Academic professionalisation in adult education: insights into study programmes in Germany, Italy and Portugal

Franziska Semrau, Natalyia Vieira, Elisa Guida

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Abstract

The three EU member states Germany, Italy, and Portugal have implemented measures of the Bologna process as a common strategy, wherefrom different situations concerning the organisation of study programmes related to adult education have developed in these three different country-specific contexts. This paper takes a closer look at the opportunities for academic professionalisation provided by university studies in adult education at the bachelor’s and master’s level in each country. From a structural point of view, a comparative analysis will show differences in the amount of contents related to adult education at the bachelor’s level compared to the master’s level. Furthermore, it will be considered which possibilities for and types of personal development exist in these degree courses.
Original languageEnglish
Title of host publicationAdult Education and Lifelong Learning in Europe and Beyond
Subtitle of host publicationComparative Perspectives from the 2015 Würzburg Winter School
EditorsRegina Egetenmeyer
Place of PublicationBern
PublisherPeter Lang
Pages133-146
Number of pages13
ISBN (Electronic)978-3-653-05973-1
ISBN (Print)9783653951011
DOIs
Publication statusPublished - Jan 2016
EventInternational Winter School «Comparative Studies in Adult and Lifelong Learning - Julius-Maximilians Universität, Würzburg, Germany
Duration: 28 Jan 20156 Feb 2015
http://www.lifelonglearning.uni-wuerzburg.de/archive/winter_school_2015/

Course

CourseInternational Winter School «Comparative Studies in Adult and Lifelong Learning
CountryGermany
CityWürzburg
Period28/01/156/02/15
Internet address

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    Semrau, F., Vieira, N., & Guida, E. (2016). Academic professionalisation in adult education: insights into study programmes in Germany, Italy and Portugal. In R. Egetenmeyer (Ed.), Adult Education and Lifelong Learning in Europe and Beyond: Comparative Perspectives from the 2015 Würzburg Winter School (pp. 133-146). Bern: Peter Lang. https://doi.org/10.3726/978-3-653-05973-1