12. February 2021 in Würzburg/Bavaria, Germany
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
for master‘s students, doctoral students & prac oners
on‐site & virtual op on
#AEAcademyWue
Interna onal & compara ve studies
in adult educa on & lifelong learning
1.‐12. February 2021
in Würzburg/Bavaria, Germany
Programme
for
Prac oners
2 I Adult Educa on Academy 2021
Partners and funding
In Coopera on with
With Financial Support from
This project is funded with support from the Programme “DAAD Sommerschulen” (project number 57460329) with funds from the Feder-
al Foreign Office, the European Commission within the ERASMUS+ Strategic Partnerships INTALL (project number: 2018-1-DE01-KA203-
004272)* and the Julius-Maximilian-University Würzburg within the Human Dynamics Center (HDC) of the Faculty of Human Sciences.
This project is funded with support from the European Commission within the programme Erasmus+ and the key ac on coopera on for
innova on and the exchange of good prac ces (Strategic Partnerships for higher educa on) (project number: 2018-1-DE01-KA203-
004272).
01.09.2018-31.08.2021
EU Grant: 449.595,00 EUR
More informa on on the INTALL ERASMUS+ Strategic Partnership: go.uniwue.de/intall
This communica on reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the informa on contained therein.
Interna onal & compara ve studies in adult & lifelong learning I 3
Index
Index
About the Adult Educa on Academy ................................................................................................................ 4
Programme overview ......................................................................................................................................... 5
Week I, 1.-5. February 2021
Op on 1: Interna onal strategies in adult educa on ..................................................................... 6
Op on 2: Theories for Interna onal adult educa on ..................................................................... 8
Week II, 8.-12. February 2021
Compara ve studies in adult educa on & lifelong learning ........................................................... 10
Compara ve studies in adult educa on & lifelong learning - Group Presenta ons ....................... 14
Compara ve groups overview ............................................................................................................................ 15
Group 1: Recogni on of prior learning ............................................................................................................. 16
Group 2: Re-thinking teaching and learning in higher and adult educa on during COVID-19 ......................... 18
Group 3: Beyond temporal constraints — me in adult and lifelong educa on .............................................. 20
Group 4: Global ins tu onalisa on and interorganisa onal networks............................................................ 22
Group 5: Building ac ve ci zenship through adult educa on — a mission, role and responsibility................ 24
Group 6: Employability and transi ons of young adults from higher educa on to the labour market .......... 26
Group 7: The use of interna onal organisa ons survey results in na onal adult educa on policies .............. 28
Group 8: Refugees in adult and higher educa on: a mely discussion ............................................................ 30
Group 9: Lifelong learning and con nuing training in private companies ........................................................ 32
Applica on ......................................................................................................................................................... 34
Allowances ......................................................................................................................................................... 36
Join our LinkedIn Network .................................................................................................................................. 37
Exchange programme in Würzburg ................................................................................................................... 38
Useful informa on .............................................................................................................................................. 39
Restaurants in Würzburg..................................................................................................................................... 40
Contact ...................................................................................................................................................... 42
More info
h ps://go.uniwue.de/
lifelonglearning
4 I Adult Educa on Academy 2021
About the Adult Educa on Academy
The Adult Educa on Academy is embedded in the ERASMUS+ strategic partnership programme “INTALL -
Interna onal and Compara ve Studies for Students and Prac oners in Adult Educa on and Lifelong Learning“.
Since 2014, it takes place at the University of Würzburg in Bavaria, Germany, in the first two weeks of February.
The Adult Educa on Academy promotes interna onal networks in adult educa on and lifelong learning, aiming to
foster a connec on between academic learning and the field of adult educa on.
During the intensive programme of two weeks, analy cal and compara ve skills in adult educa on are being
trained in an interna onal environment. An understanding of interna onally relevant educa onal policies in the
context of lifelong learning is provided, while communica on, teambuilding skills and cri cal thinking are strength-
ened by working together in this interna onal se ng.
Target groups
Master‘s and doctoral students in adult education, as well as colleagues from the field of adult education and lifel-
ong learning, in the following called „practitioners“, are invited to join the Adult Education Academy in Würzburg.
The practitioners should be affiliated with DVV International or the European Association for the Education of
Adults (EAEA). All participants should hold a Bachelor‘s degree (or equivalent) in a subject related to lifelong learn-
ing as a minimum requirement.
As a prac oner affiliated with EAEA or DVV Interna onal, you can chose to par cipate in the programme for the
full dura on of two weeks, or only for one of the two weeks. You will have to chose your preferred op on first
week, second week, or full two weeks, in advance.
Structure
The Adult Educa on Academy is structured as a two-week programme, divided into a preparatory phase, the col-
labora ve work on-site in Würzburg and an op onal follow-up for prac oners and doctoral students.
Time Prepara on Week I Week II Follow‐up
online On‐site & virtual On‐site & virtual online
Topic Online pre‐ Interna onal strategies in Theories in prac ce for Comparing lifelong Possibility for
paratory phase adult educa on interna onal adult educa‐ learning publica on
on: Paulo Freire
classes on European
online tutorial educa onal policies, discussion on Freire in introduc on to
adult educa on in prac ce of adult edu- compara ve adult
Germany, analysis of ctaion educa on
models
Ac vi es Preparatory rea‐ publica on of
dings good prac ce
joint field visits and discussions with stakeholders compara ve group
work on nine diffe- examples
- field visits to German providers of adult and con nuing rent topics
educa on
Presenta on „good
prac ce example“ - discussions with interna onal stakeholders in adult
educa on and lifelong learning open space presenta‐
ons
reflec on and role play: Reflec on: theory and
theory and prac ce obser- prac ce observa ons
va ons
Tutorial: Choose between the two op ons to work on in week : Choose one out of the nine op onal
Selec on All Readings: week I op on 1 „interna onal strategies in adult educa on“
op ons topics for the compara ve
Presenta on: week I op on 2 „theories in prac ce for interna onal adult educa on“ groups to work on in week II
Interna onal & compara ve studies in adult & lifelong learning I 5
Preparatory phase
The Adult Educa on Academy comprises an online phase from the beginning of November 2020 un l the end of
January 2021 which is part of a blended-learning se ng.
During that phase, all par cipants are asked to work on an online tutorial in a self-directed learning mode. The ma-
terial and guidance for the prepara on will be provided via the moodle pla orm “Open WueCampus“ as well as
forums for discussions. Moreover, the preparatory phase includes videos, readings, the exchange through a forum
and two virtual mee ngs:
Prof. Paula Guimaraes 23th November, 4‐6pm CET & 25th November, 8‐10 am CET
Prof. Dr. Németh Balázs: 30th November, 4‐6 pm CET & 2nd December 9‐11 am CET
In these mee ngs, you can also directly ask ques ons about the topics of the
videos and readings.
In addi on, prac oners are asked to prepare a „good prac ce presenta on“ par cipants’ guide
about their work as a basis for the comparioson in the second week. More infor-
ma on about the presenta on is given in the par cipants‘ guide. h ps://go.uniwue.de/
par cipantguide
You will be informed about the detailed process of the prepatory phase in Octo-
ber 2020.
Week I
Colleagues from the field of adult and con nuing educa on can chose between two op ons for the first week: Op-
on one is a class on “interna onal strategies in adult educa on”, held together with master’s students. In this
class, the par cipants will be working on perspec ves of policy analysis. The analysis will focus on specialised com-
petences for developing new knowledge and innova on by integra ng different perspec ves. As a second op on,
prac oners can chose to par cipate in a class on Paulo Freire’s theories for “interna onal adult educa on” within
a group of other prac oners.
The theore cal insights during the first week are accompanied by field visits to adult educa on providers inside and
outside of Würzburg, together with all the par cipants of the Adult Educa on Academy. Furthermore, presenta-
ons of interna onal associa ons in adult educa on (e.g. EAEA, ICAE, UNESCO Ins tu on for Lifelong Learning) are
organised to serve as case studies for prac cing the analy cal models or the theories dealt with in the respec ve
classes.
Week II
During the second week, the par cipants will work in compara ve groups, divided by nine different topics regard-
ing adult educa on and lifelong learning. The affilia on to the compara ve groups can be pre-selected. The “good
prac ce presenta on” that has been prepared in advance is complemented by literature-based transna onal es-
says that the students prepared prior to the group work. The “good prac ce presenta on” should relate to the top-
ic of the selected compara ve group. On the last day of the Adult Educa on Academy, the results of the compari-
sons will be presented to all other groups.
Cer fica on and follow‐up
A er successful par cipa on in the Adult Educa on Academy, you receive a cer ficate of par cipa on.
As a colleague from the field, you can also chose to publish a paper about your good prac ce experiences a er the
Adult Educa on Academy.
6 I Adult Educa on Academy 2021
Week I: Interna onal strategies in adult educa on
Master’s students, doctoral students and prac oners who chose to work on ques ons of “interna onal strategies
in adult educa on and lifelong learning” in the first week of the Adult Educa on Academy will work with a policy
analysis perspec ve. This perspec ve will educate analy cal skills by integra ng and analysing different perspec -
ves. The theore cal analysis perspec ve are accompanied by field visits to adult educa on providers inside and
outside of Würzburg. Presenta ons of interna onal organisa ons of adult educa on (e.g. EAEA, ICAE, UNESCO In-
s tu on for Lifelong Learning) will complete the programme. These insights will be applied to the analy cal models
as case studies.
Par cipants who chose this topic will be divided in two groups (announced upon registra on). These group arran-
gements are not iden cal with the compara ve groups. Each group will be assigned a course room on-site. Prof.
Egetenmeyer and Prof. Guimarães will be rota ng for leading the groups.
Monday, 1. February 2021
9.30-11.45 Introduc on & welcoming addresses
P .E
Ge ng to know each other
11.45-13.00 Lunch Break
Plenary lecture: The poli city of educa on: poli cs, policies, strategies—
13.00-17.00 P .L
Introducing Paulo Neves Reglus Freire (1921-1997): Biography and biblio-graphy
Tuesday, 2. February 2021
9.00-12.00 Levels of analysis: “Mega, macro, meso and micro” P .G
12.00-13.30 Lunch Break
13.30-15.00 Social policy models P .G
15.00-15.15 Coffee Break
15.15-17.00 Social policy models P .G
18.00 Guided city tour Würzburg
Interna onal & compara ve studies in adult & lifelong learning I 7
Wednesday, 3. February 2021
9.00-11.30 Adult educa on providers in Germany P .E
11.30-13.00 Lunch Break
13.00-15.00 Prepara on for field visits P .E
15.10-18.00 Field visits to providers of adult and con nuing educa on in Würzburg
Thursday, 4. February 2021
9.00-11.30 Levels of analysis: “Mega, macro, meso and micro” P .G
a ernoon Field visits to providers of adult and con nuing educa on outside of Würzburg
Friday, 5. February 2021
9.00-12.00 Role Play: Social Policy Models and Adult Educa on Prac ce P .E
12.00-13.00 Lunch Break
13.00-15.00 Field presenta ons P .G
15.00-15.30 Coffee Break
15.30-17.00 Reflec on of field visits P .G
Prof. Regina Egetenmeyer, Julius‐Maximilian University Würzburg, Germany
Regina Egetenmeyer works on ques ons of lifelong learning, informal learning, and professionaliza on in adult edu-
ca on and mobility for learning purposes. Since 2013, she holds the Professorship for Adult and Con nuing Educa-
on at the University of Würzburg. She is a visi ng Professor at the Interna onal Ins tute of Adult & Lifelong Educa-
on, New Delhi. Her research emphasis is on interna onal compara ve research in adult educa on and lifelong
learning.
Prof. Paula Guimarães, University of Lisbon, Portugal
Paula Guimarães is an assistant professor at the Ins tuto de Educação, Universidade de Lisboa since 2012. She did
her doctor on Educa on Policies, in adult educa on, and has been studying adult educa on policies established,
implemented and assessed at na onal and suprana onal levels. Her main interest has been the link that might be
established among different levels of poli cal interven on.
8 I Adult Educa on Academy 2021
Week I: Theories for interna onal adult educa on
This class is designed for practitioners from the field of adult and continuing education who seek for extending their
understandings on the work of Paulo Freire and his contribution to adult education. The participants will discuss in
depth crucial concepts and methodologies related to the implementation of the so called ‘critical pedagogies’ in
their respective adult education settings.
The theoretical discussions will be supported by field visits and interactive talks by representatives of international
adult education organisations. The aims is to provide practitioners with opportunities to analyse the role of critical
pedagogies in different adult education contexts.
Monday, 1. February 2021
Introduc on & welcome addresses P .E
9.30-11.30 Ge ng to Know each other
11.45-13.00 Lunch Break
13.00-17.00 Plenary lecture: “The poli city of educa on: poli cs, policies, strategies” P .L
Tuesday, 2. February 2021
Introduc on to the work of Paolo Freire and the concept of cri cal pedagogy
9.00-12.00 The history of critical pedagogy in adult education programs. P .T
Adult education as a political act
12.00-13.30 Lunch Break
13.30-15.00 Adult educa on providers in Germany P .E
15.00-15.15 Coffee Break
Group work: cri cal pedagogies and the new challenges of Adult Educa on. Re-
15.15-17.00 P .T
flec ons from par cipants’ experiences and field work.
18.00 Guided city tour Würzburg
Share your experiences
on Social Media by using
the #AEAcademyWue
Interna onal & compara ve studies in adult & lifelong learning I 9
Week I : 1. – 5. February 2021
Wednesday, 3. February 2021
P .T
9.00-11.45 Main concepts and principles in Freire’s work:
banking teaching vs problem solving and dialogue,
Critical awareness
The oppressed-oppressor relationships
Adaptation vs integration
11.45-13.00 Lunch Break
13.00-15.00 Conscien za on of oppression P .T
15.10-18.00 Field visits to providers of adult and con nuing educa on in Würzburg
Thursday, 4. February 2021
Popular adult educa on & cri cal literacy:
9.00-11.30
The role of adult educator
P .T
Reading as a poli cal act
Building reading texts with learners
a ernoon Field visits to providers of adult and con nuing educa on outside of Würzburg
Friday, 5. February 2021
Designing community learning projects based on Freire’s work: dilemmas and chal-
9.00-12.00 P .T
lenges
12.00-13.00 Lunch Break
13.00-15.00 Field presenta ons P .T
15.00-15.30 Coffee Break
15.30-17.00 Reflec on on talks, field visits and the course: issues to learn and consider P .T
Prof. Rabab Tamish, University of Bethlehem, Pales ne
Rabab Tamish is an assistant professor at the faculty of educa on (Bethlehem University-Pales ne). Her main inte-
rest is at developing community programs with the objec ve of enhancing the quality of adult learning in Pales ne
and the Arab world. She is engaged in several research projects that aim to integrate the principles of progressive
pedagogies in formal and informal learning se ngs.
12 I Adult Educa on Academy 2021
Week II: Compara ve studies in adult educa on
& lifelong learning
For the compara ve group work in week II, colleagues from the field of adult and con nuing educa on are asked to
prepare an example from their work environment in form of a “good prac ce presenta on”. Approximately 30
master’s and doctoral students will a end the presenta on in the beginning of the second week. In the subsequent
group work, prac oners will work jointly with master’s and doctoral students on compara ve perspec ves of the
contexts and countries that have been prepared in advance. On Friday, we invite you to join the students’ presen-
ta ons on the results of the compara ve group work.
Monday, 8. February 2021
9.00-10.00 Introduc on into compara ve adult educa on P .E
10.00-10.30 Coffee Break
10.30-12.30 Introduc on to Compara ve Group Work
12.30-14.00 Lunch Break
14.00-15.45 Presenta on of interna onal good prac ces in Adult Educa on
15.45-16.00 Coffee Break
16.00-17.00 C Par cipant presenta on
Tuesday, 9. February 2021
9.00-12.30 Transna onal essay: Par cipant presenta on
12.30-14.00 Lunch Break
14.00-15.45
Presenta on of interna onal good prac ces in Adult Educa on
15.45-16.00 Coffee Break
16.00-17.00 Transna onal essay: Par cipant presenta on
Share your experiences
on Social Media by using
the #AEAcademyWueInterna onal & compara ve studies in adult & lifelong learning I 13
Week I I: 9.
Wednesday, 10.— 12. February
February 2021 2021
9.00-10.20 C Development of compara ve categories
10.20-10.40 Coffee Break
10.40-12.30 C Tes ng of compara ve categories
12.30-14.00 Lunch Break
14.00-15.10 Presenta on of good prac ces
15.10-15.30 Coffee Break
15.30-17.00 C Interpreta on and comparison categories
17.00-18.00 Interna onal publica on of compara ve research results
Thursday, 11. February 2021
9.00-10.20 C Interpreta on and comparison
10.20-10.40 Coffee Break
10.40-12.30 C Interpreta on and comparison
12.30-14.00 Lunch Break
14.00-14.45 C Finalisa on of Compara ve Groups
14.45-15.15 Coffee Break
15.15-17.00 C Finalisa on of Compara ve Groups14 I Adult Educa on Academy 2021 Week II: Group presenta ons of compara ve studies Friday, 12. February 2021 9.00 Welcome to the Group Presenta on P .E 9.15-10.45 Presenta ons of Results of Compara ve Groups 10.45-11.15 Coffee Break 11.15-12.45 Presenta ons of Results of Compara ve Groups 12.45-13.45 Lunch Break 13.45-14.45 Presenta ons of Results of Compara ve Groups 14.45 Evalua on 15.15 Closing Session P .E 20.00 Franconia evening
Interna onal & compara ve studies in adult & lifelong learning I 15
Overview
Week II: Compara
Overview of
vecompara
Groups ve groups
Topic Moderators
Group 1: Recogni on of prior learning
Prof. Borut Mikulec, University of Ljubljana, Slovenia
Jan Schiller, Helmut Schmidt University Hamburg, Germany
Group 2: Re-thinking teaching and learning in higher and Prof. Minoca Fedeli, University of Padova, Italy
adult educa on during COVID-19
Dr. Conce a Tino, University of Padova, Italy
Group 3: Beyond temporal constraints — Prof. Sabine Schmidt‐Lauff, Helmut Schmidt University Ham‐
burg, Germany
Time in adult and lifelong educa on
Hannah Hassinger, Helmut Schmidt University Hamburg, Ger‐
many
Group 4: Global ins tu onalisa on and interorganisa onal Dr. Jörg Schwarz, Helmut Schmidt University Hamburg, Germa‐
networks ny
Jessica Kleinschmidt, Helmut Schmidt University Hamburg, Ger‐
many
Group 5: Building ac ve ci zenship through adult educa - Prof. Balázs Németh, University of Pécs, Hungary
on—a mission, role and responsibility
Group 6: Employability and transi ons of young adults Prof. Vanna Boffo, University of Florence, Italy
from higher educa on to the labour market Dr. Nicole a Tomei, University of Florence, Italy
Group 7: The use of interna onal organisa ons surveys’ Prof. Paula Guimarães, University of Lisbon, Portugal
results in na onal adult educa on policies Tadej Košmerl, University of Ljubljana, Slovenia
Group 8: Refugees in adult and higher educa on: a mely Dr. Hakan Ergin, Istanbul University, Turkey
discussion
Group 9: Lifelong learning and con nuing training in private Prof. Natália Alves, University of Lisbon, Portugal
companies Catarina Doutor, University of Lisbon, Portugal16 I Adult Educa on Academy 2021
Compara ve Group 1: Recogni on of prior learning
Recogni on of prior learning · lifelong learning ·
interna onal intergovernmental organisa ons
Due to globalisa on processes, interna onal intergovernmental organisa ons (IIOs) (e.g. OECD, UNESCO, EU, IIO)
play an increasingly crucial role in the forma on of global adult educa on policies. They strive to promote precisely
defined discourses and policies in the field of adult educa on, although their formal competencies are generally
limited. In addi on, IIOs as influen al actors framing adult educa on and lifelong learning (LLL) policies, are pro-
mo ng policy transfer in desirable direc ons: towards evidence-based educa onal prac ces, measurement of the
effec veness of educa on, and goals rela ng to compe veness and employability in the twenty-first century.
The establishment of arrangements (systems) for recogni on of prior learning (RPL) in Europe and around the globe
can be seen as one of these influences of IIOs which support the shi towards LLL, the outcome dimension of learn-
ing, and learning outcomes based standards, curricula and qualifica ons. Therefore, the European (“Council Rec-
ommenda on of 20 December 2012 on the valida on of non-formal and informal learning”, 2012) and global (see,
for example, “UNESCO Guidelines for the Recogni on, Valida on and Accredita on of the Outcomes of Non-formal
and Informal Learning”, 2012; IIO “Recogni on of prior learning: Key success factors and the building blocks of an
effec ve system”, 2015) recommenda ons set clear procedures and principles to be followed in RPL by member
states.
However, scholars researching the RPL emphasised that the RPL arrangements are far from being “clear cut” as the
RPL represent one of the bigger challenges in adult educa on theories and prac ces ever since the late 1960s. This
is because different concep ons of RPL, leading to different meanings and interpreta ons, exists, while the aims,
contexts, models and assessment methods of RPL differ as well.
Involvement of Practitioners
Prac oners should focus on (1) good prac ce examples of RPL, (2) major issues they are facing with when working
with RPL arrangements in their prac ce, and (3) main barriers adult candidates are facing with going through RPL
process.
References
Andersson, P., Fejes, A., & Sandberg, F. (2013). Introducing research on recogni on of prior learning. Interna onal
Journal of Lifelong Educa on, 32(4), 405–411.
Barros, R. (2019). The role of transna onal bodies in lifelong learning and the poli cs of measurement. In F.
Finnegan, & B. Grummell (eds.), Power and Possibility (pp. 53-57). Leiden: Sense.
Harris, J. (1999). Ways of seeing the recogni on of prior learning (RPL): what contribu on can such prac ces make
to social inclusion? Studies in the Educa on of Adults, 31(2), 124–139.Interna onal & compara ve studies in adult & lifelong learning I 17
Comparative research question
How do interna onal and na onal (or regional) adult educa on and lifelong learning policies support and
frame RPL arrangements in your country?
Which are the main aims, problems and contexts RPL should address in your country?
Which are the dominant models of RPL in your country?
Context of comparison
RPL policies frameworks of countries to which students and prac oners belong will represent the main context
(cases) of comparison. However, the influence of IIOs RPL policies (EU, UNESCO, IIO) on the design and implemen-
ta on of RPL arrangements will be explored as well.
Categories of comparison
State of RPL: (1) which interna onal and na onal (or regional) adult educa on and lifelong learning policies
support RPL arrangements, (2) what RPL procedures (for example, iden fica on, documenta on, assess-
ment, cer fica on) are established, and (3) how is RPL linked to other lifelong learning tools (i.e. qualifica-
ons frameworks; guidance and counselling systems; “skills audit”; standards) in a given country?
Aims and contexts of RPL: which are the main aims – i.e. (1) social jus ce: disadvantaged social groups gain
access to formal educa on; (2) economic development and compe veness: use of exis ng competences in
the labour market; and (3) social changes: to make society’s knowledge visible and create be er condi ons
to change it – and contexts (i.e. educa onal system, working life, third sector) of RPL arrangements in a given
country?
Models of RPL: which are the dominant RPL models – i.e. “Procrustean”, “Learning and Development”,
“Radical”, and “Trojanhorse” (see Harris, 1999) – in a given country?
Prof. Borut Mikulec, University of Ljubljana, Slovenia
Dr. Borut Mikulec is an assistant professor of adult and con nuing educa on at the Department of Educa onal
Sciences at the University of Ljubljana. His research areas include the role of transna onal organisa ons in edu-
ca on policy, interna onal and compara ve adult educa on, professionaliza on of adult educators, voca onal
educa on and training, recogni on of non-formal and informal learning and the policy of lifelong learning.
Jan Schiller, M.A. Helmut Schmidt University Hamburg, Germany
Jan Schiller is employed at the Helmut Schmidt University/University of the federal armed forces Hamburg as doc-
toral student and research fellow of Prof. Schmidt-Lauff. His doctoral thesis describes temporal agendas and their
impact on non-tradi onal students.18 I Adult Educa on Academy 2021
Compara ve Group 2: Re‐thinking teaching and learning in higher
and adult educa on during COVID‐19
Innova ve teaching and learning in HE and Adult Educa on · issues of COVID‐19 pan‐
demic · online teaching · good prac ces · new policies
The comparative group work (CGW) will be developed under two different approaches: a) transformative learn-
ing in adult education (Mezirow, 1991; 1998; Mezirow & Associates, 2000; Taylor, 2008; Taylor & Cranton, 2012),
and b) the participatory action research (PAR) (McIntyre,2007). These two approaches appear strongly connected
because only the participation of different stakeholders can create a meaningful transformative change at indi-
vidual, organisational and systemic level.
On one side the important process of critical reflection (CR) on the pandemic phenomenon will lead inevitably
individuals, higher education and adult learning organisations to reflect on their learning and teaching assump-
tions, on teaching and learning methods, and to identify within the educational actions, implemented because of
COVID-19, what unexpected didactical revisions were necessary. The results of this process of critical reflection
during this phase would investigate not only individual’s feelings, perceptions, thoughts (Kreber, 2012), but they
provide faculty and adult educators the opportunity to analyze their approaches and to be aware what are the
strengths and weaknesses , what is still effective, and what is necessary to change in the light of the new teach-
ing and learning perspective. On the other side, the complexity management of change requires to involve all the
stakeholders: students, faculty, educators, governance, administratives. Therefore, a critical action research (Carr
& Kemmis, 1986) has the potential to transform individuals and structures within higher education contexts to-
wards participatory approach. In this perspective, re-think teaching and learning in Higher Education requires
well re-designing each instructional design built on a participatory approach need to consider some important
factors: 1) students are partners of learning environments; active constructors of meanings, (2) knowledge can be
built on real and virtual authentic contexts, (3) teachers guide and support students’ learning (Ke & Kwak, 2013);
every learning context can be a democratic learning environment, empowering students as responsible agents of
the community learning process.
Role of Practitioners
Innova ve Prac ces in Teaching and Learning Adults; Innova ve Prac ces in Teaching and Learning in High-
er Educa on
Policies
Prac ces in Teaching and Learning in Higher Educa on
References
Baeten, M., Struyven, K., & Dochy, F. (2013). Student-centred teaching methods: Can they op mise students’ ap-
proaches to learning in professional higher educa on? Studies in Educa onal Evalua on, 39, 14–22.
Elen, J., Clarebout, G., Leonard, R., & Lowyck, J. (2007). Student-centred and teacher-centred learning environ-
ments: What students think. Teaching in higher educa on, 12(1), 105-117.
Weimer, M. (2013). Learner centered teaching. Five key changes to prac ce. San Francisco: Joessey- Bass.Interna onal & compara ve studies in adult & lifelong learning I 19
Comparative research question
How do interna onal and na onal (or regional) adult educa on and lifelong learning policies support and
frame RPL arrangements in your country?
Which are the main aims, problems and contexts RPL should address in your country?
Which are the dominant models of RPL in your country?
Context of comparison
The comparison will be carried out:
at micro level, where will be inves gated the change of teachers’ perspec ves and the impact on the new
teaching prac ces;
at meso level, where will be inves gated the new ins tu onal policies in suppor ng and promo ng teach-
ing challenge process.
Categories of comparison
We will focus on the rela onship between the prac ces and the policies pre and during COVID-19.
Specifically we’ll focus on the following categories:
Innova ve teaching prac ces and learning environment
Role and policies of ins tu ons in suppor ng changes and innova on in teaching and learning
Changes in terms of teachers’ perspec ves
Prof. Monica Fedeli, University of Padova, Italy
Monica Fedeli Ph.D. currently Associate Professor in Teaching and Learning Methods and Organisa onal De-
velopment at University of Padova. She has been Adjunct Professor at Boston University, at Michigan State
University, at Julius Maximilians University of Wurzburg, Germany, and Visi ng Professor at California Univer-
sity Berkeley, School of Educa on.
Her research interests include: ac ve teaching, par cipatory teaching and learning, faculty development, uni-
versity business dialogue, women leadership, and professional development.
She is advisor for teaching innova on and e-learning at University of Padova.
She published more than 100 ar cles, books, and book chapters in variety of na onal and interna onal jour-
nals, and book series.
Dr. Conce a Tino, University of Padova, Italy
Conce a Tino, PhD, currently is a research fellow at university of Padua. Her main research interests are: teachers
professional development; Work-Related Learning; the development of so skills and teachers professional devel-
opment, women leadership, innova ve teaching. She has par cipated in different European projects and published
many ar cles, chapters, and some books on the topics related to her research fields.20 I Adult Educa on Academy 2021
Compara ve Group 3: Beyond temporal constraints —
Time in Adult and Lifelong Educa on
Time · par cipa on in adult learning and educa on
Learning needs me, so me is an essen al factor for par cipa on in adult learning and educa on (ALE), as recent
large scale studies show: To be “too busy at work” (cf. OECD, 2017, p. 328 Table C6.1b ) is one of the main reasons
for non-par cipa on in adult educa on. Compara ve research on temporal factors for ALE on the macro-level have
already shown that there are quite different approaches to ALE in countries that have been compared (cf. Schmidt-
Lauff & Bergamini, 2017; Schiller et al., 2017). The compara ve group will focus on the impact that me-related
factors have on par cipa on and learning in ALE.
For students, the group work will focus on the micro-level of learner’s par cipa on in ALE. Time-related reasons for
par cipa on or non-par cipa on in non-formal ALE can lead to an understanding of individual, social and contextu-
al frames (e.g. the na onal ‘temporal culture’ towards ALE; laws and regula ons suppor ng adult par cipa on in
learning; temporal constraints of learners mo va on).
Prac oners can bring in the unique perspec ve of ALE providers by presen ng how me as a resource plays a role
on the ins tu onal meso-level of adult educa on programmes and how this effects the professional actors (“ me-
sensi vity” in course planning, teaching etc.).
At the end of the compara ve group work, students and prac oners will have:
knowledge on temporal factors for par cipa on and non-par cipa on in ALE
gained experience in raising qualita ve data for compara ve research through interviews
understand the importance of me as a factor for ALE.
Role of Practitioners
Prac oners can bring in the perspec ve of ALE providers on temporal factors concerning the par cipa on in ALE,
covering the professional consequences of me as a factor on the ins tu onal meso-level. Examples from prac ce
should cover the me-related considera ons in programms, course planning, teaching and guidance as ‘temporal-
sensi vity’ within their home ins tu on, forming a cri cal reflec on of the students’ micro-level and the group’s
analysis.
References
Schiller, J., Schmidt-Lauff, S., & Camilloni, F. (2017). Comparing temporal agendas of policies and ins tu ons in
work-related adult educa on. R. Egetenmeyer & M. Fideli (Eds.), Adult Educa on and Work Contexts: Interna onal
Perspec ves and Challenges. Compara ve Perspec ves from the 2017 Würzburg Winter School (pp. 25–40). Peter
Lang.
Schmidt-Lauff, S., & Bergamini, R. (2017). The Modern Phenomenon of Adult Learning and Professional Time-
Sensi vity – a Temporal, Compara ve Approach Contras ng Italy and Germany. In Adult Learning and Educa on in
Interna onal Contexts: Future Challenges for its Professionaliza on (pp. 216–230). Peter Lang D. h ps://
doi.org/10.3726/b11144
Schmidt-Lauff, S. (2019). Learning towards the future – Rethinking temporal con ngencies. In: Indian Journal of
Adult Educa on, Vol. 80(3-4), p. 5-15. ISSN 0019-5006. Delhi (India).Interna onal & compara ve studies in adult & lifelong learning I 21
Comparative research question
How does me affect par cipa on in non-formal adult educa on in your country?
Are there regula ons like the Paid Educa onal leave or others to s mulate and encourage learner’s mo va-
on and interest to learn?
What can be seen (e.g. in data about par cipa on like OECD; Na onal Adult Educa on Surveys) about the
habitua on of me through adult learning?
Context of comparison
The context of comparison will resolve around the ‘temporal culture’ and ‘temporal policy’ of your country towards
ALE, meaning the ways in which me-related factors influence the par cipa on or non-par cipa on in ALE, to the
individual temporal habitua on of learning.
To narrow down the context, the group work will focus on me and par cipa on in non-formal ALE from the per-
spec ve of the individual micro-level (learners) and the ins tu onal meso-level (organisa ons, programmes and
professionals; prac oner experience, if applicable).
As a prepara on, students will create an individual empirical basis by conduc ng short interviews with adults par-
cipa ng in non-formal adult educa on and lifelong learning about their temporal experiences:
hours of par cipa on in non-formal learning
hours spend for learning (daily, weekly, per month/year)
temporal experiences (accelera ng working and learning contexts; learning as relaxing or as stressful me;
learning- me as counterpart etc.)
temporal (future) wishes (how should learning- me be guaranteed and organized to have a ‘perfect’ me?)
Categories of comparison
The categories of comparison will focus on the students’ task to create an individual empirical basis through 2-3
interviews. Students will be asked to interview persons they know personally on me-related aspects of par cipa-
on in non-formal ALE. The following categories should be used to structure the interview:
Time related variables of par cipa on (Temporal experiences; Temporal (future) wishes)
Reasons for par cipa on and non-par cipa on: What are the reasons for par cipa on or non-par cipa on
in non-formal ALE in your case in general? How are they related to me?
Examples could be: Interrela on to regula ons/laws o.a.; Required by employer, ALE included in employ-
ment,- Enough/not enough me in general; Could/could not arrange with other du es like work or family,
child care etc.
Prof. Sabine Schmidt‐Lauff, Helmut Schmidt University Hamburg, Germany
Prof. Dr. Sabine Schmidt-Lauff has held the Professorship for Con nuing Educa on and Lifelong Learning
since September 2016. Her main research interest is in professionalisa on and professionalism in adult
educa on, professional iden ty, and interna onal-compara ve research on lifelong learning. Professional
ac ng in adult and con nuing educa on has been another key aspect of her work for several years. A spe-
cial focus of her research and numerous na onal as well as interna onal publica ons is on temporal and
me-related challenges for learning throughout the whole lifespan in a globalised and virtualised modern
world. From 2001-2004, she was head of one of the first pedagogical ERASMUS intensive programmes for
adult educa on at Humboldt University Berlin (‘European Perspec ves on Lifelong Learning and the Educa-
on of Adults’).
Hannah Hassinger, M.A., Helmut Schmidt University Hamburg, Germany
Hannah Hassinger is a doctoal student at the professorship for con nuing educa on and Lifelong Learning.
In her research, she works on me and learning in the rela on to gender and social inequality.22 I Adult Educa on Academy 2021
Compara ve Group 4: Global ins tu onalisa on and
interorganisa onal networks
Network · Organisa on · Ins tu onalisa on
Research on ins tu onalisa on is not only a well-established, but also a very important field of study in adult edu-
ca on. Over the last decades, research on networks has gained more and more a en on in this field, not least be-
cause of an increasing importance of network-focussed poli cal strategies on regional, na onal and suprana onal
level (e.g. Sliwka, 2003).
In our compara ve group, we will focus on interorganisa onal networks in adult educa on as a specific ins tu onal
constella on (Powell & Oberg, 2017) as well as special form of governance of adult educa on. An emphasis will be
put on interna onal networking ac vi es. While we do focus here on the meso-level of organisa ons and their net-
works, we want to examine the impact of na onal and suprana onal policies on adult educa on networks and re-
late this analy cally to overall societal transi ons (Ball & Junemann, 2012). In applying a transna onal compara ve
research methodology, we can analyse the commonali es and differences of interorganisa onal adult educa on
networks with respect to poli cal strategies and societal change.
The outcomes of the compara ve group will be a be er theore cal understanding of interorganisa onal networks
in adult educa on in terms of ins tu onalisa on and governance, a knowledge about methodological approaches
to describe interorganisa onal networks and compara ve insights in the communali es and differences between
interorganisa onal net-working in na onal contexts. In this regard, we will also learn about the current state of in-
s tu onalisa on of adult educa on in the involved countries, about specific adult educa on organisa ons, that
operate interna onally / globally and about over-arching societal transi ons and their influence on interorganisa-
onal networks.
Role of Practitioners
The prac oners will enrich the compara ve group due to their prac cal experiences with interorganisa- onal net-
works. Preferably, they are concerned with the crea on and maintenance of interorganisa onal networks, perhaps
even in a role as network managers and thus can give good prac ce examples and contribute to a much deeper
understanding of networking prac ces in adult educa on organisa ons. Furthermore, they will partly take the role
of co-moderators and mentors specifically in the empirical analysis and comparison of networks within the group.
References
Powell, W. W., & Oberg, A. (2017). Networks and Ins tu ons. In R. Greenwood, C. Oliver, T. B. Lawrence, & R. E.
Meyer (Ed.), The SAGE Handbook of Organisa onal Ins tu onalism (2nd Ed., pp. 446–476).
Sliwka, A. (2003): Networking for Educa onal Innova on: A Compara ve Analysis. OECD/CERI.
Ball, S.J. & Junemann, C. (2012): Networks, New Governance and Educa on. Policy Press.Interna onal & compara ve studies in adult & lifelong learning I 23
Comparative research question
What are the characteris cs of interna onal interorganisa onal networks in adult educa on?
How are they embedded in poli cal strategies and overarching processes of societal change?
Context of comparison
Par cipants will focus their analysis on good prac ce examples from their home countries, which means either one
specific adult educa on network (e.g. a ‘learning city’) or one adult educa on organisa on, that is ac vely involved
in interna onal networking.
The cases we will compare will be organisa ons of non-formal adult educa on respec vely (ins tu onalised) in-
terorganisa onal networks, preferably with interna onal networking ac vi es. Network ac vi es by universi es
are not considered.
The relevant contexts that will be examined are on the one hand poli cal strategies on na onal and suprana onal
level concerned with network governance in adult educa on. On the other hand, interdependencies with
(na onal) discourses on social change and societal transi ons should be taken into account.
Categories of comparison
Descrip on of the networks analysed: Goals, net-work structures (size, connec ons, hetero- / homo-geneity
of organisa ons, roles, etc.), networking ac vi es and prac ces
Network policies: Strategies and programmes for interorganisa onal networks in adult educa on on a na-
onal and/or suprana onal level can be analysed with regard to their goals, main topics and prac cal imple-
menta on. Their embeddedness in the overall state of ins tu onalisa on of adult educa on in the respec-
ve country is to be analysed.
Societal Transi ons: Country-specific social factors and their change, mainly manifested in public and aca-
demic discourse shall be taken into account with regard to poten al inhibitory or suppor ng effects for
strategies and prac ces of interorganisa onal networking in adult educa on. Digi sa on, economisa on of
educa on or professionalisa on of adult educators could be men oned as examples.
Dr. Jörg Schwarz, Helmut Schmidt University Hamburg, Germany
Emphasising the connec ons between social structures, organisa ons and professional work in Adult Educa on, Jörg
Schwarz has worked on professional fields and rela onal professionalism in adult educa on, on the socialisa on pro-
cess of adult educators, on professionalisa on of entrepreneurship counselling and on young researcher’s career
trajectories. More recently, he focuses on the (re-)produc on of me regimes in professional work.
Jessica Kleinschmidt, M.A., Helmut Schmidt University Hamburg, Germany
Jessica Kleinschmidt is a doctoral student at the professorship for con nuing educa on and lifelonglearning at
Helmut Schmidt University/University of the Federal Armed Forces Hamburg. Her exper se lies in occupa onal
con nuing educa on and learning in adulthood from a prac cal perspec ve. Her research interests include the
transi ons of execu ves within companies.24 I Adult Educa on Academy 2021
Compara ve Group 5: Building ac ve ci zenship through adult edu‐
ca on — a mission, role and responsibility
Iden ty · ac ve ci zenship · lifelong learning · social capital · par cipa on
Ac ve ci zenship (AC) became a research issue for adult and lifelong learning in 1995 when the Council of Ministers
decided to dedicate 1996 to the Year of Lifelong Learning. Moreover, the Lisbon-programme, in the year of 2000,
strengthened the importance and relevance of the issue and connected it to Lifelong Learning together with em-
ployability. That is why since 2001 compara ve adult learning and educa on researches have been analysing AC
with accurate focuses. The learning outcomes of the compara ve group will be the collec on of different na onal/
regional/local narra ves and understandings of AC, together with some dis nguished examples of ac ons, for-
ma ons of ac ve ci zens, or progresses of how to learn for ac ve ci zenship as routes and processes of lifelong
learning. However, we will analyse similari es and differences collected and try to relate them to some already ex-
is ng theore cal frames offered by Baert (2003), Johnston and Wildemeersch, (2005) Jansen (2003), Jarvis (2004),
et al. (references)
The topic of this Compara ve Working Group is rather relevant since UNESCO’s report “GRALE V.” will also discuss
Ac ve Ci zenship in the context of adult learning and educa on (ALE) by 2022. We try to provide a package as IN-
TALL-package (The Erasmus+ KA2 INTALL project is an European collabora on amongst universi es and prac on-
ers groups (EAEA and DVV Interna onal) in the field of adult learning and educa on so as to develop professional
skills and knowledge in the context of adult educa on and lifelong learning) of recommenda ons to be incorpo-
rated to that survey.
Role of Practitioners
Different dimensions can be used in order to select good prac ces/prac ces in general and explain the condi ons
and reali es for and against lifelong learning for ac ve ci zenship. Good prac ce examples may refer to:
community-based learning ac vi es with the aim to raise par cipa on in adult and lifelong learning;
learning fes vals, adult learners’ weeks to integrate vulnerable groups, e.g. minori es, women, senior ci -
zens, young adults, prisoners, unemployed people, migrants/refugees, etc.
examples of collec ng and sharing valuable knowledge and skills around labour, community and/or environ-
ment with sustainability, intercultural or intergenera onal focuses
Prac oners can support the work on the topic by bringing concrete examples from ALE prac ce regarding
Ac ve Ci zenship and help contextualise the topic and group work so as to provide examples for comparison
as iden cal models upon the development of AC reflec ng choices and limita ons of such mission and role of
ALE.
References
Wildemeersch, D. – Stroobants, V. – Bron Jr., M. (eds.) (2005) Ac ve Ci zenship and Mul ple Iden es Frankfurt
am Main: Peter LANG.Ci zenship and help contextualise the topic and group work so as to provide examples for
comparison as iden cal models.
H. Baert: Reconstruc ng Ac ve Ci zenship. Schmidt-Lauff, S. (ebd.) (2003) Adult Educa on and Lifelong Learning.
Berlin: Verlag Kovac, Pp. 55-69.
P. Jarvis (2004) Lifelong Learning and Ac ve Ci zenship in a Flobal Society. Jace, Niace-Leicester, Vol. 10, No. 1, Pp.
3-19. Further literature can be accessed at: www.esrea.org.Interna onal & compara ve studies in adult & lifelong learning I 25
Comparative research question
What is the meaning and/or understanding/narra ve of ac ve ci zenship/ac ve ci zen in your country/
region/locality?
What are some iden cal forms of demonstra ng the existence/prac ce of ac ve ci zenship in your coun-
try/region/locality?
What are the most relevant drivers/mo va ons to become an ac ve ci zen in the society/community you
represent?
What are the obstacles of/barriers to become an ac ve ci zen to appear in your society/community?
Context of comparison
Context will indicate:
roles of exis ng/missing law
impact of exis ng/missing policies and/or strategies
influence of exis ng/missing discourse amongst prac oners/civil society groups to develop AC
Interdependencies will relate to:
the level of developments and related ac ons in grass-route adult learning and educa on
the level of impacts of interna onal ini a ves, calls and documents
the exis ng/missing balance in between economic and social focuses of relevant stakeholders and, conse-
quently, the par cipa on of stakeholders in developing a balanced lifelong and life-wide learning
Categories of comparison
Community-based ac ons/ini a ves to develop or sustain ac vi es through learning ci es, regions and/or learn-
ing communi es
In this focus students should relate ac ve ci zenship to ac ons/ini a ves/programmes of community learning
represented by their own communi es, local-regional groups with the aim to develop, sustain, form ac ve ci -
zenship either, with social, cultural, educa onal, environmental, etc. concerns.
Na onal strategies, programmes of Lifelong Learning dedica ng focus to ac ve ci zenship development
In this par cular context, students will relate their prac ce-based cases to the policy contexts ar culated in rele-
vant and available governmental documents to assess how far they meet and/or match regarding goals, contents
and expected impacts.
Par cular roles and impacts of the interna onal communi es (e.g. EU ini a ves, UN-based agendas on or incor-
pora ng AC, like SDGs, ICAE, EAEA), and their calls to develop equity and ac ve ci zenship
Reasons for par cipa on/non-par cipa on in ac ve ci zenship programs, campaigns, ini a ves, etc.
In this regards, students have to visit available and recently provided data-sources on AC referring to their coun-
tries and explain what data or the lack of data may reflect in their context of AC.
Prof. Balázs Németh, Ins tute for Human Development and Cultural Science at the
Faculty of Humani es of the University of Pécs, Hungary
Balázs Németh is a researcher on European adult and lifelong learning policy deve-
lopment and compara ve adult educa on. He is an associate professor and reader in
Adult Learning and Educa on at the University of Pécs. He is also a founding member of
the Hungarian University Lifelong Learning Network (MELLearN) and represents the
University of Pécs in the European Universi es Con nuing Educa on Network (EUCEN)
and in the European Associa on for the Educa on of Adults (EAEA). His research focus
is on compara ve analysis of policies of the member states of the EU on adult and li-
felong learning; learning ci es, learning regions and learning communi es, and history
of adult educa on in Europe from 1848 to 1988.Further research topics of his are: Poli-
cs and Adult Educa on; Compara ve Adult Educa on; History of Modern European
Adult Educa on and Learning City-Region Developments.26 I Adult Educa on Academy 2021
Compara ve Group 6: Employability and transi ons of young adults
from higher educa on to the labour market
Employability · transi ons · Higher Educa on · skills
The main focus of the compara ve group work is the development of employability of young adults at a higher ed-
uca on level. The stress on graduates’ employability is an important challenge for Universi es to support gradu-
ates’ transi ons towards the labour market, especially in countries with a high level of youth unemployment rates.
The framework of the group work is the concept of employability and its main defini ons (European Commission/
EACEA/Eurydice, 2014; Yorke, 2006), according to its influence on higher educa on policies and prac ces. In the
context of knowledge economies and high-skilled labour demands, employability acts as an educa onal process
that supports the transi on from university to work. In this sense, the topic directly involves adult educa on stud-
ies for their impact on career pathways and on the development of a life plan.
Star ng from the theore cal point of view, and its implica ons for current na onal and interna onal policies, stu-
dents will develop the study of employability at macro level (interna onal and na onal policies and laws) and meso
level (strategies and measures implemented by universi es in the home country). The employability agenda of
main ins tu ons (OECD, European Commission, Na onal Ministries) through documents and recommenda ons
impacts directly on higher educa on offers; on the other side, at the university level, many programmes have been
implemented to support employability (i.e. changes to the curriculum, career service offices, placement ac vi es,
partnerships with companies, link between employability and quality assurance measures).
In a coopera ve learning setup, Master’s and doctoral students will join a discussion group focused on this theme,
and they will acquire collec ve problem solving, team building, rela onship and communica on skills by striving for
a common goal. Moreover, they will be highly involved in a very valuable, engaging and produc ve learning experi-
ence. The coordinator will promote and increase the level of efficiency of the group work.
Role of Practitioners
We could focus on specific measures that could support the development of employability skills within Career Ser-
vices. For example, University of Florence has developed the Entrepreneurial Training Programme to improve en-
trepreneurial skills and to focus the research towards professional projects. It’s a two-day training Programme
aimed at fostering entrepreneurial skills through Design Thinking (Buchanan, 1992) and LEGO® Serious Play meth-
odology (Kris ansen & Rasmussen, 2017). The focus is on the entrepreneurial a tude and on skills for project plan-
ning and management. Further programmes and ac vi es could be compared in order to provide an overview of
good prac ces for the development of young adults’ employability.
References
Boffo, V., Fedeli (eds). (2018). Employability & Competences. Innova ve Curricula for New Professions. Firenze:
Firenze University Press, pp. 1-520, 978-88-6453-671-2.
European Commission/EACEA/Eurydice, (2014). Modernisa on of Higher Educa on in Europe: Access, Reten on
and Employability 2014. Eurydice Report. Luxembourg: Publica ons Office of the European Union.
Yorke, M. (2006). Employability and Higher Educa on. What it is - What it is not. Heslington: The Higher Educa on
AcademyInterna onal & compara ve studies in adult & lifelong learning I 27
Comparative research question
What is the ins tu onal framework of employability (policies and laws) that influences strategies in higher
educa on in your country?
What is the rela onship between the theore cal dimension of employability (i.e. employment-centred or
competence -centred defini ons) and policies at a na onal level?
What kind of educa onal ac ons (i.e. guidance, job placement or career service) have been implemented at
your home university? What kind of specific programmes have been implemented to support young adults’
preparing for their future career?
Context of comparison
The comparison will deal with the educa onal policies and strategies that are developed at a global and na onal
level to foster the employability of young people. These will be studied with a pedagogical perspec ve and students
will be asked to answer to some ques ons in order to understand if the comparison is possible. At the same me
the compara ve group will focus the a en on on programmes and ac vi es that Universi es implement to bolster
the development of employability and the transi on towards the labour market.
Categories of comparison
The defini on of employability (i.e. employment centred or competence centred) will be considered a cate-
gory since it influences the ins tu onal approach at macro and meso level.
Transi ons from higher educa on to the labour market will be considered a category since they are very im-
portant from a pedagogical point of view for the study of the dynamic processes towards adulthood and the
design and management of educa onal ac ons.
Policies and strategies for employability at interna onal and na onal level will be considered a category of
analysis for the implementa on of measures at Higher Educa on level.
Prac ces and ac ons (i.e. guidance, job placement or career service) at university level will be considered a
category to analyse the measures for suppor ng students’ and graduates’ employability
Prof. Vanna Boffo, University of Florence, Italy
Prof. Vanna Boffo, PhD, is Professor at the Department of Educa on, Languages, Interculture, Literatures and Psy-
chology, University of Florence, Italy. She is President of the European Master in Adult and Con nuing Educa on at
the University of Florence where she teaches Work Pedagogy. She is also Rector’s Delegate for Job Placement and
Coordinator of the Doctoral Course in Educa on and Psychology at the University of Florence. She is Vice-President
of RUIAP, the Network of the Italian Universi es, affiliated to EUCEN.
Co‐modera on: Dr. Nicole a Tomei, University of Florence, Italy
Nicole a Tomei is teaching Special Pedagogy in a Higher School in Italy and she is working as researcher at the
University of Florence. She is involved in the fields regarding the employability and transi ons of the young adults
from the Higher Educa on System towards the Labour Market, at the same me she is specialized on the Guid-
ance and Career Services.You can also read
