordrecht, The Netherlands [Lifelong Learning Book Series] Zarifis, G. K. (2008). 'Bringing learning closer to home': the value and impact of the Lisbon strategy for strengthening the role of local learning centres and partnerships in southeastern Europe. In International Journal of Lifelong Education, 27(6): 641-657. Ζαρίφης, Γ. (2009). Ενηλικίωση, θεωρητική θεμελίωση του πεδίου μελέτης και έρευνα, ΑΠΚY, Λευκωσία. Ζαρίφης, Γ. (2009). Έννοιες, προσεγγίσεις, ορισμοί και ιστορική εξέλιξη του πεδίου, ΑΠΚY, Λευκωσία. Ζαρίφης, Γ. Κ. (2010): Συμμετοχή ενηλίκων σε εκπαιδευτικές δραστηριότητες στην Ελλάδα. Έρευνα των παραγόντων συμμετοχής στα Κέντρα Εκπαίδευσης Ενηλίκων (ΚΕΕ) της επικράτειας. Γράφημα. Ζαρίφης, Γ.Κ., Παρθένη, Μ., Δολιώτη,Α., Κιουπέλογλου, Ν., Στρίκου, Α., Μωυσιάδης, Λ. Κανέλλου, Α. (2009): Ο κριτικός στοχασμός στη μάθηση και εκπαίδευση ενηλίκων. Θεωρητικές προσεγγίσεις & πρακτικές προεκτάσεις, Θεσσαλονίκη, Παπαζήσης. Κελπανίδης, Μ. & Βρυνιώτη, Κ.(2012): Διά βίου μάθηση. Κοινωνικές προϋποθέσεις και λειτουργίες. Δεδομένα και διαπιστώσεις, Θεσσαλονίκη. Ζυγός. Πρόκου Ε. (2009): Εκπαίδευση ενηλίκων και διά βίου μάθηση στην Ευρώπη και την Ελλάδα, Αθήνα, Διόνικος. -Συναφή επιστημονικά περιοδικά: ⎼ Adult Education Quarterly: A Journal of Research and Theory ⎼ Adult Learner: The Irish Journal of Adult and Community Education ⎼ Adult Learning ⎼ Canadian Journal of University Continuing Education ⎼ Continuing Higher Education Review ⎼ International Journal of Learning and Change ⎼ International Journal of Lifelong Education ⎼ Journal of Adult and Continuing Education ⎼ Journal of Continuing Higher Education ⎼ Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education ⎼ New Directions for Adult and Continuing Education ⎼ New Horizons in Adult Education & Human Resource Development ⎼ Studies in Continuing Education ⎼ Studies in the Education of Adults
Last Update
30-08-2016