Publications

Arnold, R.
Approaches to adult education

Montevideo: Cinterfor/ILO, 2005
151 p.

ISBN: 92-9088-194-1
US$ 12.00

Text also available in Spanish

 

Globalisation and the new technologies have had a direct impact on the world of work and have made it necessary to rethink training supply and methods.

In this compendium of papers and presentations of Professor Rolf Arnold we can get a glimpse of what he calls "new critical approaches" to the training of adults. The expression "approaches" is highly significant: it refers to the temporal and relative value of epistemological reflections in an age marked by the rapid obsolescence of knowledge and the loss of occupational identity by the subjects of the training. In other words, individuals must face changing scenarios in labour itineraries that go beyond and through the classic concept of occupation.

Although the pedagogy of adult training has become independent as a special branch of pedagogy, it suffices to observe Arnold's proposals to understand that this process is far from signalling its autonomy: pedagogy is penetrated in turn by the world of the enterprise and labour that forces it to continuously restate, not only the contents but also the methods of education, and to draw on the knowledge of other disciplines. Diplomas and certificates become temporal and vocational training becomes lifelong learning. To know how to do, as a core competency, begins to be replaced by knowing how to learn, as the only way to make training durable. Quality assurance methods and evidence of standards that are firmly entrenched in industry invade the field of education and force training institutions to examine their supply, demand, and the ways in which they complement one another and mutually modify each other. The design of educational products acquires central importance and the players themselves, trainers and trainees, watch how their identities are being diluted and penetrate each other as they build it up. The last word is far from having been said. Or, preferably, there will be no last word, neither in this nor in any other field.

 

TABLE OF CONTENTS

PREFACE

1. FUNDAMENTALS
1.1 Adult Education
1.2 Globalisation and Its Consequences on Education
1.3 Education – Qualification – Competence
1.4. The Reflexivity of Competence Development

2. ADULT DIDACTICS
2.1 Teaching and Learning
2.2 Adult Learning
2.3 On the Relationship between Didactics and Methodology in Adult Education
2.4 Changes in the Learning Culture of Further Education

3. METHODOLOGICAL ORIENTATION IN ADULT EDUCATION
3.1 The Constructivist Justification of Modern Adult Education
3.2 On the Didactic Justification of Actologic Methods
3.3 Multimedia-based Learning in Adult Education with MARKUS LERMEN
3.4. Learning Differently in Adult Education

4. MANAGEMENT, QUALITY ASSURANCE AND RESEARCH IN ADULT EDUCATION
4.1. Subsidiary Action in Education Management
4.2. Quality in Adult Education
4.3 Theoretical Considerations and Autobiographical Reflections on Educational Management
4.4 The Status of Research and Research Issues in Adult Education Research

5. SOURCES

6. BIBLIOGRAPHY

 

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