Theoretical foundation, historical development and basic principles of Continuing Education

Course Information
TitleΘεωρητική θεμελίωση, ιστορική εξέλιξη και βασικές αρχές του πεδίου της Συνεχιχόμενης Εκπαίδευσης / Theoretical foundation, historical development and basic principles of Continuing Education
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Zarifis
Course ID600018132

Programme of Study: Paidagōgikī Epistīmī: Eidikī Agōgī, Paidagōgikī tou Scholeíou, Synechizómenī Ekpaídeusī

Registered students: 2
OrientationAttendance TypeSemesterYearECTS
Continuing EducationCompulsory Course117.5

Class Information
Academic Year2021 – 2022
Class PeriodWinter
Faculty Instructors
Weekly Hours2
Total Hours39
Class ID
Course Type 2016-2020
  • Background
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Required Courses
  • ΠΕ101 Introduction to academic writing
  • ΠΕ102 Quantitative Educational Reseaerch
  • ΠΕ103 Educational Research: qualitative approach
General Prerequisites
The course is offered only to POSTGRADUATE students of the Department of Education.
General Competences
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • 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
Adult education, lifelong learning, formal, non-formal, informal, theory, practice, policy, programme planning
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Student Assessment
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative)
  • Written Exam with Short Answer Questions (Formative)
  • Written Assignment (Summative)
  • Written Exam with Problem Solving (Formative)
  • Report (Formative)
Additional bibliography for study
1.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. 2.Cervero, R. M., & Wilson, A. L. (1994). Planning responsibly for adult education: a guide to negotiating power and interests. San Francisco: Jossey-Bass. 3.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. 4.Gravani, M. N. (2012). Adult learning principles in designing learning activities for teacher development. International Journal of Lifelong Education, 31 (4), pp. 419-432. 5.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. 6.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. 7.Jarvis, P. (2004). Adult education and lifelong learning: theory and practice. London: Routledge. 8.Jarvis, P. (2006). Teaching styles and teaching methods. In P. Jarvis (ed.), The theory and practice of teaching (pp. 28 – 38). Abingdon: Routledge. 9.Jarvis, P. (2006). Towards a Comprehensive Theory of Human Learning. New York [u.a.]: Routledge. 10.Knowles, M. S. (1980). The modern practice of adult education: from pedagogy to andragogy, (2nd edition). New York: Cambridge Books. 11.Knowles, M. S. (1990). The adult learner: a neglected species. Houston: Tex., Gulf. 12.Knowles, M. S., & Associates (1984). Andragogy in action: applying modern principles of adult learning. San Francisco: Jossey –Bass. 13.Lupou, R./Radtke, M./ Strauch, A. (eds.) (2010). Flexible Pathways Towards Professionalisation Senior Adult Educators In Europe. Bielefeld: W. Bertelsmann Verlag 14.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. 15.Merriam, S.B., & Caffarella, R. S. (1999). Learning in adulthood: a comprehensive guide (2nd edition). San Francisco: CA, Jossey-Bass. 16.Organization for Economic Co-operation and Developement (OECD) (2003). Beyond Rhetoric. Adult Learning Policies and Practicies. Paris: OECD Publishing. 17.Organization for Economic Co-operation and Developement (OECD) (2003b): Thematic Review on Adult Learning. Background Report: Germany. URL: 18.Organization for Economic Co-operation and Developement (OECD) (2005c): Thematic Review on Adult Learning. URL:,3343,en_2649_39263238_11997955_1_1_1_1,00.html (Zugriffsdatum: 03.06.2008). 19.Organization for Economic Co-operation and Developement (OECD) (2005). Promoting Adult Learning. Paris: OECD Publishing. 20.Organization for Economic Co-operation and Developement (OECD) (2005). Learning a Living. First Results of the Adult Literacy and Life Skills Survey. Paris/Ottawa: OECD Publishing and Statistics Canada. 21.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. 22.Rogers, A. (2005) Η εκπαίδευση Ενηλίκων Μεταίχμιο, Αθήνα 23.Siebert, H. (2010). Methoden für die Bildungsarbeit: Leitfaden für aktivierendes Lehren. 4. Auflage. Bielefeld: W. Bertelsmann Verlag. 24.Sutherland, P. (ed.) (2006). Lifelong learning: concepts and contexts.1. publ. London [[u.a.]]: Routledge. 25.Tyler, R. W. (1949). Principles of curriculum and instruction. Chicago: University of Chicago Press. 26.Zarifis, G. K. & Gravani, M. N. (2015) (eds.): Challenging the ‘European Area of Lifelong Learning’: a critical response. Springer: Dordrecht, The Netherlands [Lifelong Learning Book Series] 27.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. 28.Ζαρίφης, Γ. (2009). Ενηλικίωση, θεωρητική θεμελίωση του πεδίου μελέτης και έρευνα, ΑΠΚY, Λευκωσία. 29.Ζαρίφης, Γ. (2009). Έννοιες, προσεγγίσεις, ορισμοί και ιστορική εξέλιξη του πεδίου, ΑΠΚY, Λευκωσία. 30.Ζαρίφης, Γ. Κ. (2013 forthcoming): Συμμετοχή ενηλίκων σε εκπαιδευτικές δραστηριότητες στην Ελλάδα. Έρευνα των παραγόντων συμμετοχής στα Κέντρα Εκπαίδευσης Ενηλίκων (ΚΕΕ) της επικράτειας. Γράφημα. 31.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. 32.Κελπανίδης, Μ. & Βρυνιώτη, Κ.(2012): Διά βίου μάθηση. Κοινωνικές προϋποθέσεις και λειτουργίες. Δεδομένα και διαπιστώσεις, Θεσσαλονίκη. Ζυγός. 33.Πρόκου Ε. (2009): Εκπαίδευση ενηλίκων και διά βίου μάθηση στην Ευρώπη και την Ελλάδα, Αθήνα, Διόνικος.
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