Adult Educators in Europe: Aspects of Identity and professional development

Course Information
TitleAdult Educators in Europe: Aspects of Identity and professional development / Adult Educators in Europe: Aspects of Identity and professional development
SchoolPhilosophy and Education
Cycle / Level1st / Undergraduate, 2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Zarifis
Course ID600017723

Programme of Study: UPS School of Philosophy and Education (2011-today)

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
CoreElective CoursesWinter/Spring-6

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Background
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Required Courses
  • ΕΙΣΠ100 Introduction to Pedagogy
  • ΣΧΠΙ400 Education and Schooling
  • ΣΧΠΙΙ400 School Education II (curriculum and other pedagogical texts, resources and practices)
General Prerequisites
The course is offered only to incoming ERASMUS+ students . A written assignment (up to 3000 words) is a requirement to pass the course.
Learning Outcomes
The students who will successfully complete this course, are expected that they will be able to: KNOWLEDGE They know the basic concepts and related terminology: Continuing Education, Lifelong Learning and Adult Education, the relationship between them and historical development, the key milestones in their development as well as their role in the learning and knowledge society Understand the operation of continuing education providers and Lifelong Learning programs. They understand the development of Continuing Education and Lifelong Learning and their role in the learning and knowledge society They understand the broader frame of reference within which modern theories of Continuing Education, Lifelong Learning and Adult Education are developed. They understand the role of communication and the characteristics of effective communication in the context of the training of adult groups, but also special groups of adults They know the educational techniques, types and operation of the supervisory tools used in Continuing Education programs They understand the role of communication and the characteristics of effective communication in the context of the training of adult groups, but also special groups of adults They know about the role of adult educator They know about the design, construction, organization and evaluation of Continuing Education programs They know the providers of Continuing Education programs in Greece SKILLS They critically analyze the basic theories of learning and development in adults They apply to work scenarios and hypotheses methods that allow effective communication and collaboration between team members in a Continuing Education or Adult Education program. They apply in scenarios and work hypotheses the appropriate methods of evaluating a Continuing Education program depending on its type and purpose. They compare and compose methods for diagnosing and determining the learning needs of the trainees during the design process of a Continuing Education program. They apply in working scenarios and cases work stages for the development of Continuing Education and Lifelong Learning programs. They evaluate the role of the adult educator Write a study based on specific terminology, logical arguments and bibliographic references abilities Identify and delimit theoretical issues of Continuing Education, Lifelong Learning and Adult Education Analyze empirical research findings related to Continuing Education and Lifelong Learning Analyzes the general objectives of Continuing Education and Lifelong Learning programs in individual specific objectives taking into account the needs of the trainees Develop a positive attitude regarding the evaluation of a continuing education program or a unit within a program based on the goals set They critically evaluate the theories of Continuing Education, Lifelong Learning and Adult Education based on the historical, socio-economic and political frame of reference within which they have been developed.
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
Course Content (Syllabus)
The aim of this course is to familiarize students with those issues related to the content of the terms Continuing Education and Lifelong Learning and to identify their frame of reference, which although in the consciences of most is identified with education. of adults, is not limited to this. Specifically, the course presents and interprets the particular characteristics of the two concepts, but also how they are connected to each other on a practical level mainly through formal, informal or conditionally formal educational processes but also through informal learning processes. It also examines how these two concepts evolve historically and how they differ from the standard school educational process. The role of many international organizations that for a long time defined the content and characteristics of the above concepts, but also institutions such as the university that has now taken a leading role in their development as a separate field of study, while examining the degree to which the Evolution in the economy and in the labor market and concepts such as human and social capital, affect the way in which they are interpreted and co-formed, responding mainly to the requirements of modern Or. learning hooks. The course, in addition to the theoretical issues it raises, examines many practical issues related to strategies and ways of learning (associative, social, empirical, insightful, transformative and self-managed learning) with special references to the importance of learning cycles in adults ( Neugarten, Havinghurst, etc.), the psycho-social approach to learning in relation to the stages of development (Erikson, Loevinger, Perry, Gagné, etc.) and the basic characteristics of empirical learning (Dewey, Lewin, Piaget). and Kolb). Malcolm Knowles' reactionary approach, the importance of critical thinking in adult learning, and Paulo Freire's approach that reinforces the notion of learning as a liberating process, as well as the perceptions of Jack Mezirow, Stephen Brookfield, and Donald Schön, will also be examined. the importance of critical thinking in the learning and education of adults, Rogers and Hammond & Collins for self-managed learning, but also Argyris & Schön, and Marsick & Watkins on the importance of learning in the body. The course will also analyze specific issues related to the access and participation of adults in organized educational activities (with special references to the approaches of Miller, Tough, Rubenson and Cross), to desirable adult teaching methods (with particular reference to the approaches of Long, Knox, Brunner, Dewey, Illich, Freire, Knowles, Illeris and Rogers) and issues of teaching adults the educational process according to Cyril O'Houle. Finally, reference will be made to issues related to the importance of using new technologies in adult education (distance education, e-learning, e-training), the role of the learning organization in the development and improvement of professional skills, in facilitating the learning process. and the role and characteristics of the adult educator. Structure and structure of the course SECTION A FIRST CONCEPT OF THE FIELD OF THE STUDY STUDY: Basic principles and characteristics of Continuing Education and Lifelong Learning, Continuing Education as a social research field in the field of study of the sciences of education, subject matter. LESSON 1 BASIC PRINCIPLES AND CHARACTERISTICS Interpretations, definitions and typologies, stations in the organization of adult education and continuing education and the role of international organizations, development factors and forms of organization of adult education with examples from European countries. LESSON 2 HISTORICAL EVOLUTION OF THE FIELD Actions, processes and bodies, international developments in the field of continuing education and lifelong learning, vocational training, development of vital skills and investment in human resources. LESSON 3 FOR LIFE LEARNING, SOCIETY OF LEARNING AND EDUCATIONAL POLITICS Redefining the role of the state and the importance of social capital in the development of the modern active citizen, education in the community, knowledge economy and globalization, the role of the learning organization and the limits of economic determinism, educational policy for lifelong learning in the EU. E. LESSON 4 THE CONTINUOUS EDUCATION AS A FIELD OF STUDENT SCIENCE STUDENTS Issues of correlation with the sciences of education and organization of the reference framework, the impact of education theories on the development of a holistic theoretical approach to the role and identity of the new field of study, philosophical foundation of the field, ideological influences and epistemological research, research its space
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
Use of the tutor's own platform available at
Course Organization
Student Assessment
Written assignment of 3000 words for incoming Erasmus students.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Assignment (Formative, Summative)
Course Bibliography (Eudoxus)
Ηλεκτρονικές σημειώσεις οι οποίες μπορούν να μεταφορτωθούν από τον ιστοχώρο (πρόσβαση ύστερα από εγγραφή στον ιστοχώρο και μόνο με κωδικό).
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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