ADULT EDUCATION II: THE FORMATION OF THE FIELD IN GREECE, EUROPEAN UNION AND INTERNATIONAL

Course Information
TitleΕΚΠΑΙΔΕΥΣΗ ΕΝΗΛΙΚΩΝ ΙΙ:ΔΙΑΜΟΡΦΩΣΗ ΤΟΥ ΠΕΔΙΟΥ ΣΤΗΝ ΕΛΛΑΔΑ, ΣΤΗΝ ΕΥΡΩΠΑΪΚΗ ΕΝΩΣΗ ΚΑΙ ΔΙΕΘΝΩΣ / ADULT EDUCATION II: THE FORMATION OF THE FIELD IN GREECE, EUROPEAN UNION AND INTERNATIONAL
CodeΕΜ111
FacultyEducation
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorLamprina Gioti
CommonNo
StatusActive
Course ID600018959

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses634

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600161355
Course Type 2011-2015
General Foundation
Mode of Delivery
  • Distance learning
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
After completion of the course, students should be able to have a better understanding and the ability to critically analyze the formation of adult education as a social, ideological, pedagogical and state practice internationally with emphasis in the developed capitalist countries and Greece. In particular, they will • critically interpret the development of the field of adult education as constituting the dynamic interaction of the broader economic, political and social processes and associations in the historical context of each era. • compare and correlate the interaction between international institutions and policies, movements and pedagogical practices in the development and evolution of adult education as an academic and professional field in Greece. • question and be encouraged to identify the contradictions between declared political and institutional functions, as well as between pedagogical theories and practices at state, European and international level. • assess the effects of the changes on both the content and uses of the term adult education, as well as other identical and / or related terms, on the other, in the context of pedagogical theories and practices in the field. • cultivate the capacity for critical reflection and dialectical thinking.
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course examines the historical evolution of the formation of the field of adult education from the postwar period to today as a social, ideological, pedagogical and state practice internationally with an emphasis on developed capitalist countries and Greece. The study of adult education in Greece is directly linked to its international development and evolution and is in each period constituted by the dynamic interaction of the broader economic, political and social processes and associations. There are four thematic units corresponding to equal historical study periods: 1) Postwar period to regime change period, 2) Regime change period and accession to the EEC to 1991, 3) The Maastricht Treaty 1992 to 2000 and 4) The Treaty of Lisbon 2000 until today. Each unit provides an overview of the most important socio-political events and developments that shape and define the policies, institutions and formation of adult education as an academic and professional field and as a driving force for social movements. The effects of these changes on the content and use of the concept (and other identical and/or related concepts) as well as on the co-formulation of pedagogical theories and practices in the field are also studied.
Keywords
Adult education, lifelong learning and education policies, continuing professional education, theory and practice in adult education, European policies International organizations and adult education institutions, neoliberal ideology, social movements, political emancipation, critical and transformative adult learning
Educational Material Types
  • Slide presentations
  • Video lectures
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures301
Seminars200.7
Reading Assigment200.7
Written assigments250.8
Exams250.8
Total1204
Student Assessment
Description
The assessment will be both formative and summative. The formative will take place throughout the course with short answer tests, individual and group exercises (up to 5 people). It will be based on the organization, quality and originality of the assertions and questions as well as their contribution to promoting critical reflection and dialectical thinking (30% of the final score). The summative evaluation will be carried out by a written final examination (70% of the final grade) which includes questions of judgment (decision, comparison and evaluation).
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative)
  • Written Exam with Extended Answer Questions (Summative)
  • Performance / Staging (Formative)
  • Written Exam with Problem Solving (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
ID EUDOXUS 77116979 Γιώτη Λ. (2018). Η Διαμόρφωση του Πεδίου της Εκπαίδευσης Ενηλίκων. Πολιτικές, Παιδαγωγικές Θεωρίες και Πρακτικές.Αθήνα: Εκδ. Γρηγόρη.
Additional bibliography for study
Brookfield, S. (2012). Critical Theory and Transformative Learning. In E.W. Taylor & P. Cranton (eds.), The handbook of transformative learning: Theory, research, and practice (pp. 131-146). San Francisco: John Wiley & Sons. Brookfield, S. (2009). The concept of critical reflection: promises and contradictions. European Journal of Social Work, 12(3), 293-304. http://www.tandfonline.com/doi/abs/10.1080/13691450902945215. Brookfield, S. (1993). Self-directed learning, political clarity, and the critical practice of adult education. Adult Education Quarterly, 43(4), 227-242. Brookfield, S. D., & Holst, J. D. (2010). Radicalizing learning: Adult education for a just world. San Francisco: John Wiley & Sons. Casey, C. (2012). Lifelong Learning: Innovation, Policy and Institutions. In D. N. Aspin, J. D. Chapman, K. Evans & R.Bagnall (eds.), Second international handbook of lifelong learning (pp. 321-335). Dordrecht: Springer Science & Business Media. Cox, W. R. (1999). Civil Society at the Turn of the Millenium: Prospects for an Alternative World Order. Review of International Studies, 25(1), 3-28. http://socialeconomyaz.org/wp-content/uploads/2011/01/Cox-civil-society-at-the-millennium.pdf. Karalis, T. & Vergidis, D. (2004). Lifelong education in Greece: recent developments and current trends. International Journal of Lifelong Education, 23(2), 179-89. Knoll, J. (2014). The History of the UNESCO International Conferences on Adult Education – From Helsingör (1949) to Hamburg (1997): international education policy through people and programmes. In Adult Education in Retrospective: 60 Years of CONFINTEA (pp. 13-28). Brasilia: UNESCO. http://icae.global/en/2017/10/adult-education-in-retrospective-book-about-60-years-of-confintea/. Livingstone, W. D. (2012). Lifelong Learning and Life-Wide Work in Precarious Times: Reversing Policy-Making Optics. In D. N. Aspin, J. D. Chapman, K. Evans & R. Bagnall (eds.), Second international handbook of lifelong learning (pp. 269-286). Dordrecht: Springer Science & Business Media. McLaren, P. (1995). Critical Pedagogy and Predatory Culture. London; New York: Routledge. Mezirow J. & Associates, (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey-Bass Publishers. Milana, M. & Holford, J. (eds.), (2014). Adult Education Policy and the European Union. Roterdam; Boston; Taipei: Sense Publishers, ESREA. Milana, M., & Nesbit, T. (eds.) (2015). Global Perspectives on Adult Education and Learning Policy. Hampshire: Palgrave Macmillan. Murphy, M. (1997). Capital, class and adult education: the international political economy of lifelong learning in the European Union. Northern Illinois University. Tuijnman, A., & Boström, A. K. (2002). Changing notions of lifelong education and lifelong learning. International Review of Education, 48(1-2), 93-110. Welton, M. R. (Ed.). (1995). In defense of the lifeworld: Critical perspectives on adult learning. New York: SUNY Press. Βεργίδης, Δ. (2014). Δια βίου μάθηση και εκπαιδευτικές ανισότητες. Στο Α. Κυρίδης, (επιμ.), Ευπαθείς κοινωνικές ομάδες και δια βίου μάθηση (σσ. 121-150). Αθήνα: Gutenberg. Βεργίδης Δ. & Κόκκος Α. (επιμ.), (2010). Εκπαίδευση ενηλίκων. Διεθνείς προσεγγίσεις και ελληνικές διαδρομές (σσ. 17-42). Αθήνα: Μεταίχμιο. Γρόλλιος, Γ. (1999). Ιδεολογία, Παιδαγωγική και Εκπαιδευτική Πολιτική. Λόγος και Πράξη των Ευρωπαϊκών Προγραμμάτων για την Εκπαίδευση. Αθήνα: Gutenberg. Γρόλλιος, Γ. & Γούναρη, Π. (2016). Απελευθερωτική και Κριτική Παιδαγωγική στην Ελλάδα. Αθήνα: Gutenberg. Καραλής, Θ., (2008). Εκπαίδευση Ενηλίκων και δια βίου μάθηση: Απόπειρα χαρτογράφησης των ερευνητικών τάσεων. Εκπαίδευση Ενηλίκων, 14, 24-29. Λιντζέρης, Π. (2013). Εκπαίδευση, δια βίου μάθηση, πιστοποίηση προσόντων. Αθήνα: ΙΜΕ-ΓΣΕΒΕΕ. Φρέιρε, Π. (1977β). Πολιτιστική Δράση για την Κατάκτηση της Ελευθερίας.(μτφρ. Σ. Τσάμης). Αθήνα: Καστανιώτης.
Last Update
19-11-2020