Tasks and social functions of adult education in the perspective of learning in adulthood (original) (raw)
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Education increasingly appears to be the natural form of learning in modern life within a contemporary Western mindset. However, learning is more than that. It is an integral aspect of human life, taking place all the time, necessarily and unnoticed. The societal functions of adult learning are accordingly multiple. The theme of this article is to look at the societal nature of adult learning and hence, the societal functions of adult education. We want to emphasize the historical dimension in the sense of linking adult education to the socioeconomic, political, and cultural context. Adult Education and Modernization We can distinguish three main types of adult education defined by their main content. These have developed as educational traditions in their own right, related to particular areas of learning. As such they have been described and critically analyzed elsewhere in the encyclopedia: Basic literacy education, such as reading and writing, with the aspect of cultural integration in the nation and state. Community and popular education. Education for work, such as continuing education and training.
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BACKGROUND AND THEMATIC OUTLINE FOR THE ESREA SEMINAR ON RESEARCH INTO ADULT EDUCATION AND LABOUR .MARKET In spite of the very different traditions and structures of adult and continuing education in the European countries, it seems to be a common tendency that the relation between adult education with some direct relation to work and labour market is becoming very important. Continuing education with a direct aim of work qualification, carreer and labour market effects is in many countries the fastest growing area of adult education. Companies, public employers and labour market organizations play an increasing role in defining and organizing adult education in several countries. And in liberal and general adult education, the reference to labour market and work seems to play an increasing role. This is also true in countries, where these sectors have been strong and have had their own life separated from work life, referring much more to cultural and private spheres. New groups of learners are becoming active in adult and continuing education. Along with new aims and new institutions it means a vast expansion in the possible arid desirable study area of adult education research. Furthermore these developments do reshape the whole material and conceptual framework of adult and continuing education. So not oly do they add new fields of study and interest, to the well-known ones; they also present a challenging need to rethink the purposes, the societal functions and the basic concepts of adult and continuing education. In ESREA there is an identified interest in forming a network within this field-partly in order to connect and learn from the each other in relation to the development in the practical adult and continuing education, partly in order to start a "cultivating process" for a new and expanding area of research.