living and learning in diverse communities · erika juhász, university of debrecen (hungary)...
TRANSCRIPT
11TH ESREA BGL-ALC CONFERENCE
2019 PÉCS
CONFERENCE PROGRAMME
LIVING AND LEARNING IN DIVERSE COMMUNITIES
13-15 JUNE
PÉCS, HUNGARY
UNIVERSITY OF PÉCS (PTE) 7633 PÉCS, SZÁNTÓ KOVÁCS 1/B HOUSE OF CIVIC COMMUNITIES
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Title:
Living and Learning in Diverse Communities: ESREA BGL-ALC 2019 Conference Programme
Editors (in alphabetical order):
Ms. Csilla Vincze ([email protected]) – on behalf of House of Civic Communities
Dr. habil Balázs Németh ([email protected]) – on behalf of the University of Pécs
Reviewers:
Rob Ewans, Otto von Guericke University Magdeburg (Germany)
Ewa Kurantovicz, University of Lower Silesia (Poland)
Emilio Lucio-Villegas, University of Seville (Spain)
Katarina Popovic, University of Belgrade (Serbia)
Andrej Marusic and Antonela Marjanusic, Adult Education Institution DANTE (Croatia)
Monika Kastner, Alpen-Adria University Klagenfurt (Austria)
Isabel Gomes, University of Porto (Portugal)
Erika Juhász, University of Debrecen (Hungary)
Balázs Németh, University of Pécs (Hungary)
Adrianna Nizinska, University of Göteborg (Sweden)
Rozalia Ligus, University of Wroclaw (Poland)
Published by:
House of Civic Communities – University of Pécs
2019 – Pécs
Proofread by:
The Conference Programme has been produced by using author-supplied copy of the biographies and
abstracts. No responsibility is assumed for any possible style mistakes.
Designed and layout by:
Dr. Krisztina Fodorné Tóth, University of Pécs – Faculty of Humanities, Institute for Human Development
and Cultural Studies
Printed by:
Mandulavirág Kft. Pécs
The Conference Programme is available in PDF format at:
www.esrea.ckh.hu
Pécs, June 2019
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TABLE OF CONTENTS
CONFERENCE INFORMATION 4
CONFERENCE PROGRAMME 5
ORGANISERS 10
INTRODUCTION 12
PLENARY SPEAKERS 13
ABSTRACTS AND AUTHORS 19
PART 1 – INTEGRATION AND DIVERSITY 19
PART 2 – CULTURE IN THE FOCUS OF GLOBAL AND LOCAL APPROACHES 28
PART 3 – EDUCATIONAL DIMENSIONS 37
PART 4 – COMMUNITY ASPECTS OF DIVERSITY IN LEARNING 46
PART 5 – EFFECTIVE KNOWLEDGE TRANSFER FOR SENIOR LEARNING 53
LIST OF 11TH ESREA BGL-ALC CONFERENCE PARTICIPANTS 63
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CONFERENCE INFORMATION
SCIENTIFIC COMMITTEE
Ewa Kurantowicz, University of Lower Silesia, Wroclaw (Poland)
Emilio Lucio-Villegas, University of Sevilla (Spain)
Adrianna Nizinska, University of Göteborg (Sweden)
Rozalia Ligus, University of Wroclaw (Poland)
Estrella Gualda, University of Huelva (Spain)
Katarina Popovic, University of Belgrade (Serbia)
Andrej Marusic, DANTE Rijeka (Croatia)
Balázs Németh, University of Pécs (Hungary)
Gökce Güvercin-Seckin, Maltepe University, Istanbul (Turkey)
Rob Evans, Otto-von-Guericke-University Magdeburg (Germany)
Isabel Gomes, University of Porto (Portugal)
Erika Juhász, University of Debrecen (Hungary)
Monika Kastner, Alpen-Adria University Klagenfurt (Austria)
ORGANISING COMMITTEE
Ewa Kurantowicz, University of Lower Silesia, Wroclaw
Emilio Lucio-Villegas, University of Sevilla
Csilla Vincze, House of Civic Communities in Pécs
Katarina Popovic, University of Belgrade
Andrej Marusic, Adult Education Organisation DANTE, Rijeka
Balázs Németh, University of Pécs
Rob Evans, Otto-von-Guericke-University Magdeburg
Klára Bajusz, University of Pécs
CONFERENCE CO-ORDINATOR Balázs Németh
CONFERENCE VENUE University of Pécs – Faculty of Arts, Institute for Human Development and Cultural Studies
7633 Pécs, Szántó Kovács 1/B.
House of Civic Communities in Pécs
7624 Pécs, Szent István tér 17.
CONFERENCE WEBSITE www.esrea.ckh.hu
CONTACT INFORMATION: [email protected]
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CONFERENCE PROGRAMME
Thursday, 13 June, 2019
Institute for Human Development and Cultural Studies, University of Pécs Address: 7633 Pécs, Szántó Kovács 1/B 8.30 – 9.30 Registration 9.30 – 10.00 Official opening and Welcome speeches room: Fsz/A
László Jankovits, Vice-Dean of Faculty of Humanities of the University of Pécs (UP) Ewa Kurantowicz, Emilio Lucio-Villegas and Rob Evans, Convenors of ESREA BGL-ALC Network Zoltán Huszár, Director of Institute for Human Development and Cultural Studies at UP
10.00 – 11.30 Plenary Session room: Fsz/A
Adult learning and education in diverse communities: Cultural invasion or dialogical action for liberation? Revisiting Freire’s Pedagogy of the Oppressed Keynote from Licínio C. Lima with discussion to follow
11.30 – 13.00 Lunch break: Departure to House of Civic Communities for Lunch and Sections
to work in Centre of town (7624 Pécs, Szent István tér 17.) 13.00 – 15.00 Panel Session in three distinctive groups (Section1/Section2 and Section5) Section1 on ‘Integration and Diversity’ Main Lecture Hall Chairs: Rob Evans and Inez Koller 13.00 – 13.25 Sam Duncan: ‘Widening the Ownership of the Word’? – when adults read aloud 13.25 – 13.40 Discussion 13.40 – 14.05 Jacqueline McFarlane-Fraser: Social pedagogy: creatively facilitating the self-directed
learning of black and migrant people with learning disabilities 14.05 – 14.20 Discussion 14.20 – 14.45 Rola Abu Zeid - Gertrude Cotter O'Neill: Living in Diverse Communities: Women’s
Experiences on Integration and Inclusion in Carrigtwohill and East Cork (Ireland)
14.45 – 15.00 Discussion Section2 on ‘Culture in the Focus of Global and Local Approaches’ Méhes room Chairs: Emilio Lucio-Villegas and Erika Juhász 13.00 – 13.25 Ewa Kurantowicz: Acting for communities and learning. The local educators and academics in a discourse of cultural heritage 13.25 – 13.40 Discussion 13.40 – 14.05 Katinka Käyhkö - Jyri Manninen - Jenna Valtonen - Sara Vainikka: Liberal Arts Courses
and Social Relations in Highly Heterogenic Groups of Adults in Finland 14.05 – 14.20 Discussion 14.20 – 14.45 Zsuzsa Koltai: The Role of Museum Learning in Societal Development 14.45 – 15.00 Discussion
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Section5 on ‘Effective Knowledge Transfer for Senior Learning’ Mirror Room Chairs: Teréz Kleisz and Jumbo Klercq 13.00 – 13.25 Jumbo Klercq: Learning to live together 13.25 – 13.40 Discussion 13.40 – 14.05 Marta Gregorcic: Selected Results of the Project Old Guys Say Yes to Community:
Targeting Men Aged 60 Years or More 14.05 – 14.20 Discussion 14.20 – 14.45 Antonela Marjanusic - Judith Jennert: Influence of the European Social Fund on
Institutions and Associations Providing Services for Senior Learners 14.45 – 15.00 Teréz Kleisz: Choices and barriers of effective knowledge transfer for quality
intergenerational learning 15.00 – 15.30 Coffee BREAK Section1 on ‘Integration and Diversity’ Main Lecture Hall Chairs: Rob Evans and Inez Koller 15.30 – 15.55 Inez Koller: Experimental research on the discrimination of disability 15.55 – 16.10 Discussion 16.10 – 16.35 Rob Evans: Learning biographies in a European space for social mediation, diversity
and inclusion 16.35 – 16.50 Discussion 16.50 – 17.15 James E. Maria - Zsuzsa Kovacs - Yin Mar Winc: The Future of Adult Education and
Longlife Learning in Tanzania: What do the Policies Say?
17.15 – 17.30 Discussion Section2 on ‘Culture in the Focus of Global and Local Approaches’ Méhes room Chairs: Emilio Lucio-Villegas and Erika Juhász 15.30 – 15.55 Erika Juhász: Cultural Learning Regions in Hungary 15.55 – 16.10 Discussion 16.10 – 16.35 Emilio Lucio-Villegas: Raymond Williams and Antonio Gramsci: culture is a tool for living
together 16.35 – 16.50 Discussion 16.50 – 17.15 Dana Nurmukhanova - Taisia Muzafarova: Schools as Learning Organizations:
Overview of Policy Development in Kazakhstan 17.15 – 17.30 Discussion Section5 on ‘Effective Knowledge Transfer for Senior Learning’ Mirror Room Chairs: Teréz Kleisz and Jumbo Klercq 15.30 – 15.55 Antonela Marjanusic - Judith Jennert: Influence of the European Social Fund on
Institutions and Associations Providing Services for Senior Learners 15.55 – 16.10 Discussion 16.10 – 16.35 Balázs Németh: The relevance of the model of global learning cities for local
community learning - Examples from Cork and Pécs 16.35 – 16.50 Discussion 16.50 – 17.05 Klára Bajusz: The Barriers of Learning in The Third Age 17.05 – 17.20 Discussion 17.30 – 17.45 Short BREAK
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17.45 – 19.00 Plenary Session Main lecture Hall
Overcoming grave misunderstanding when different cultures meet. How adult education can promote cooperation between cultures Keynote from Andreas Hejj with discussion to follow
19.00 – 21.00 Welcome Drink with wine and cheese Lobby of House
Friday, 14. June 2019 House of Civic Communities in Pécs Address: 7624 Pécs, Szent István tér 17.
09.00 – 10.30 Plenary Session Main lecture Hall
Celebrations in adult education - jubilees as a remember for the future: Community Learning Centres in a local, regional and global perspective Keynote from Heribert Hinzen with discussion to follow
10.30 – 11.00 Coffee BREAK 11.00 – 13.00 Panel Session in three distinctive groups (Section3/Section4 and Section5) Section3 on ‘Educational Dimensions’ Main lecture Hall Chairs: Éva Farkas and Marta Gregorcic 11.00 – 11.25 Andrey E. Zuev: The education and vocational training as part of different generation
lifestyle 11.25 – 11.40 Discussion 11.40 – 12.05 Krisztina Fodorné Tóth: Diverse Electronic Learning Support – University Target Groups 12.05 – 12.20 Discussion 12.20 – 12.45 Jupter Martins de Abreu Junior - Helen Wanderley do Prado: The schooling
permanence in adult education in Brazil: reflections on the PROEJA Program 12.45 – 13.00 Discussion Section4 on ‘Community aspects of diversity in learning’ Méhes room Chairs: Ewa Kurantowicz and Mária Bajner 11.00 – 11.25 Davide Zoletto: Exploring the role of relationship between school and out-of-school
contexts in promoting diverse communities in heterogeneous neighbourhoods 11.25 – 11.40 Discussion 11.40 – 12.05 Mária Bajner: Here comes the bright-eyed and bushy-tailed Net (de)Gen. Blessing or
curse? 12.05 – 12.20 Discussion 12.20 – 12.45 Gábor Erdei: Community development by cultural activities – opportunities and barriers
in a disadvantageous Hungarian small region 12.45 – 13.00 Discussion Section5 on ‘Effective Knowledge Transfer for Senior Learning’ Mirror Room
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Chairs: Teréz Kleisz and Jumbo Klercq 11.00 – 11.25 Antonela Marjanusic - Judith Jennert: Competences and Training of Professionals
Working with Senior Learners 11.25 – 11.40 Discussion 11.40 – 12.05 Tamás Kovács: Developing a rural region by using the toolkit of andragogy 12.05 – 12.45 Discussion 13.00 – 14.00 Lunch BREAK In the Lobby of House 14.00 – 16.00 Panel Session in three distinctive groups (Section3/Section4 and Section5) Section3 on ‘Educational Dimensions’ Main lecture Hall Chairs: Éva Farkas and Marta Gregorcic 14.00 – 14.25 Zsuzsa Kovács: Analysing the teaching culture of an institution through the lens of
students' discourses about learning 14.25 – 14.40 Discussion 14.40 – 15.05 Abdalhamid Alahmad: Preservice teacher preparation for thinking skills education 15.05 – 15.20 Discussion 15.20 – 15.45 Éva Farkas: Adult learning is key in the adaptation to the economic and social effects of
the fourth industrial revolution 15.45 – 16.00 Discussion Section4 on ‘Community aspects of diversity in learning’ Méhes room Chairs: Ewa Kurantowicz and Mária Bajner 14.00 – 14.25 Balázs Benkei-Kovács: The policies of diversity and adult learning 14.25 – 14.40 Discussion 14.40 – 15.05 Katarina Popovic: Community learning and new togetherness 15.05 – 15.20 Discussion 15.20 – 15.45 Éva Szederkényi: Analysing the Role of Universities in the Development of Learning
Cities – a Case Study to Integrate Diverse Adult Learning Communities 15.45 – 16.00 Discussion 16.15 – 18.00 Guided City Tour
Option A) in Bishopry Area of Pécs Option B.) in Zsolnay Cultural Quarter (Bus to leave for this site at. 16.10!) 19.30 – 22.00 Gala dinner at the Malteses’ house (7621 Pécs, Janus Pannonius u. 6.)
Saturday, 15 June, 2019 House of Civic Communities in Pécs Address: 7624 Pécs, Szent István tér 17. 09.00 – 10.15 Plenary Session Main lecture Hall
Universities for Better Adult and Lifelong Learning: Responses from higher education institutions to SDG4 on Quality Education to connect global and local Keynote from Balázs Németh, eucen Steering Committee member
10.15 – 10.30 Coffee BREAK
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10.30 – 11.30 Living and Learning in Diverse Communities?
Panel discussion with Licínio Lima, Ewa Kurantowicz, Emilo Lucio-Villegas and Rob Evans (to moderate)
11.30 – 12.00 Closing of the conference 13.00 – 17.00 Wine-tasting trip to Siklós-Villány Region with Guided tour and early dinner
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ORGANISERS ESREA
The European Society for Research on the Education of Adults (ESREA) promotes and disseminates
theoretical and empirical research on adult education and adult learning in Europe through research
networks, conferences and publications. Active members come from different parts of Europe. ESREA
is made up of several networks that have regular meetings in which research involving particular themes
is discussed. Among these is the ESREA Network Between Global and Local: Adult Learning and
Communities (BGL-ALC).
The BGL-ALC Network
The European Society for Research on the Education of Adults (ESREA) promotes and disseminates
theoretical and empirical research on adult education and adult learning in Europe through research
networks, conferences and publications. Active members come from different parts of Europe. ESREA
is made up of several networks that have regular meetings in which research involving particular themes
is discussed. Among these is the ESREA Network Between Global and Local: Adult Learning and
Communities.
The BGL-ALC Network was established in 2006 to bring together European researchers committed to
studying community development and adult learning. We believe that the social life of people in
communities is a key element for understanding adult learning. In order to clearly identify global and
regional/local dimensions of adult learning processes and social change, different scales of community
development need to be analysed together.
Our aim was to create a network capable of encouraging research on development in the context of
globalisation by using territorial and micro-scale approaches, urban and rural studies, studies of
community regeneration, and locating learning places and spaces. All of these issues hinge on the
centrality of adult learning in the processes of community development.
Institute for Human Development and Cultural Studies, University of Pécs
The Institute for Human Development and Cultural Studies is the research and development unit of the
Faculty of Arts at the University of Pécs for Adult Learning and Education. The Institute has got a special
Lifelong Learning Research Centre to represent the University of Pécs, since 1999, in EAEA (European
Association for the Education of Adults), in eucen (European Universities Lifelong Learning Network)
and in PASCAL International Observatory by co-ordinating the UNESCO Global Learning City
Programme of Pécs together the with the House of Civic Communities.
The Institute has established a valuable partnership with UNESCO UIL, DVV International, but it has
also been actively engaged in research and collaboration with university departments and units across
Europe through EU-funded projects and comparative studies in Adult Learning and Education on topics
like policy contexts, intergenerational learning, adult learning in museums, professionalisation in adult
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education, quality tools and mechanisms, history of adult education, learning cities-regions, university
lifelong learning, workplace learning, third age learning, guidance and counselling and cultural studies.
The University of Pécs and its strategy of internationalisation puts a strong emphasis on excellence and
quality focuses in research partnerships and project-based activities. Hosting this ESREA Network
conference has got a double meaning. First of all, it signals our commitment and aspiration to support
local and regional developments in adult learning and education to help raising participation and
performance in adult learning. Therefore, we in academic communities must provide researches to cover
up trends and issues of learning and living in diverse communities and to highlight some particularly
relevant messages around that theme. Secondly, we try to demonstrate that universities, according to
UNESCO’s recent Recommendation from 2015, has a significant role in the quality development of adult
learning by responding tto global and local challenges of social and economic changes.
Educators’ Centre Association and its House of Civic Communities
Nevelők Háza Egyesület (in English: Educators’ Centre Association, ECA) is one of the leading NGOs
of Hungary, which operates numerous projects and a public institution in the city of Pécs in cooperation
with the local municipality. ECA’s aims are to support the civil grass-root movements with its internal
and external resources in order that they can grow and strengthen, and be more active. By doing so
they can encourage the growth of their closer and wider surroundings. ECA provides services, training
activities and educational programmes according to the principles of sheltering, counselling,
empowerment and developing as well as LLL priorities.
ECA was founded in 1993, and has been working for the development of the civil society for the last 25
years. Since 1997 the organization sustains the House of Civic Communities that helped to launch
several local organizations. Currently more than 90 communities - formal and non-formal civil
organizations, associations, foundations, art groups etc. - are operating in the building, while ECA acts
as an umbrella organisation for their benefit. Besides its infrastructural capabilities, ECA provides
services and learning possibilities for the NGOs, training activities, forums, research, conferences,
professional consultancy, etc.
The Association currently performs the following major functions:
• provides services for non-governmental organizations (Civil Information Centre in the region;
• operates the Baranya County Volunteer Centre;
• houses the “New Generation Refilled” Regional Project Office for young people;
• centre of community development activities in the region.
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INTRODUCTION The 2019 Network Conference, the 11th of the Network since 2006 in Faro, which is hosted and
organised by the Institute of Human Development and Cultural Studies at the University of Pécs and the
House of Civic Communities in Pécs - Hungary, will pick up the discussion where it was left off in Opatija
and will address the broad question of ‘Living and Learning in Diverse Communities’, communities
confronted by the chances implicit in the growth in importance of Lifelong Learning policies and the
enhanced possibilities of adult learning which the local implementation of widened access to learning
delivers, while at the same time communities - in Europe and beyond – are involved in conflicts around
scarce learning resources and about ‘entitlement’. Peaceful co-learning and co-development are
questioned or threatened by chauvinism while cultures of openness to others are branded as naïve,
impracticable or downright harmful.
This Network returns always to the centrality of the notion of ‘living together’ as a challenge to the
tensions innate to the global-local experience. The concept of living and learning together in peace
shapes and engenders the work of researchers active in varying forms of participatory research into
adult learning and the learning lives of and in communities around our continent and beyond. ‘Living and
learning together’ can give sense to what happens in people’s lives, in their communities, their work,
families, and in the social initiatives and movements they are part of. Living together and learning
together predicates and privileges the practice of dialogue, of reflexivity, and solidarity. If we accept that
diverse communities include within themselves all the diversity of the people living in them, then in this
sense it can be affirmed that communities are places to learn in, places both of shelter and of conflict
and debate, where ‘living together in diversity’ is debated, fought for and defended.
This 11th ESREA BGL-ALC Conference will, based on its keynotes and section presentations, focus on
some particulary important and relevant aspects of adult learning and education and, consequently,
resonate some challenging aspects of global and/or local concerns. Incoming abstract and papers
highlight the complexity of the field and the simplicity of constraints referring to time, resources, relations,
duties, but also ethical aspects of dignity, inclusion, values, equity, equality of our times.
Learning and living in diverse communities will be strongly represented through the plenary and section
programme of the conference. Please find the list of sections below and related related abstract in the
collection of abstract.
Sections of the conference: Section1 - Integration and Diversity Section2 - Culture in the Focus of Global and Local Approaches Section3 - Educational Dimensions Section4 - Community aspects of diversity in learning Section5 - Effective Knowledge Transfer for Senior Learning I thank you in advance for your participation and engagement indeed! On behalf of the Scientific Committee of the 11th ESREA BGL-ALC and on behalf of the University of Pécs, let me wish You a successful scientific event! in Pécs, June 2019. Dr. habil Balázs Németh Associate Professor in adult Learning and Education
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PLENARY SPEAKERS
Licínio C. Lima Institute of Education-University of Minho, Portugal
Adult learning and education in diverse communities: Cultural invasion or
dialogical action for liberation? Revisiting Freire’s Pedagogy of the Oppressed
At different scales and involving various dimensions, adult learning and education take place in diverse
communities. Cultural, linguistic, religious, gender, ethnical, class and economic differences, among
many others, may be sources of discrimination or of democratic dialogue and conviviality in political
and social terms, also including adult learning and education environments.
Based on a Freirian perspective, and especially on his major work Pedagogy of the Oppressed, a critical
analysis of adult learning and education policies and practices as “cultural invasion” for discrimination
or as “dialogical action” for liberation is presented. Observing global and local policies based on rational-
instrumental conceptions of adult learning which stress the promotion of individual skills as the main
solution for economic competitiveness – which may be considered as a sort of oppressive pedagogism
–, possible impacts on communities and societies will be discussed in terms of democracy and active
citizenship, solidarity and cooperation, the process of humanization of human beings and their capacity
of living together in diverse communities.
Licínio C. Lima
was born 1957 in Porto, Portugal. He is Full Professor of Sociology of Education
and Educational Administration at the Department of Social Sciences of
Education, Institute of Education – University of Minho, Portugal. At UMinho he
was Head of the Unit for Adult Education (1984-2004), Director of the Research
Centre for Education and Psychology (1994-1997), Head of Department (1998-
2004) and Director of the PhD in Education (2011-2013). He is guest professor
in various universities in Europe, Africa, Asia and Latin America. He has been in
charge of a large number of research and international co-operation projects and
he is the author of academic works published in seventeen countries and seven
languages, including more than thirty books.
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Andreas Hejj University of Pécs, Faculty of Humanities; Institute for Human Development and Cultural Studies, Pécs, Hungary
Overcoming grave misunderstanding when different cultures meet. How adult education can promote cooperation between cultures A Native American Indian goes to a New York bar. The barman asks him: Well, how do you like life in
our grand old city? The red man answers him with a question: And you, how do you like life in our ancient
homeland? When different cultures meet it is usually the members of the other group that are considered
rude because they do not behave in a way the first group would expect its own members to behave.
Because the strangers’ behaviour is strange and not in accordance with local expectations, it cannot be
prognosticated what they are up to, so the locals will grow reserved and suspicious with the strangers.
Due to what social psychology terms a self-fulfilling prophesy, this mistrustful approach will elicit the
worst possible side of the „other” culture, and that in turn will feed the vicious circle yet more momentum,
and keep tension increasing. It is undoubted that tensions experienced more and more often in culturally
and ethnically increasingly diverse societies of the 21st century pose a great responsibility to educational
science. The present lecture will examine, how creativity can help avoid grave misunderstanding in
various instances where different cultures meet.
Luckily adult education can effectively contribute towards a peaceful coexistence of rather different
cultures. Besides imparting an empathic knowledge of one’s own and the other culture’s traditions it can
establish a concept of humankind that recognises the fellow human, even despite different values and
habits, and even if their ideology or behaviour appears strange to us.
To give practical guidance, the lecture will examine some of the personal challenges Dr. Hejj
encountered during his wide international career.
An overview of the lecture’s contents:
1. A life-saving bargain – A bishop who had 150 wives
2. Why do South-Africans sit down? – The case of the „cheeky” Xhosa
3. Friendly fire – When to kiss the miss?
4. Suckability – Why do Bavarians ridicule „Prussians” with a white sausage?
5. A case of borderline? – An Austro-Bavarian affair
6. Germany in terms of a Banana-Republic: Wessies and Ossies
7. Pizza in South Tyrol – The difference between freedom fighters and terrorists
8. OK! – A gesture that costs you 500 Euros
9. Afraid of one’s own shadow – Educational science and human dignity
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Andreas Hejj:
born in Hungary in 1956, raised in black West Africa, spending decades of his
academic life in Germany, Dr. Andreas Hejj is full professor at the Faculty of
Humanities of the University of Pécs as well as extraordinary professor at the
Faculty of Psychology and Education of the Ludwig-Maximilians University of
Munich. He is an evolutionary psychologist; thus, his research focuses on how
our present-day behaviour, taste and preference is influenced by adaptations
that used to secure the survival of thousands of generations of our ancestors.
Hejj studied the effects of these adaptations in several cultures including Papua
New Guinea, Micronesia and Ecuador for attraction, relationship, cross-cultural-
communication, as well as initiation, and has lectured on these topics in several
countries, both live and on TV. Hejj is co-founder of the organisation Human
Behaviour from an Evolutionary Perspective (Kassel, 2000). For more details,
see his website http://hejj.de.
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Heribert Hinzen
Celebrations in adult education - jubilees as a remember for the future:
Community Learning Centers in a local, regional and global perspectice
2019 is an important year. Having my biographical lens on as a German citizen I am aware of the
Weimarer Republic as our first democracy which followed on the end of World War 1, the November
revolution, the end of our emperor system, and the end of German colonialism in Africa and Asia. But
the end of something has always the potential of breeding something new and better. 1919 saw in
Germany the voting right for women, the eight-hours-working day, the founding of Bauhaus architecture
– and this year we also celebrate 100 years of the Volkshochschule as our community-based adult
education center. Nowadays you find them everywhere in German villages, towns and cities with the
participation of almost 10 million of adults in all kinds of education, learning and training activities.
A key success of advocacy or foresight at the time was that a clause was taken into the Weimarer
constitution of 1919 which reads: “Adult education, including the Volkshochschulen, have to be
supported by Government on the national, regional, and local level”. Today there is such a governance
framework for policy, legislation, financial support for adult education, including the Volkshochschulen,
which is a fundamental building block available for all the centers and their activities. This being a
constitutional matter is what is at the heart of the celebrations of 100 years of Volkshochschulen –
although many Volkshochschulen in Germany were started before or after that date, just like many
folkhighschools, especially as residential colleges, were introduced in the Nordic countries before and
after. Having this ESREA conference in Hungary it is worth noting that the town of Bajascentivan claims
to have had the first folkhighschool there in 1914.
What are central historical developments having lasting effects for living together today? How can we
work on a better understanding of the past which has an impact on our present and future? How can
educational institutions contribute? What is the potential of adult education within lifelong learning? How
can they touch the social reality of today: for example what are the roles of Volkshochschulen in the
development of skills and competencies for migrants and refugees? These are the questions we should
try to find answers in selected examples of historical dimensions in order to show their local, national,
regional and even global impact.
Celebrations as cultural memory
The 50 years of DVV International, the Institute of International Cooperation of the German Adult
Education Association, is also worthy to remember. It started in 1969 as a rather small institution on the
one hand embedded in the architecture of education in development aid, and on the other with its
backbone in the community-based adult education centers. Today it has a structure with offices and
partners all across the world.
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We are aware of an important centenary in Britain where in November 1919 the Ministry of
Reconstruction published the Final Report on Adult Education. We know that 40 years ago adult
education was institutionalized in Serbia at the University of Belgrade. But what are the other birthdays
in our field of adult learning and education around the globe that we should remember this year? Could
you help to identify?
Prof.(H) Dr. Dr. h. c. mult. Heribert Hinzen
is a senior consultant on adult education and lifelong learning for sustainable
development. He has been working for DVV International almost four decades
in headquarters and offices in Sierra Leone, Hungary, and Lao PDR. He earned
a doctorate from the University of Heidelberg, and was awarded honorary
doctorates from the University of Pecs in Hungary and the Moldova State
University. He serves as Honorary Professor at the Universities of Bucharest,
Iasi and Pecs. Earlier he has been Vice-President of the ICAE and the EAEA.
He was a Member of the CONFINTEA VI Consultative Group, the UN Literacy
Decade Expert Group, and on the German Delegations for the World Education
Forum 2000 in Dakar, and 2015 in Incheon. His editorial roles include work for
Adult Education and Development, Asia Pacific Education Review, Bildung und
Erziehung, International Review of Education. Journal of Lifelong Learning. In
2006 he was invited to the International Adult and Continuing Education Hall of
Fame, and lately he became Honorary Fellow of the UNESCO Institute for
Lifelong Learning.
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Balázs Németh EUCEN Steering Committee member
Universities for Better Adult and Lifelong Learning: Responses from higher education institutions to SDG4 on Quality Education to connect global and local
Today, the role of universities in the promotion and development of lifelong learning as a humanistic,
holistic and sector-wide focus to learning has been strongly recognised both in employment and in
society by many policy makers, stakeholders and civil society groups.
However, eucen (European University Continuing Education Network) realises that it will have to move
lifelong learning beyond purely economic and social aspects and establish a particular platform to
address the global challenges of learning and education which societies are facing.
Message: eucen and its member universities share a common conviction that while lifelong learning has
an important role to play in achieving all of the Sustainable Development Goals of Agenda 2030, it is at
the heart of Sustainable Development Goal 4 2, which aims to develop inclusive and equitable quality
education and promote lifelong learning opportunities for all, especially through university programmes
and collaborative actions for higher learning, so as to respond to economic, societal and environmental
realities and challenges.
From eucen’s point of view, the Sustainable Development Goals do not simply challenge us to support
universities in becoming more aware of the new and changing learning needs of individuals and of
communities across Europe, and in responding to these with accessible educational and training
programmes using new technological and collaborative learning approaches. They challenge us also to
reflect on the important social responsibility to bridge quality education and training with each and all
relevant Sustainable Development Goals.
This keynote will highlight some related issues and their context.
Dr. habil Balázs Németh
is a researcher on European adult and lifelong learning policy development and
comparative adult education. He is an associate professor and reader in Adult
Learning and Education at the University of Pécs and a founding member of the
Hungarian Universities Lifelong Learning Network (MELLearN). Further research
topics of his are: Politics and Adult Education; Comparative Adult Education;
History of Modern European Adult Education and Learning City-Region
Developments in association with the global network of learning cities
programme (GNLC) of UNESCO Institute for Lifelong Learning.
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ABSTRACTS AND AUTHORS PART 1 – INTEGRATION AND DIVERSITY Sam Duncan
UCL Institute of Education, London, Department of Education, Practice and Society
‘Widening the Ownership of the Word’? – when adults read aloud
This paper will examine research into whether, where, how and why adults
today may read out loud rather than in silence. While regular attention is
paid to reading aloud as a tool for teaching and learning, far less is paid to
the reading aloud, and listening to others reading, that adults do every day at home, work and in
community engagement. This paper will present the data from the three research strands of a two-year
(UK) Arts and Humanities Research Council-funded research project Reading Aloud in Britain Today: a
29-item questionnaire completed by 529 adults, a Mass Observation Project directive eliciting 160
written responses, 49 semi-structured interviews and 44 audio-recordings of contemporary adult reading
aloud practices across Scotland, England and Wales. An analysis of this data will provide an account
of the ubiquity and diversity of everyday adult oral reading practices largely overlooked in academic and
educational discussions of reading, including the reading aloud of social media posts, newspapers,
graffiti, recipes, instructions, prayers, poems, Holy books, crossword clues and emails; reading to share,
to memorize, to learn, to help, to worship, to enjoy, to write and to be together; and reading aloud in a
range of different languages.
This paper will explore the following questions and what they mean for both how we understand reading
and how we deal with reading within adult education: What, where, how and why do adults read aloud,
or listen to others reading? When a person is completely alone, does she read silently because there is
no one to listen or aloud because there is no one to hear? How do couples, families and groups use
reading aloud as a way of being together? Why do some people read aloud in languages they never
speak, and how can we understand the multilingualism this is enacted only through oral/aural reading?
When and why do we read aloud at work? How does reading aloud relate to recitation, chanting, singing
or storytelling? To writing or memorizing?
Implications to be explored will include that our teaching and research of reading needs to take into
account this more diverse ‘bigger’ picture of reading, rather than assuming adult reading to be silent,
individual and largely instrumental. I will argue that it is crucial that adult education is informed by
constant and in-depth analyses of the range of reading (and writing) that different adults perform, and
hold dear, across a range of life domains, in range of languages and across diverse communities, and
that this has implications for both the literacy research and for the creation of adult literacy curricula
and/or assessments.
Keywords: adult literacy; reading; reading aloud; multilingualism, literacy as social practice
Dr Sam Duncan
works at the UCL Institute of Education in adult literacy studies. She has a
background in community education and specialises in adult reading
development and literacy across the lifecourse. Sam is currently the
recipient of a UK AHRC Fellowship to research adult reading aloud.
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Jacqueline McFarlane-Fraser
Independent researcher, England/UK
Social pedagogy: creatively facilitating the self-directed learning of black and migrant people
with learning disabilities
Success for all (2003) was the major education policy, in the UK, to address the inequality in learning and education. People with learning disabilities are still marginalised. Learning disabilities was not considered a driver of social exclusion (Bradshaw et al, 2004; SJU 2005). Institutional racism was identified as a major contributory factor to the social exclusion of black people (MacPherson, 1999). Social pedagogy is primarily concerned with learning that benefits the individual and the community (Cameron and Boddy, 2005) (Friere, 1999). Research on black/migrant people with learning disabilities is very limited, with a tendency to focus on health care (Dept of health, 2006). This research captures the self-directed learning experiences of black migrant people with learning disabilities. The community development learning values (FCDL, 2009) of equality and anti-discrimination; social justice; community empowerment; working and learning underpinned this ethnographic research. The research is located within Knowles (1975) self directed humanism, where the learner suggests and collaborates on the process and objective. For example, wanting to learn different exercises for enjoyment but learning how different exercises benefit different parts of their body. The holistic Blooms Taxonomy (1964) coincides with the 'learning by doing' concepts of Lucas et al (2012). The programme of community learning was broadly based on the ECM -every child matters – framework (DFES, 2004). The UK government ECM was embedded into education praxis with intended outcomes of lifelong well being for people up to age 19. The categories (a)Stay healthy; (b) be safe; (c) achieve economically; (d) contribute to society positively; (e) enjoy life The 20 community based workshops, over a two year period, were attended by predominantly black, migrant people with learning disabilites. Located in London, UK where disproportionate levels of poverty co-exist alongside relative affluence. Learning disability is defined as reduced intellectual ability. (Department of Health, 2006). Learning disabilities can be mild, moderate and severe. People with certain specific conditions can also have a learning disability. For example, people with Down’s syndrome and some people with autism. Diverse teaching and learning methods embraced Dales cone of experience (1964) in response to various learners’ needs. For example, slower learning pace, repeating demonstrations, increased opportunities to interact with other learners. Research methods were focus groups, case studies, participant observation and non-participant observation. Findings included. Community development learning outcomes due to self directed learning. Increased motivation to engage in community learning that contributed to independence (Houle, 1961). Requests and decisions made by learners which contributed to and resulted in the praxis of self directed learning and independnce (Brookfield, 1980) Conclusions
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Community development environments are conducive to facilitating self directed learning which enables social inclusion for marginalised individuals and communities of practice. This proven example of Paulo Friere (1999) tutor and learner on equal terms. Not the traditional :'banking method' where the tutor gives knowlege to the passive learner. This research added to the very limited body of knowledge on self directed learning and people with learning disabilities. The focus on black/migrant people with learning disabilities was identified as needing attention by Brockett and Hiemstra (1991:32). Keywords: self directed learning; pedagogy, black and migrant learners, learning disabilities
Jacqueline McFarlane-Fraser
has many years of experience working with and within the NGO sector
delivering informal and formal learning. She has taught in further education,
higher education, community education to a wide range of learners.
Jacqueline has also participated in European programmes of Grundtvig and
Transversal. She has conducted audits, evaluation, consultations and
community research. Membership of various fora has enabled much
experience of working with a range of stakeholders. Jacqueline has
coordinated community and educational engagement/learning
opportunities.
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Rola Abu Zeid O'Neill University College Cork (UCC), Adult Continuing Education (ACE), Ireland Gertrude Cotter University College Cork (UCC), Adult Continuing Education (ACE), Ireland
Living in Diverse Communities: Women’s Experiences on Integration and Inclusion in Carrigtwohill and East Cork (Ireland) This paper is based on research carried out amongst women living in
the village of Carrigtwohill and surrounding areas in East Cork
(Ireland). Participants in the research comprised Asylum Seekers,
refugees, migrants, new-Irish and Irish women, with a particular focus
on women with children. The aim of the reserach was to explore experiences of social inclusion in Irish
society from both the migrant/refugee perspective and from the perspective of Irish women. It begins
with a discussion on how women themselves define or describe ‘social inclusion’ and ‘integration’. It
focuses on the positive aspects and successes of the Irish experience, as well as the challenges. The
paper outlines policies and practice of social inclusion, as it relates to migrant and Irish women, in the
context of life in Ireland. Various aspects of life in Ireland are explored including faith, culture and belief
systems; access and participation in institutions of the State (Education, Health, Political, Legal and
Civic Life); access to housing and employment opportunities. For those who have children, there is a
fcous too on 'being a parent' in Ireland. The research pays particular attention to the women's
aspirations, expectations and concerns for their children (language, cultural and religious identity,
education, etc).
The core question asks if Ireland is a place where migrant/refugee women can live a dignified life and
where there expectations and aspirations are being met? It also presents the views of women in the
wider community in relation to migrant inclusion in Irish life.
The paper is based on field research carried out in cooperation with Carrigtwohill Family Resouce Centr
and other local stakeholders who provide services for immigrant communities and Asylum seekers living
in or near East Cork. It includes not just the issues, but also the questions which migrant/refugee women
have about life in Ireland. The research is presented through the voices of the women who took part in
the six focus groups which were held in May 2019. In total fifty women participated in the research. It
concludes with a set of recommendations for the future integration of migrant women in Ireland.
Keywords: gender; social inclusion; irish society; diversity; migrants
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Rola Abu Zeid – O’Neill
An academic in the field of women, conflict, and memory. Rola is
programme coordinator of Diploma in Women’s Studies, and Diploma in
Development Studies in ACE (Adult Continuing Education, UCC), and a
final year PhD Candidate at the Department of Sociology at University
College Cork. Rola has more than 20 years of experience of capacity
building in women's and political empowerment organizations in Israel and
Palestine, community develoment, advocacy and political and civic
lobbying, intercultural dialogues and cooperation experience.
Rola has 10 years of successful experience of teaching adults at Master’s
and undergraduate level. She is an experienced researcher, trainer and
evaluator, in range of fields especially aiming to mitigate exclusion poverty
and conflicts, targeting refugees, displaced and disadvantage groups
applying both qualitative and quantitative methodologies. She led and
project managed a successful local multicultural food project in 2018, and
she has proven experience of empowering a diverse range of populations,
including parents of children with disability, women, minority groups,
women in minority groups, refugees, asylum seekers, Irish women in
disadvantaged areas.
Rola is an active member of the Carrigtwohill Community Sponsership
Group; Cork City of Sanctuary; Carrigtwohill Strategic Plan (2018-2022)
Town Committee member; Steering Committee Member of ‘Refugee Family
Reunification Research’ at NASC: the Migrant and Refugee Rights Centre;
Department of Foreign Affairs and Trade – Conflict Resolution Unit:
Oversight Group for Ireland’s Second National Action Plan on UNSCR
1325, 2015-2018; Centre for Global Development (UCC); board member of
Karti - Project for Women, Peace and Development; and member of UCC
ISS21 (Institute for Social Science in the 21st Century) research clusters:
New Poverties, Social Justice and Human Rights; Children and Young
People; Memory; Violence, Gender, and Conflict.
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Inez Koller University of Pécs, Faculty of Humanities; Institute for Human Development and Cultural Studies, Pécs, Hungary
Experimental research on the discrimination of disability The presentation will introduce an ongoing research which explores the social
background of discriminative behaviour against people with disabilities. During
the experiments an artificial system is created that discriminates people with any
kinds of disability in a way that some participants of the test are given special
kinds of disability then as a consequence of this they are stigmatised and
excluded from a decision making process, which is exactly about them. Rest of
the participants seemingly have power but in fact they are pressed to follow rules which are
discriminative against persons with disability. During the experiment a conformity test is conducted. The
focus of examination is to what extent people tolerate a morally questionable situation, how the artificial
system influence them.
Until now, participants of this experiment were high school and university students (from Hungary, the
Netherlands and Turkey) on events which have been organised by the College for Advanced Studies
on Social Inclusion or events with the participation of the organisation beginning in December 2018.
Fixed age groups require multi-ethnicity to lay ground for the representation of social variety. Number of
tests, already conducted: 9, number of participants 178. There is also a plan to bring the test this spring
outside the university walls to try it as a function of a control group with people from disability
organisations.
Theoretical bases for the experiment are some of the social contract theories (Rawls, Gauthier,
Nussbaum), a conformity test (Asch) and some parallels from other types of discrimination (Jones).
Tests already conducted have already provided some interesting results on the common task of the
experimental group, also about personal experiences of the participants mostly on themselves (how
they unwillingly maintain a discriminative system, how the excluded ones felt themselves) which gives
the experiment another perspective as well, to serve as a sensitivity training.
Keywords: experiment, disability, sensitivity, discriminating system
Inez Zsófia Koller
is an assistant professor at the the Faculty of Humanties of the University
of Pécs. Her research field covers the prevailing of and also the setbacks
of social justice among different social groups, so interested in both society
building and discrimination. She is also the leading teacher of the College
of Advanced Studies on Social Inclusion and Institutional Co-ordinator of
Disability Affairs at the University of Pécs.
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Rob Evans Language Centre, English Department, Otto-von-Guericke-Universität Magdeburg, Germany, Learning biographies in a European space for social mediation, diversity and inclusion Following the Call, which invites contributions addressing diversity, community, and adult learning with
the aim of promoting an open, inclusive, safe and peaceful civil society, this paper proposal will attempt
to examine the learning biographies of practitioners of social mediation participating in a current 3-year
ERASMUS+ project CreE.A (Construction d'un espace européen de la Médiation pour l‟inclusion).
The CreE.A project has as its objective the creation of a professional community for social mediation in
Europe. A European consortium involving different partners, which include organizations for mediation
and training, universities, cities, individual experts for mediation theory and praxis, as well as
representatives from national as well as European politics, work together in the project to establish a
structured interchange between the theory and practice of European mediation. The short and middle-
term objective of CreE.A is to identify common practices of social mediation, and to promote awareness
and knowledge of these practices while respecting the diversity of its realization in the specific contexts
of each country (see Silva, Carvalho, Moisan, & Fortecoef, 2017).
The core feature of the project is the 'Tour d'Europe', a journey of experiential learning modelled on the
journeyman traditions of European artisans. In 2017, the first year of the current project, 14 practitioner
mediators (or professionals from mediation-near practices) were sent from country to country around
the 7 participating countries on a 'journey of immersion in the realities of mediators' work' (Silva et al.,
2017). Each participant brought with them prior practitioner experience and knowledge of work with
diverse disadvantaged populations – refugees, migrants, the elderly, the poor, children, the unemployed
- and each was confronted in their period of immersion with fellow mediators who received them and
provided them with a learning space in which different practices could be compared and confronted, and
in which diverse learning biographies interacted and knowledge, both formal and tacit, could be
exchanged.
Parallel to their practical immersion in the reality of the mediation practices of their peers, the participants
were required to reflect on their personal and professional biographies. Reflective tools were provided
them by the project coordinators to help them identify diverse professional experience and knowledge,
to sharpen their awareness of practices of mediation for social inclusion in the host country, to observe
and describe the mediation practices encountered and to report on this at the end of 2017 in Barcelona.
During the final seminar in Barcelona, eight of the participants (5 practitioner mediators and 3 expert
mediators) were interviewed by myself about their experience during the 'Tour d'Europe' and the impact
of the European space for social mediation as they lived it during their immersion in the host country.
The encounters with the participant-mediators took place in unstructured, in-depth qualitative
biographical-narrative interviews, in which individuals engaged in dialogic interaction create shared
understanding, and give their stories meaning. Their narrative histories are made understandable by the
joint process of 'experiencing othered-experience' (Luckmann, 1981). The interview is interactive, co-
constructed, and flooded with voices. The detail of the interview talk documents how meaning-making
takes place, and how this is affected by group belonging, ethnic or cultural discourses (Pavlenko, 2007),
as well as gender, age, professional and educational relationships, and so on. The interview is sensitive
to language resources and their use in the co-construction of meaning, and as such it was only logical
to conduct the Barcelona interviews in the languages of the participants themselves, French, Italian,
Portuguese and German.
In the biographical narratives which will be discussed in this paper, I will try to show that the languaged
form narratives of biographical learning take can offer insight into the learning processes triggered by
learning in communities of practice, and that the creation of a common European space of experience
– a space of learning in diversity - can be heard as it emerges in biographical talk.
Keywords: mediation; intercultural diversity; learning biography; biographicity; adult learning [email protected]
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James E. Mmari – Zsuzsa Kovács – Yin Mar Winc Eotvos Lorand University, Faculty of Education and Psychology, Hungary
The Future of Adult Education and Longlife Learning in Tanzania: What do the Policies Say? From the point of view of Tanzania, when thinking of Adult Education and
Lifelong Learning (AE and LLL) phenomena, we end up with many
questions than the answers, one among several reasons being the fact that
to this point still our main expected documents and institutions have not
been able to give a clear definition or at least laying down a foundation on
what we meant by the Adult Education and Lifelong Learning. Currently, most of policies and strategies
refer to the term Adult and Non-formal Education (A&N-FE) in the perspective of education for self-
reliance, the very first concept introduced by our first president and the educational practitioner, late
Mwalimu Julius K. Nyerere.
For the purpose of building a ground understanding of the current situation as well as answering the
raised questions of future expectations in the AL and LLL, we decided to start with a document and
article based qualitative research, whereby important national policies and strategic plans were reviewed
in connection with other researchers' publications. Various themes and understanding were raised with
respect to our main question.
According to the themes developed from the reviewed documents, we found that A&N-FE is the main
addressed and well-understood topic, representing the key need for the provision of education to those
who missed the formal education system as well as necessary skills for self-reliance to elderly people
who could not continue with the formal higher education systems. That is to say, AL and LLL as defined
in the global perspective is not yet the key issue, even though it may be mentioned or referred in these
plans and strategies. Most of the efforts by the Government, its respective institutions, boards, and
ministries as well as other non-governmental and international supporting organizations, are being
directed in the reduction of illiteracy among the school-drop-out children, adults, youths, and the minority
groups especially women, and people with disabilities.
Although the Institute of Adult Education (IAE) and the Open University of Tanzania (OUT) have very
specific objectives and strategies to support the realization of these various local and international plans
such as the Adult and Non-Formal Education Development Plan (ANFEP) and the Education Sector
Development Programme (ESDP), they still face the challenges which are mainly originated by the
priorities given to the matters concerning education by the Main Government. Lack of human resource
and fund, less public awareness in supporting AL and LLL were among the key observed challenges.
Despite the challenges and issues realized by this study, it was clearly observed that the Government
of Tanzania has, in general, a very strong willingness to support and continually collaborate with local
and global sectors and organizations in development and implementation of various strategies to realize
the development of AL and LLL in the global perspective.
This article is intended to build a ground for further studies in the area of AL and LLL such as practicalities
of the strategies, in comparison to EU Countries how Tanzania could learn, and the impacts of
Technology.
Keywords: adult learning; lifelong learning; adult education in Tanzania
James Elikana Mmari
James is a Tanzanian citizen, pursuing Doctoral studies at Eötvös Loránd University, Faculty of
Education and Psychology, majoring Adult Learning. Among his major objectives are to improve his
teaching and acquiring research skills so as to become a researcher in Education in combination
with ICT.
27
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PART 2 – CULTURE IN THE FOCUS OF GLOBAL AND LOCAL APPROACHES Ewa Kurantowicz – Agnieszka Paczkowska University of Lower Silesia, Poland
Acting for communities and learning. The local educators and academics in a discourse of cultural heritage Cultural heritage, if explored in a critical way and with respect
to its very broad and interdisciplinary notion, can bring
educational added value to the practices of teaching, learning
and researching, also bridging the gap between universities
and local actors and benefiting the communities in a long term.
Cultural heritage also carries the emancipatory potential of
addressing difficult and controversial issues of oppression, violence, colonisation, injustice and
misrepresentation, embedded in social narratives of institutions, groups and individuals. Its constant
construction and deconstruction in a variety of social spaces can be seen as an educational process
leading to empowerment, increase of participation and democratic engagement. Communities and
universities are important actors in this social discourses, but it is essential that they built the formal and
informal links and networks.
To explore this issues in a comparative perspective, grasping the variety of practices, a consortium of
five European universities: University of Lower Silesian (Poland, leader), University of Gothenburg
(Sweden), University of Malaga (Spain), Open University of Cyprus (Cyprus) and University of Leiden
(the Netherlands), composed of scholars in the field of education, art, philosophy, archaeology and
heritage management undertook the Erasmus + research project EU_CUL Exploring European Cultural
Heritage for fostering academic teaching and social responsibility in Higher Education.
We will focus on the discussion around the preliminary results of the first project output, comparative
research report on mapping the cooperation of universities and local partners. The research study
among academics, social partners and communities will be conducted to explore following research
questions: (i) What is the meaning of cultural heritage for the study participants’? (ii) What purposes do
the study participants formulate for the cooperation between local communities and universities? (iii)
What are the expected results/outcomes of the cooperation? (iv) How does cultural heritage foster the
academic teaching, learning and the social empowerment? The proposed paper is based on the
qualitative research study that we completed in Poland (Wroclaw), among academics and educators
(14 open interviews, analysis and interpretations)
Keywords: educators; cooperation; culutural heritage; university
29
dr hab. Ewa Kurantowicz
is a Professor at the University of Lower Silesia, Wroclaw, Poland, Faculty of Education, (Department
of Andragogy). PhD in 1996, University of Wroclaw; Habilitation 2008, University of Gdansk
(Humanistic Sciences, Pedagogy).
She is an active member of the European Society for Research on the Education of Adults (ESREA),
member of Steering Committee (2000 – 2012) and co-convenior of the research network Between
Global and Local. Adult Learning and Communities (from 2006), member of the editorial board of The
European Journal for Research on the Education and Learning of Adults (RELA) (from 2011) and a
member of the Publishing Council of the ULS University Press (2004-2014). She served as a Vice-
Rector for Research and Development responsible for the development of policy for ULS, cooperation
with ULS’ graduates, the employees, the Ministry of Science and HE and local authorities (2012 –
2017), in 2018 she became a Rector of the University of Lower Silesia.
She was involved in PRILHE the European Grundtvig Project (Promoting Reflective Independent
Learning in HE 2004-2006), Hanse Passage INTERREG IIIC 11LLL Project, Strategies of LLL: Access
and Implementation (2006) and the last one Transversal – Lifelong Learning Programme research
project RANLHE (Retention and Access: Learning Experiences in Higher Education) (2008-2010);
EMPLOY – Enhancing the employability of non-traditional students in HE (2014 – 2017). She directed
the Polish component of all these projects. From 2014 to 2016 she has been leading the international
project: Promoting LLL in HE by implementing innovative practices in RPL – EDUPRO and currently
she is a leader of the project EU_CUL – Exploring European Cultural Heritage for fostering academic
teaching and social responsibility in Higher Education (2018-2021) - European project Erasmus+
Strategic Partnership for HE.
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Katinka Käyhkö – Jyri Manninen – Jenna Valtonen – Sara Vainikka University of Eastern Finland, Philosophical Faculty, Finland
Liberal Arts Courses and Social Relations in Highly Heterogenic Groups of Adults in Finland This paper focuses on two intercultural liberal arts pilot courses, namely a
music group (duration 4 months) and a theatre group (duration 7 months) for
adults, organized in Finland during 2018‒2019. Both groups were highly
heterogenic, since they included both native Finns and migrant adults who
were studying, working, unemployed, pensioned or seeking asylum. The
participants´ competence and experience on the subject matter differed notably. Both pilot groups
suffered from some dropouts and culminated in public performances.
We particularly look at the interpersonal connections between the participants and the impact of people
outside these liberal arts groups. This helps us to better understand the significance of liberal arts
learning groups and the impact of the surrounding life to the participants and their learning. We also
map the outcomes and benefits of learning recognized by the participants themselves as results of these
groups.
We ask our data what kind of interpersonal connections inside and outside of the pilot groups are
apparent or needed for these liberal art learning groups to succeed and how do the participants position
themselves within the groups. We also look for mentions on personal learning in the data.
The data consists of a) 21 social atom inspired visual maps of the people impacting individuals´
participation collected halfway through the pilots, b) 14 interviews supporting these maps, c) 9
participant diaries written during the pilots, and d) the evaluation survey responses given by the
participants at the end of the pilot groups. Since one of the two pilots ended very recently, we can provide
only tentative analysis and results.
The main theories used to analyse the data are theory of social support (Barrero & Ainlay, 1983 and
Wilcox, Winn, & Fyvie-Gauld, 2005) and positioning theory (Harré & van Langenhove, 1999; Harré &
Moghaddam, 2003). The results suggest, that both in- and out-of-group support is needed, and the role
of the teacher is significant. Of the six functions of social support outlined by Barrero and Ainlay (1983)
Positive Social Interaction is highlighted.
The tentative results show that heterogenic groups of adults withhold many kinds of interpersonal
tensions but can also give a lot to those who participate. Some participants positioned themselves in
the middle of the action and others to the outskirts of it, yet both groups quickly incorporated new
members when needed. People outside the group can also enhance or hinder the participation.
Apart from the subject matters of music and theatre, the participants mention several learning outcomes
and benefits such as language learning, enhanced intercultural understanding and better coping with
frustration. For some native Finns the participation was an eye-opening experience, while migrant adults
enjoyed meeting new people with similar interests and performing in public. These diverse liberal arts
groups seem to expand social networks and facilitate finding new perspectives. This suggests that
Liberal Adult Education can provide a valuable, multilevel and two-way-integration supporting forum of
co-learning for both native and migrant adults.
Keywords: liberal adult education; cultural diversity; liberal arts; social support; positioning theory
Katinka Käyhkö
A PhD student and project researcher in the University of Eastern Finland.
Has worked the years 2016—2019 in development projects (SIMHE,
Learning Spaces) related to the educational possibilities of migrant adults
in Finland.
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Zsuzsa Koltai University of Pécs, Faculty of Humanities; Institute for Human Development and Cultural Studies, Pécs, Hungary
The Role of Museum Learning in Societal Development The social role taking of museums was extended significantly in the past
decades. Promoting the wellbeing and social inclusion of diverse social groups
have become an important trend in the field of museum learning. Based on a
comparative research on the practice of museum learning the presentation
reveals the novel tendencies which have appeared in the field of museum
learning worldwide. In the last couple of years new target groups appeared in
the field of museum learning. Museum learning programs which are specially designed for people with
dementia, immigrants, refugees, homeless people, people with disabilities or for culturally deprived
groups started to be more and more prevalent in museum work. Beside revealing examples from the
USA and Europe the presentation also introduces the Hungarian implemetations of these novel
initiatives.
Beside revealing the new trends in the social role taking activity of museums the presentation defines
the characteristics and the most prevalent methods of museum learning programs which contribute to
the societal development. Constructivist learning theory is consciously applied in several museums by
now. Promoting personal meaning making can be defined as a trend in museum learning currently.
Several museum learning initiatives promote the visitors to draw their own interpretations.
The author also presents the best practice of museum services which consider the individual and
community needs of visitors. Examples are mentioned from diverse European museums such as the
„Identity nature“ initiative of the Natural History Museum in London which helps the users to identify UK
plants and animals through an application. Inviting people to actively contribute to the museum's
professional work is also a new approch in engaging visitors.
The findings of the author are based on document analysis and examination of the practice of museum
learning in an international context and also on interviews which were carried out with museum
educators from diverse European museums.
Keywords: museum learning; lifelong learning in museums; museums as social agents
Dr. Zsuzsa Koltai, PhD
assistant professor at the University of Pécs, Faculty of Humanities,
Institute for Human Development and Cultural Studies; lecturer at the
University of Klagenfurt. Research fields: museum learning; lifelong
learning in museums.
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Erika Juhász University of Debrecen, Hungary
Cultural Learning Regions in Hungary The research fits into a 5-year process, which actual phases were
presented in various national and international conferences. In one hand
this presentation is a summary of the 5-year research, on the other hand
it introduces the initial phase of a new research based on it. Recent
research explores learning processes in a transnational context: areas
inhabited by Hungarians in Hungary, Romania, Slovakia and Ukraine.
We can only present the first phase of this process now, but it demonstrates the building on each other
and the possibility of adapting research results in Hungary. We hope that we can present the
comparative results at a next conference.
Now in the presentation show, in the framework of survey K-101867 entitled “Learning regions in
Hungary: From theory to reality” supported by the Hungarian Scientific Research Fund, we present the
findings of the “Cultural Learning” team on cultural adult learning activities.
The main questions posed by our research:
• What kind of learning activities can be observed with adults in the area of culture?
• How do different learning activities influence a given region’s state of socio-economic
development?
• How can the findings be utilized in the development of a region?
As an outcome of the research we have established an analytical index system in which the main
indicators of the socio-economic development index (SEDI) and the cultural learning index (CLI)
generated in our examination are compared. Based on our findings we wish to prove that although
cultural learning is present in every region to a considerable degree, in more disadvantageous regions
its presence is more significant as a means of compensating for a shortfall in economic-social
development. This phenomenon can be connected to theories of social and cultural capital (by way of
Bourdieu, Coleman, etc.), in the cases of which in our previous researches we have indicated the
outstanding significance for development they have in disadvantageous regions.
The basis of methodology for our survey is based on the German Learning Map, which is based on
national samples. In this method scholars examine the connections between regional development and
learning activities along four dimensions. These four dimensions are: learning in a formal school system,
vocational training, individual personal learning, and learning in a community. Our team deals with
research into personal learning (Persönliches Lernen), but in this we used some changes, so our new
researching theme is the cultural learning. Our team has defined it as a dimension of informal and non-
formal learning with the devices of culture, which is different from formal learning systems and
professional non-formal learning, or vocational training. These dimensions have been examined in other
international researches as well with variation (e.g. Composite Learning Index (CLI) – Canada,
European Lifelong Learning Indicators (ELLI) – based in Germany, etc), based on the findings of which
we have expanded the dimensions of the German Learning Map and have formed the dimensions that
can be investigated in Hungary. Our sources include works of international scholars such as Peter
Jarvis, Jaques Delors, Janette Griffin, Lynda Kelly, Judith Van Evra, George Comstock and others.
In the framework of the presentation show, relying on our empirical research results I wish to present
the connection that can be detected between cultural learning and the state of socio-economic
development of a region. During our research we have examined connections in the following four fields
with the help of statistics:
• participation in culture (community culture, library, museum, music, etc.),
• (amateur) sports activities,
• musical activities,
33
• and personal learning with the help of media tools (including primary mass communication and
the Internet).
Apart from this, we have also examined the opportunities for and support of cultural learning in
institutions of the above lines.
Keywords: cultural learning; learning regions; learning activities; development a region
Erika Juhász Ph.D.
Head of department, associate professor in University of Debrecen,
Hungary, Department of Adult Education and Cultural Management.
Director, senior researcher of the Hungarian National Cultural Institute,
Center for Cultural Research and Education.
Main research fields: institional fields of adult education and culture, cultural
learning, methods of education and learning.
Editor in chief: Kulturális Szemle (Cultural Review, Hungary),
Felnőttképzési Szemle (Adult Education Review, Hungary), editorial board
member: HERJ (Hungarian Educational Research Journal, Hungary),
Psychológia a patopsychológia dieťaťa (Psychology and Pathopsychology
of Child, Slovakia).
34
Emilio Lucio-Villegas University of Seville, Faculty of Education, Spain
Raymond Williams and Antonio Gramsci: culture is a tool for living together In this paper I will try to point out the importance of culture in adult education
as a form of edifying a life that enables people to both deal with diversity
and live in it.
In the age of Lifelong Learning, demands are put on both educations in
general and adult education in particular to accomplish a role in preparing
people for the market and a kind of narrow, everyday life connected with the immediate requirements
derived from work and consumerism. In short, we can affirm that Lifelong Learning is focused on
providing people with specific skills – far from a critical sense of life – but rather, just as workers and
consumers, not addressed to the development of individuals and communities.
Thus, I want to recover the major ideas of these two thinkers in a way that also recuperates an adult
education which should provide both skills and expertise in order to understand the world and live
together dealing with diversity.
For both Williams and Gramsci, adult education is a cultural work not only for recovering and/or
maintaining popular culture, but also to encourage people to ‘grasp’ the culture of the classics in a critical
sense: this is the meaning of criticism. Criticism can be understood not only as a way to research about
literature but a manner of organising teaching activity, because criticism assumes at least two things: i)
to connect literary or newspaper text with its own historical and sociological background; and ii) it is a
kind of dialogue – in a Freirean sense – because the analysis is done through communication between
different people.
Nowadays, criticism is also related to ICT. Both Gramsci and Williams were committed to the press and
new communication skills, and both were worried about the impact – connected to hegemony and social
control – that these media have in people’s everyday life – the infamous fake news for instance. In fact,
Williams analysed the power of media – and the power behind media - and the possibilities of doing
educational work through media. Thus, connecting ICT is an important task in view of the fact that this
is a powerful skill that can be used to liberate or maintain forms of social control. Criticism is a path
towards analysing these new communicative skills.
On the other hand, both stressed the importance of connecting adult education with a broad concept of
culture. But, as I said above, culture is not received as a kind of memory bank. On the contrary, in a
Freirean approach, they thought that culture should be taught and learned in a critical way, connecting
with both the historical and the political framework of each author. In this critical manner, each lesson is
a kind of cultural study that allows people to make connections between the past and present, between
the author’s framework in the past and people’s framework in the present.
Keywords: Adult education; culture, communities; diversity
35
Emilio Lucio-Villegas
is Professor on Adult Education at the University of Seville, Spain. He holds a PhD in Pedagogy with
a Thesis on Participatory Research in Adult Education. His works is focused on Adult Education. He
is author or coauthor of articles, chapters and books in Spanish, English and Portuguese. He also
holds three positive evaluations (from1998 to 2016) of his research activities. He has been Head of
the Instituto de Ciencias de la Educación at the University of Seville (1992-1995). From 2008 to 2013
he was Head of The Paulo Freire Chair at the University of Seville. He holds the Phyllis M.
Cunningham Award for Social Justice presented in 2010. Emilio Lucio-Villegas has participated in
research at national and international level. He is member of the Steering Committee of the European
Society for Research on the Education of the Adults (ESREA) since 2008 and convenor of the
Network: ‘Between Global and Local: Adult Learning of Development’. Latest publication includes the
book: Adult education and communities. Approaches from a participatory perspectives published by
Sense Publishers in 2015.
36
Dana Nurmukhanova – Taisia Muzafarova Eötvös Loránd University, Faculty of Education and Psychology, Budapest, Hungary
Schools as Learning Organizations: Overview of Policy Development in Kazakhstan School leadership is the major concern in international education policy agenda.
School capacity, along with effective school leadership, is the crucial means in
school performance efficiency. Expectations from schools and school leaders
are shifting along with the society's demands. Consequently, the countries are
pursuing to adapt the education systems to match those needs and demands.
Policies have shifted towards autonomous, accountable school systems to achieve greater outcomes.
Therefore, school leadership has to operate in a dynamic educational environment that puts them under
pressure of continuous change and development. The purpose of the exploratory study is to investigate
the interrelation of the education policy development and school systems in Kazakhstan. The paper also
considers a number of European policy development documents targeted at school improvement. It
establishes the interrelation of the policymaking strategies between European settings and Kazakhstan.
The study discusses the variety of leadership roles and the models of staff improvement aimed at school
development. The paper aims at the establishment of the framework of understanding of schools as
learning organizations which have a shared vision that directs and serves as motivation for continuous
action to achieve individual and school goals. The findings include the overview of school management
systems and existing practices of school development in Kazakhstan. Nevertheless, there is a number
of challenges in understanding the concept of school leadership due to the lack of consistent research
on effective practices. The paper reveals a number of inconsistencies in school systems that operate
under state policies. The research provides recommendations on conducting research on school
effectiveness that encompasses a variety of factors towards the holistic development of school systems
as learning organizations. Another suggestion is to establish a nationwide database of successful
leadership and development practices that encourage communication and collaboration between
schools.
Keywords: policy development; schools in Kazakhstan; school leadership; school development
Dana Nurmukhanova
is a PhD student under the programme of European Doctorate in
Teacher Education at Eotvos Lorand University in Budapest.
She has the Master degree in Pedagogical Sciences. She has an
experience in teaching at International Baccalaureate (IB) school in
Diploma Programme as well as assisting in IB authorization.
Currently, the research interest includes school effectiveness, school
leadership and gifted education.
37
PART 3 – EDUCATIONAL DIMENSIONS Andrey E. Zuev Euroexpo AG, Russia
The education and vocational training as part of different generation lifestyle For a long time the common and vocational education was an essential and integral
component of a lifestyle in the former USSR. Similar position has been established
by the state and in the conditions of a homogeneous society has been extended in
all social groups. It was supported both objective requirements of society
development, and the state actions, including measures of non-economic character.
During last years of existence of the USSR and during enough long time period after its disintegration
the relation of youth and elder people to education has changed to the worst. On the one hand, it has
been defined by deterioration of an economic situation, change of priorities of development, occurrence
of new possibilities of young men for the statement of own position in a society and in the youth
environment, in particular. In conditionsу of destruction of old economic system and formation of market
relations it began possible to provide to itself steady financial and a social status, without leaning on
educational base. On the other hand, the withdrawal from an education system had also the protest
character rejecting imposed from the outside.
The relation of all generations to education has started to change again only after crisis of 1998 when
the large part of noneconomic enrichment possibilities in the country has been settled. The real
workplaces demanding knowledge and vocational training, have started to be formed, in this connection
education has started to come back in structure of a lifestyle. We can suppose that different generations
need different educational programs today.
The dynamics of changes in intergeneration education sphere is shown in paper on the basis of the data
of economic-sociological researches spent with participation of the author, and also on the basis of the
analysis of the data of bodies of employment and vocational training.
Keywords: vocational training: education: generation difference
Zuev Andrey E.
was born February 01, 1964 in Moscow, USSR.
In 1986 he received diploma of the engineer at Moscow Aviation Institute,
specialized in labor management and time measurement. In 1996 the
degree of PhD (Econ) was reached at Institute for Population studies of
Russian Academy of sciences, specialized in labor market.
In 1998-2008 he had the job place at marketing department of Euroexpo
AG, private Russian company in the field of exhibitions organizing and
constructing. The current affiliation is project manager at AVIOIL Consulting
LLC.
38
Krisztina Fodorné Tóth University of Pécs, Faculty of Humanities; Institute for Human Development and Cultural Studies, Pécs, Hungary
Diverse Electronic Learning Support – University Target Groups Diverse Electronic Learning Support is concerned not only with technological
innovations but much more with core learning and teaching skills, methodology
and community development. Since electronic learning is no longer a lonely
activity, but highly community-based, really significant is, what participants - both
learners and educators - know or are capable to. My presentation intends to reveal
knowledge, skills and perspectives of members of the university regarding e-
learning through our wide-ranged research related to EFOP-3.4.3-16/1 project (A1-3 „Building electronic
learning support framework”, the scope of the project is how to develop and implement an adequately
flexible, institution-level e-learning framework at the University of Pécs/PTE). This research issues how
different groups of university students and lecturers/professors can see role and area of electronic
learning support during tertiary education and studies of adult learners. The results are based on the
poll taken during 2018 spring among educators and students of the University of Pécs, focused on three
main areas: knowledge, experiences and image/expectations of participants about electronic learning
support. Development of poll and assessment of data – including interpretation – are built on key
concepts of digital anthropology such as appropriation of technology (Horst – Miller 2013) and
pedagogical approaches to 21th century's higher education learning support connected to student
diversity and engagement (Biggs 2012, Brabazon 2016).
Keywords: e-learning, university, needs, expectations, experiences
Krisztina Fodorné Tóth PhD
Senior lecturer in Adult Learning and Education at the Faculty of Humanities
of the University of Pécs. Main research areas are: e-learning support of
different target groups, ICT and pedagogy, language, communication and
mass media.
39
Jupter Martins de Abreu Junior University of the State of Rio de Janeiro, UERJ, Rio de Janeiro, Brazil
Helen Wanderley do Prado Federal University of the State of Rio de Janeiro, UNIRIO, Rio de Janeiro, Brazil
The schooling permanence in adult education in Brazil: reflections on the PROEJA Program Based on the brazilian educational reality, this paper aims to understand the relationships that hinder or
favor the permanence of adult students in the courses of the Proeja Program. The research was
conducted in the teaching units of a Federal Institute of Education, Science and Technology, which is
part of a network of brazilian public schools. The Proeja Program aims to increase the schooling of
adults who interrupted their school career. At the same time, the program also offers professional
training to these people. The Proeja exists mainly in federal institutes, which are brazilian schools that,
although they have the main focus on technical courses for students with regular careers, also offer
graduate and undergraduate courses. Another important characteristic is that the federal institutes are
considered schools of excellent quality, and for this reason have a very disputed selection process.
Thus, the presence of the adult public in these institutions represents a milestone in the history of adult
education in Brazil. This statement is based on the fact that, in this country, it has always been very
difficult for people with interrupted school careers to have access to these schools. However, even with
some progress in the development of Proeja, one of the main challenges faced by the program is to
ensure the permanence of students. After considering this reality, the impediments and motivations that
impact the permanence of students were identified through established indicators and the conception of
managers, teachers and students involved with Proeja. This information - obtained through a mixed
methodology with the application of questionnaires, interviews and focus groups - helped to highlight
the experiences lived throughout the period of development of the program in this federal institute. The
theoretical framework used was based on the studies of Axel Honneth, called Theory of Social
Recognition. This part was complemented by the proposals of Gerson do Carmo and Dyane Reis,
brazilian authors who take as reference the discussions on school permanence for groups with greater
social vulnerability. The paper also took as basis other authors who study the Proeja Program, the
brazilian professional formation and the adult education, having as principle the perspective of the right
to education for all, in the scope of the educational public politics. It was verified that the strategies of
favoring the processes of permanence need to surpass the cultures already established in the federal
institutes, aiming at fomenting comprehensions that induce to new practices. It points to the need for a
40
school environment that values not only the cognitive dimension of young and adult workers, but also
the life and professional experiences of students, enhancing the social recognition of these people.
Keywords: schooling permanence; adult education; Proeja; federal institutes
Jupter Martins de Abreu Júnior
Doctor in Education by ProPEd/UERJ, where he currently does post
doctoral studies with a CNPq scholarship. Master in Music (UNIRIO),
Specialist in Brazilian History (UFF) and Bachelor in Artistic Education
(UNIRIO). He is a professor at IFRJ - Duque de Caxias Campus, Rio de
Janeiro, Brazil, where he was Educational Director between 2012 and 2014.
Helen Wanderley do Prado
She is a PhD student at the Graduate Program in Education of the Federal
University of the State of Rio de Janeiro (UNIRIO). She holds a Master's
degree in Education (UNIRIO) and a graduate degree in Pedagogy
(UNIRIO). She works at the Federal Institute of Education, Science and
Technology of Rio de Janeiro (IFRJ), Duque de Caxias Campus., Rio de
Janeiro, Brazil.
41
Zsuzsa Kovács Eötvös Loránd University, Faculty of Education and Psychology, Budapest, Hungary
Analysing the teaching culture of an institution through the lens of students' discourses about learning Members of an academic community construct their views on teaching and learning, practices, and habits together, which is shaped by the socio-cultural elements of the given community (Reimann, 2009). Students entering a university program face the unique organizational and academic culture of a certain institution, and in order to succeed they adapt to it. Trowler (2009) created the concept of teaching and learning
regimes, which means the constructed knowledge on and practice of teaching and learning of a given academic community. Teaching and learning regimes characterise the meso-level of a university, those local communities, teaching and learning environments in which teachers perform their daily tasks and in which the education of students is carried out. The presentation offers some insights from a research project that focused on educational development of teachers at a Hungarian Higher education institution which has an economic disciplinary orientation. Semi-structured interviews were integrated in the project with the goal of revealing learning habits, strategies and techniques of the students. Discourse analysis was applied to identify those elements of the teaching and learning culture of the institution that appear in students’ discourses and possibly influence their thinking and understanding of their own learning process. The methodology used in this research project lies on the social psychological tradition of discourse analysis (Potter & Wheterell, 1987, Willig 2011) focusing more on the discursive resources the speakers use in order to construct particular versions of their experiences. Working with the interviews we created two main path of analysis in order to uncover: a) What was talked about - in this way the reconstruction of discursive themes about learning b) How it was talked about - revealing those discursive patterns and resources which build up the main discourse about learning. A leading focus of structuring the results consisted in revealing those main patterns and rules which characterize the learning culture and communities developed at this institution. First results show that the language they use in describing the learning and teaching strategies they met at the institution are profoundly affected by the phrases and expression the teachers and the institution reflects on their performance. In contrast he students speak quite differently about learning supported by the peers, these communities have different goals and learning habits focusing more on effectiveness and positive reinforcement. These results arise some important questions about the institution responsibility of creating teaching practices that can strengthen a positive learning culture and communities that support students’ learning. Keywords: academic skills, higher education, discourse analysis, teaching and learning regimes
Zsuzsa Kovacs
works as a senior lecturer at Eötvös Loránd University, Budapest, Institute of Research on Adult
Education and Knowledge Management. She teaches courses related to adult learning and
development, learning theories and methodologies of supporting learning in the field of adult
education and teacher training. She earned her PhD in Educational Sciences researching the
supportive context of self-regulated learning. She has more than 10 years of experience in higher
education and is currently focused on educational and professional development of academic staff.
As a teacher and researcher, she has joined several higher education development programs. She
coordinates the seminars at the Third Age University programme series since 2016. She was also
the program coordinator of an international collaboration on educational development supported by
Visegrad Grant that started in 2017. She is interested in the use of different strategies supporting
students’ self-regulated learning in face-to-face and online learning environments.
42
Abdalhamid Alahmad ELTE, Budapest, Hungary
Preservice teacher preparation for thinking skills education Mastering of thinking skills is considered a basic requirement to
cope the complexity of rapidly changing technology era. Learning
to think critically and creatively is a lifelong skill with broad
applications both inside and outside the classroom., for that
teaching for Thinking skills nowadays has increasingly recognized
as a primary goal and crucial component in the educational circles.
At the educational policy level.Shifting to TS approach in schools have taken part in the education
process. This imposed shift on the education systems has been and approved by both OECD and
AACTE visions of 21-century skills and competencies of leaning, which emphasis on acquiring both
learners and teachers skills of critical and creative thinking as important elements and live in a diverse
society. In order to implement this educational trend, many procedures should be carried out through
the school system and teacher training. Preparing teachers to teach TS is an important aspect to be
dealt with, in order to cultivate the quality learners who purposed by new education vision. The
preparation for TS education usually takes a place within what so-called cognitive education for pre-
service teachers, where teachers prepared through two parral dimensions. One dimension focus on
improving their own TS abilities, that happens through several approaches adopted by teacher
educators. while in the other dimension, they prepared pedagogically by training them to use various
approaches of teaching TS through instruction methods, assessment tasks, classroom management,
and other techniques. Available data from many countries shows a lack and weakness in the teacher
education programs and suggest that both in-service and pre-service teachers, still, find it problematic
to effectively infuse TS into content instruction. From this point, there is a strong need to reexamine TE
programs regarding the preparation of pre-service teacher for TS education.
The present research focused on evaluating the TE program at Damascus University preparing
prospective teachers to TS education with special focus on two aspects of the overall process, which
are: Teacher educator exemplary practice and, pre-service teachers' knowledge proficiency regarded
TS approach, the present research aimed to investigate the following questions:
• •To which extent are teacher educators provide student teachers with the exemplary practice of
TS?
• To which extent are preservice teachers prepared to teach TS regards to knowledge, skills, and
pedagogy?
Data for this research were obtained from (108) pre-service teachers of child education department
through two survey questionnaires which have been adapted, Descriptive and inferential statistics were
used to analyze the quantitative data. Results show Poor use of the TS approach by teacher educators
with a lack in the preparation of classroom environment that could enhance thinking, and a medium level
of using technique that is important for TS teaching as well as the same in using techniques to assess
the improvement of TS, and general result show low level of the exemplary practice of TS approach,
and in the For the knowledge component, less than half of the express their ability to involve students
actively in the teaching and learning of TS. Less than half agreed that they had been exposed adequately
to teach TS and related techniques. As they, relatively, agreed that they are now able to do problem-
solving, and relatively their majority express a medium level of confident enough to teach and evaluate
the acquisition TS. Hence. the present study is expected to have practical implications for Institutions
which are involved in preparing teachers for better. producing future teachers with the ability to
implement the TS approach in schools.
Keywords: thinking skills education; teacher education (TE); pre-service teachers
43
Alahmad Abdalhamid
is currently enrolled in EDiTE (European Doctorate in Teacher Education) at the Faculty of
Education and Psychology (PPK) in ELTE, Budapest, Hungary. He is working in the field of teacher
preparation for cognitive education in Hungary. His research interests include developing thinking
skills, teacher competencies and teacher training.
44
Éva Farkas University of Szeged, Faculty of Education, Hungary
Adult learning is key in the adaptation to the economic and social effects of the fourth industrial revolution The unprecedented development of digitalization and robotics which is radically
transforming global economies and labour market represents the greatest challenge
in the 21st century. For the time being, artificial intelligence, big data analytics, cloud
technology, etc. will certainly not replace human work however it will more radically
than ever change it. Due to this transformation employees will have to possess
completely different competencies than what they have had so far in order for them to become easily
employable.
According to a report published by McKinsey in May 2018 future jobs will require high level cognitive
abilities and creativity, higher qualifications and highly developed social and emotional skills. Technical
skills, problem solving in a complex and digital environment, deep understanding, critical thinking and
creativity will become the most important competences for employees.
The existence of physical labourers and persons with low level qualifications is threatened most
seriously. However continuous renewal of skills will also be necessary in higher prestige jobs that require
higher qualifications. Learning will be key in the adaptation to accelerated technical development, and
that true lifelong learning will gain more genuine importance than ever before.
The question is whether the Hungarian adult education system is prepared for this? Hungary should
cope with the challenges of the fourth industrial revolution by increasing its human capital investments
that better fit the European trends. Hungarian practice should break with the conception that the scope
of adult education is narrowed down to vocational training and to satisfying the short-term needs of the
labour market. Adult education should serve the cause of not only the employability, but also the
personality development of individuals. This is the reason why European initiatives such as the validation
of non-formal learning outcomes are so important. The Hungarian adult education performs poorly in
this area. The other focus should be the using of learning outcomes approach that has become the most
important component in the reform of education in Europe during the past few years. Hungary must also
make efforts so that the qualifications and training programmes shall genuinely be based on learning
outcomes, and that this approach permeates every form and level of education.
As regards the efficiency of learning in adulthood it is of key importance that talented and competent
teachers teach in adult education. In Hungary today there is a peculiar legal situation in which the
relevant laws in this area do not contain any standard requirements concerning teachers working in
adult education. Furthermore, training adult educational professionals at higher educational level
(andragogy BSc, teachers of andragogy) was terminated by the Government in 2016.
In my presentation I present the components (learning outcome-based curricula, the validation of prior
learning, and the availability of competent and talented adult educators) and developed and enhanced
skills (digital intelligence, global competences) that may contribute to efficient adaptation to the
challenges posed by the fourth industrial revolution. I analyse to what extent the adult education trends
and practices are capable of effectively supporting adult in getting on in a diverse and transforming
world?
Keywords: adult learning; Industry 4.0; digitalization; renewal of skills; adaptability
45
Éva Farkas
She is an associate professor at the University of Szeged Hungary. She has 20 years of
professional experience in the fields of VET and AL and 9 years of experience (as a country
expert for HU) in working with 12 international research projects at the European level, carried
out by CEDEFOP and DG EAC.
46
PART 4 – COMMUNITY ASPECTS OF DIVERSITY IN LEARNING Davide Zoletto University of Udine, Department of Languages and Literatures, Communication, Education and Society (DILL), Italy,
Exploring the role of relationship between school and out-of-school contexts in promoting diverse communities in heterogeneous neighbourhoods The aim of this paper is to explore the contribution that the relationship between
school and out-of-school contexts can give to building inclusive communities within
heterogeneous neighbourhoods. Neighboudhoods and schools with a significant
percentage of diverse background population are one of the emergent fields for
Italian educational research. They are also one the contexts in which the risks of
research approaches related to essentialism can be seen, and in which it is relevant to move toward
non culturalistic research approaches, if we want to understand educationally (and to educationally act
upon) some of the emerging traits of contemporary learning environments. In this perspective I will
present some results from two researches (one of whom is still ongoing) carried out with preprimary
and primary school teachers and other educational professionals working in neighbourhoods with a
significant population of migrant e postmigrant population in Friuli Venezia Giulia (Italy). After having
shortly presented the theoretical backgrounds and methodological aspects of the two studies, I will draw
on the analysis of qualitative data coming from questionnaires, interviews and focus groups, in order to
explore some of the practices and partnerships that can be developed in order to connect school and
out-of-school contexts and to promote more inclusive and diverse communities in heterogeneous
neighbourhoods.
Keywords: diverse communities; neighborhoods with a high migrant presence; schools with a high
migrant presence; relationship between school and out-of-school contexts
Davide Zoletto
is an Associate Professor in General and Social Education at the
Department of Languages and Literatures, Communication, Education and
Society (DILL) at the University of Udine – Italy.
47
Mária Bajner University of Pécs, Faculty of Cultural Sciences, Education and Regional Development
Here comes the bright-eyed and bushy-tailed Net (de)Gen. Blessing or curse? One of many benefits of the 21st century is the multigenerational workplace –where,
for the first time in history–four or even five generations can work together that can
create consequential culture clashes. The aim of the paper is twofold: Firstly, to
review the concept of intergenerational learning as it manifests itself in
multigenerational workplaces in the form of collaboration, knowledge exchange and
mentoring systems. Secondly, to give a generational “guide” the assumptions of
which are made on conclusions of international surveys, statistics, and observations
while trying to avoid the trap of generalization and stereotyping. Apart from pointing out the ubiquitous
prejudices and stereotypes the paper will shed light on the obstacles to collaborative activities between
generations due to societal and historical changes and differences in learning opportunities. While
exploring the topic a thematic synthesis of qualitative literature from social scientists to downright
economists is employed, and all types of sources considered including White Papers together with
qualitative scientific reports, as well as personal interviews with company managers. Several forms of
intergenerational learning and working environments will be introduced with the unconcealed intention
to raise attention to old initiatives in new frames. The paper implies that intergenerational learning at
multigenerational organizations is an effective way to transfer knowledge at the workplace as it is
appealing and beneficial to each party involved. It is meant to open up new possibilities for both
researchers and managers who want to utilize the generational concept of diversity as a building block
for organizing a learning environment.
Keywords: intergenerational learning, knowledge exchange, multigenerational workplace, collaboration
Mária Bajner
is Associate Professor at the University of Pécs, Faculty of Cultural Studies,
Pedagogy and Rural Development, Hungary. She is involved in the Human
Resources Management MA programme to foreign students and gives
lectures on PR, media and communication studies. She has a Ph.D. in arts
and humanities and a postgraduate degree in EU management. Her recent
academic interest turned to researching the Millennial generation with
special attention to the changing needs of the labor market players. She
has a close connection to the business sphere teaching communication
skills in English to adults. Her empirical findings that bring into focus the
synergy between higher education goals and adult education demands
have been worded at MellearN lifelong learning conferences. She has
published and co-authored several articles and reviews in this field, and
presented her conclusions at several universities at home and abroad.
48
Gábor Erdei Faculty of Arts and Humanities, University of Debrecen
Community development by cultural activities – opportunities and barriers in a disadvantageous Hungarian small region The problem
Cultural institutes and civil organizations have special
roles in contemporary world, especially in the
economically underdeveloped regions. Regions having
bad economic performance should have offer other opportunities to provide some positive features for
their communities. One of these possible offers could be the cultural and community life. However,
evaluation of local people about cultural and community activities and performances in their places, is
very important for engagement and social cohesion as well.
In the literature, there are several different theoretical considerations and directions in which
underdeveloped regions have possible positive ways for break out. The current research applied an
exploratory approach for the theme.
The research
The research, which has quantitative and qualitative parts, have tried to identify the opportunities and –
at the same time – barriers of cultural institutes and civil organizations in order to explore their role in
the investigated settlements communities. The research led by Érmelléki Népfőiskolai Egyesület
(Érmelleki Folk-High School Association) conducted in 2017. The exploring survey focused on the local
people's opinion, was conducted in six (Bagamér, Álmosd, Kokad, Létavértes, Pocsaj, Esztár)
settlements (which is the Hungarian part of the small region Érmellék) asking around 800 adults about
their views of their villages special focus on the cultural and learning opportunities of their places. The
qualitative part (interviews) were focusing on the leaders’ and key people's opinion of the same focus of
the six settlements.
Some findings
The research findings resulted very important and interesting outcomes, whic could be considered for
for community building planning. It seems, that less than 10% of the populations of the settlements
active in different events of the organizations. Those respondents who are not active, also more critical
about he community and cultural life of their settlements. Most of those, who moved to these villages in
the last 20 years are more disappointed about the cultural and community life offered by their
settlements.
Keywords: community development; cultural organization; cultural activity; regional development, folk
high-school association
Gábor Erdei, Ph.D.
senior lecturer at the University of Debrecen, Hungary. He is teaching and
working at the Institute of Educational Sciences and Cultural Management,
Department of Cultural Management and Human Studies. His research
interests covers the broad range of andragogy, partly workplace learning
but at the same time he has done several research on cultural life and
community development as well. These practical and empirical activities
mostly done by his NGO (Érmelléki Folk High-School Association).
49
Balázs Benkei-Kovács Institute on Adult Learning and Knowledge Management, Faculty of Education and Psychology, ELTE University Budapest
The policies of diversity and adult learning The systematic elaboration of the validation of non-formal and informal
learning became a strategic target for the member states in the European
Union, which intends to create Life-long Leaning based societies. The
European Council formulated the prescription in the recommendation of the
20th December 2012, that national validation strategies should be
implemented in the European countries.
The European educational policy has introduced the term ‘validation’ to describe the recognition of prior
learning which appeared in Europe uniformly around 2003-2004, after the establishment of the common
European principles (Council of the European Union, 2004). The phenomenon and the use of
terminology have been studied by a number of macro-level researches in the past decade that created
a number of different clusters based on the varying practices of countries. It can be generally said,
supported by Singh’s research (2011), that the definition and models of validation are exceptionally
heterogeneous: “the definition of RPL differs from country-to-country and from one institution to another”
(Singh, 2011, 2). Studying the issue of validation started globally around the early 90’s (Evans, 1993),
but its more intensive presence can be dated back to the first years of the 21st century. Research interest
has specifically accelerated in the last few years, especially in studying the higher education sector
(Andersson–Sandberg, 2011; Singh, 2011; Pitman–Vidovich, 2013).
The validation system can be evaluated as a very complex tool of the educational-policy, and its
complexity retards and hinders its implementation in those countries, which didn’t identified real
functions and large target population for this alternative service of the educational system.
The presentation offers an overview of the European policy tools elaborated since the beginning of the
21th century, and presents the functions, the actors and good practices of the validation systems, based
on the Inventory of Non Formal and Informal Learning (Cedefop, 2005, 2010, 2014).
We highlight some countries’ best practices, like Norway, France and Portugal which were successful
in the implementation of this policy tool (Werquin, 2010; Bjornavold, 2015).
The presentation gives a short overview on the earlier Hungarian developments in this field, and tries to
draw the attention on some aspects, which could be useful for the future developments (Benkei-Kovacs,
2017)
Balazs Benkei-Kovacs PhD
works as a senior lecturer of Institute on Adult Learning and Knowledge
Management at the Faculty of Education and Psychology, ELTE University
Budapest, since 2013, and generally in the Hungarian Higher Education
system since 2002. Researcher mainly of comparative adult and vocational
education, he published more than 50 scientific papers, and collaborated to
3 monographies. At the beginning of his career, he was active as project
coordinator of the European Leanardo da Vinci projocets, in the last
decade, he is participating as expert in the Erasmus + program.
50
Katarina Popovic – Jovan Milkovic University of Belgrade, Faculty of Philosophy, Serbia
Community learning and new togetherness The paper is based on the critical theory and theory of public pedagogy
formulated by Henry A. Giroux. The theoretical frame is his criticism on neoliberal
paradigm that has subordinated all aspects of social life to the dictates of the
market while dismantling the welfare state and public education system. In the
political context of modern times marked by rising nationalism, authoritarianism,
even fascism, Giroux discusses the issue of border crossing and the politics of
disposability, including many groups like Muslims, workers, youth of colour, poor Black communities etc.
Traditional teaching (such as skills training) cannot address the new forms of domination rooted in
neoliberal politics; critical pedagogy is required as a new mode of politics and global resistance, and a
starting point for individual and collective forms of struggle.
The emancipatory relationship among culture, power, and politics, expressed through the dynamics of
public pedagogy. Education becomes a defining principle of a wide ranging set of cultural apparatuses,
leaving the schools and formal education and entering the sphere of culture and politics, as the part of
continuous process of learning and education and basis for struggle for democracy.
Through this premises, the recent civic protests in Serbia are analysed as the direct form of public
pedagogy, which starts at the community level, has very often community issues in the focus, and
engages people from respected communities. This kind of learning involves border crossing and
bringing together various „disposable“ groups, but it goes beyond traditional interculturalism, solidarity
and empathy. It functions more like a network of struggles that affirms particular issues and also provide
a common ground in which various groups can develop alliances and link specific interests to broader
democratic projects, strategies, and tactics. Although solidarity and empathy are important elements of
successful questioning of various forms of domination and neoliberal practices, the new movements
establish new kind of togetherness that has the potential to transcend the characteristics of single groups
and to connect them based on more universal values, with compassion and social responsibility aimed
at deepening and extending the possibilities for critical agency, economic democracy, and the just
distribution of political power. The civic protest in Serbia, bringing various groups together, framing their
actions in the public spaces, pointing out their civic and democratic character.
Together with other global movements, with local character and global goals, movements that have
attempted to open up new modes and sites of learning while enabling new forms of collective resistance,
Serbia offers an insight into the new interpretation of 'communal' and 'communities', within the new
spaces of resistance, encouraging human agency and social responsibility. The chosen example shows
the importance and learning potential of the public sphere both in terms of modernity as understood by
Habermas, and in Giroux's strong criticism of the neo-liberal collapse of the public into the private,
resisting attacks on the public spheres and 'conquering' the contested ones. This represents the new
forms of social citizenship and civic
education, developed through learning used to expand the public good, create a culture of questioning,
and promote democratic social change.
Keywords: Henry A. Giroux ; community learning; togetherness; public pedagogy
51
Katarina Popović, PhD
is Secretary General of ICAE (International Council for Adult Education) and Professor at the
Department for Andragogy, Faculty of Philosophy in Belgrade. She is visiting professor for adult
education and lifelong learning at few European universities, and president of the Serbian Adult
Education Society. She is the member of International Adult and Continuing Education Hall of
Fame, several relevant European and international organisations, editor in chief of the journal
“Andragogical studies” and author of numerous publications, articles and books in the field of adult
education and lifelong learning.
52
Éva Szederkényi University of Pécs, Faculty of Humanities, Hungary
Analysing the Role of Universities in the Development of Learning Cities – a Case Study to Integrate Diverse Adult Learning Communities The research focus of the paper is to present a case study in community
learning facilitated by a formal-learning agency, i.e. university. Taking a
global perspective, the question that is posed to what extent universities can
be agents in bridging formal and non-formal learning initiatives and act as
forerunners for life long learning, since universities offer a wide range of
learning opportunities and skills development based on adult student diversity. This process is also
learning for the university itself. This paper brings to the fore some aspects of lifelong learning from the
perspective of the universities, subsequently argues that learning society has a vital role in empowering
citizens and effecting a transition to sustainable societies (Szederkényi, Németh, 2018: 132). On a local
scale, universities are now urged to analyze and implement new practices to abide the changing
contexts in which adult learners and communities in our ever-changing world find themselves. This
paper argues that building diverse communities is no longer a policy-driven agenda, but a bottom-up
inventiveness initiated by citizens, both local and global. The University of Pécs, Hungary embarked on
a journey leading to new ‘shores’ of mutual respect, understanding and solidarity its local communities
in the region long has been forgotten by policy makers. By successfully applying for UNESCO Global
Network of Learning Cities network, since 2017 along with the City of Pécs annually organizes a
‘Learning Festival’ in cooperation with the Learning Region Region of Pécs, founded in the framework
of the Pécs Festival Days in order to ‘inhibit’ public places for community and experimental learning.
The 3rd Learning Cities Festival of September 2019 will built on past experiences while introducing nem
practices to address notions of sustainability, intergenerational dialogue, while sharing methods of
experimental and community learning in the European Cultural Capital 2010 city of Pécs. The paper is
also designed to evaluate the role of the learning city model in community development in compliance
with UNESCO’s SDG 4 and SDG 11 in creating a diverse community in a multi-ethnic region striving for
recognition.
Source quoted: SZEDERKÉNYI, É., NÉMETH, B.: Open access learning environments – Outcomes of
the 2nd learning city festival 2018 in Pécs, Hungary. eucen Studies eJournal of University Lifelong
Learning, eucen Conference and Autumn Seminar, 2018, Vol. 2. No. 01., pp. 125-135.
https://eucenstudies.files.wordpress.com/2018/12/eucenJournalULLL2018_v2n1_FINAL-S.pdf
Keywords: learning communities; solidarity, dialogue, cooperation, bridging people, cultural diversity
Éva Szederkényi
obtained her PhD from the Faculty of Humanities and Social Sciences,
Pázmány Péter Catholic University, Hungary. She also holds a
postgraduate degree in Education from Trinity College, University of Dublin,
Ireland. Currently she is lecturing as an Assistant Professor at the Faculty
of Humanities, University of Pécs, Hungary. Her research interests include
psychoanalytic literary theory, trauma literature and coaching and
mentoring.
53
PART 5 – EFFECTIVE KNOWLEDGE TRANSFER FOR SENIOR LEARNING Jumbo Klercq The Elephant Learning in Diversity B.V., Netherlands
Learning to live together Learning to live together is one of the four principles of education (Delors, `1998).
One of the appendices of the UNESCO report Learning: the threasure within is
titled Education for a multicultural world (Stavenhagen, 1998). He wrote: „a truly
multicultrual education will be one that can address simultaneously the
requirements of global and national integration, and the specific needs of
particular culturally distinct communities, both in rural and urban settings (....) To
achieve such a truly pluralistic education it wil be necessary to rethink the objectives of what it means
to educate and be educated; to remodel the contents and the curricula of formal schooling institutions;
to develop new teaching skills and educational methods; and to stimulate the emergence of new
generations of teachers/learners“. Learning to live together is still the final answer to the question which
role adult learning has to play in policies of diversity. The title of this paper is still as up to date and valid
as it was in 1998 or perhaps even more.
The purpose of this paper is twofold: on the one hand building a helpful theoretical framework for adult
learning, policies of diversity and intersectional thinking, because this are often separate areas in which
goodwilling professionals individually have their own postulates and presuppositions. Shared valid
visions are missing.
At the other hand showing in what way adult learning methodologically can take up this big challenge in
a world where the multicultural society more and more is seen as a failure.
Starting point is a critical analysis of adult learning as a linguistic, narrative practice. We will refer here
particularly to the traditional concept of Bildung in a contemporary style. Central topic in our analysis are
„identity“ issues, a topic which is closely linked to the Bildung approach. Following Fukuyama (2018) we
wil link identity also to dignity. Here we meet „diversity“ in all kind of forms.This means that we have to
redifine the concept of diversity as well. We explore several dimensions of culture and pay extra attention
to the simultaneously living of different generations and diversity within these generations.
We will show how adult learning can play a role in deconstructing the political correctness of diversity
policy and restore a politics of dignity and respect. A mixture of methodological aspects is necessary.
One aspect is intersectional thinking, exploring the coherence and interdependence of characteristics
that people and groups do differ from each other, assigned on the basis of factors such as gender,
sexual orientation, skin colour, ethnicity, nationality, class, culture, religion, health situation, age,
residence status, property, North-South/East-West, social development (Lutz,2012). A second
methodological aspect is storytelling: stories working as guidelines for our actions (Gotschall,2013). The
third methodological aspect is the art of interrupting and questioning. Finally we will show how a
contemporary Bildung approach in adult learning as linguistic, narrative practice can help and support
learning to live together in the broadest sense of the words.
Keywords: identity, diversity, adult learning, intersectional thinking
54
Jumbo Klercq (1954)
is a Dutch entrepreneur in lifelong learning, owner of The Elephant Learning in Diversity, since
2008. He is active as trainer in adult education since 1978 and worked for large Dutch training
organisations. He is specialised in change management, learning for later life, entrepreneurship
in the social domain and works often with migrant and refugee organisations. He is ap roject
developer and has been involved in many European projects as coördinator and as partner. He
supports many organisation in non-formal lifelong learning through consltancy, training and project
management. He was from 2002-2008 board member and vice-president of the European
Association for Education of Adults. Nowadays he works also as publicist and ambassadors for
EPALE.
55
Marta Gregorcic University of Ljubljana, Faculty of Arts, Slovenia
Selected Results of the Project Old Guys Say Yes to Community: Targeting Men Aged 60 Years or More The paper presents selected results of the project Old Guys
Say Yes to Community developed with European partners from
Slovenia, Portugal, Poland and Estonia. The project has been
coordinated since September 2016 by the Faculty of Arts,
University of Ljubljana. The aim of the research project was to
find out how to improve the participation of older men aged 60 years or more in the local community
and, in particular, how to encourage older men’s socialisation, informal learning and inclusion in the
organisations which are not primarily meant for education and learning in the third and fourth life stages.
The background that linked project partners to the research was the recognition that significantly fewer
men in the third and fourth life stages than women of the same age realise the importance of lifelong
learning and of the advantages of active participation in the community. The low participation rates of
older men in organised learning programmes and other free-time activities are evident from a number
of research studies (Merriam and Kee, 2014; Schuller and Desjardins, 2007; Tett and Maclachlan,
2007), many of which link this to the men’s quality of life, which is lower than the opportunities available
to them in their environments otherwise allow (Courtenay, 2000; Golding 2011; Oliffe and Han, 2014);
that they are more likely to be subjected to loneliness, (self)marginalisation at old age (Paúl and Ribeiro,
2009; McGivney, 2004; Williamson, 2011) and that they increasingly rely on their wives and life partners,
depending on them emotionally as well as in terms of care, etc. (Vandervoort, 2012; Dettinger and
Clarkberg, 2002). Various statistical data, too, confirm that older men are less active than women with
only four countries in Europe, where men are more active than women, but the difference is practically
negligible (between 0.2 and 0.6%) and should be considered through gendered experiences besides
cultural and religious aspects (Eurostat, 2017).
As part of our project we undertook an extensive qualitative research study in 2017. Each partner country
carried out three focus groups, ninety to one hundred semi-structured interviews with men aged 60 years
or more, analyses of ten examples of good practice of the men’s participation in their communities or
elsewhere, analyses of national strategies, professional and scientific literature. To analyse the
interviews each partner chose most appropriate qualitative content analysis and coding methods for his
context and realities revealed on the research filed (among other Glaser, 1978; 1992; Schütze, 2012;
Rosenthal, 1993; Schreir, 2012; Franzosi, 2008 have been used).
Due to diverse national and local contexts, educational and historical background, rich and diverse
participants’ life histories, etc., partners gained very scattered results almost impossible to compare.
However, during the one-year process each partner made many discussions with relevant stakeholders
and finally common reflections brought us to the four core themes highlighted in this paper: a)
Pluralisation of transitions to retirement and ageing; b) Absent bodies and invisible lives; c) Re-defining
masculinity and gender capital; and d) Community-based learning, action and spaces. All themes are
supported by well-defined issues and obstacles preventing men to integrate into the community and are
completed with suggestions and recommendations to implement the much-needed changes. In addition
to these four themes, the paper touches upon a series of subtopics and questions that should be
addressed by further scientific research in observed countries.
However, all project partners faced huge obstacles that cannot be resolved with lifelong learning and
active ageing strategies or policies. Financial and material vulnerability of older adults, at high risk of
poverty, spatial exclusion, unequal access to health and other institutions, mobility, the need for labour,
social and political participation by older adults (also men aged 60 years or more) among others are the
problems that go far beyond civil society and NGOs dealing with older adults and should be solved by
central government and national policy, in some part also by local authorities. But as presented in this
paper, particularly through the suggestions and recommendations in the last section, there are also
56
numerous obstacles that can be solved by civil society and NGOs. Innovative, more democratic,
participative, informal and bottom-up approaches are needed, able to consider and re-arrange their
spaces, programmes and attitudes towards older adults and consider gendered needs, problems and
experiences.
Keywords: transitions to retirement, silver productivity, gender capital, community-based learning and
actions
Marta Gregorčič
is an assistant professor of cultural studies and has a PhD in sociology,
currently working as researcher at the Faculty of Arts, University of
Ljubljana on the project Old Guys Say Yes to Community (Erasmus+). She
has published seven books, over fifty scientific and scholarly articles,
worked as an editor for numerous publications and lectured at various
programmes and international conferences. Active in the field of adult
learning since 2015, she is particularly interested in informal community,
transformative and situational learning and post-capitalist prefigurative
practices and processes among people in later life as well as in the
intergenerational contexts.
57
Antonela Marjanusic – Judith Jennert Adult Education Institution Dante
Influence of Erasmus+ KA2 Projects on Adult Education Erasmus+ is the European Union program aimed at developing education, training and youth work
across Europe. It has opportunities for people of all ages, helping them develop and share knowledge
and experience at institutions and organizations in different countries. Erasmus+ Programme projects
enable organizations and institutions across Europe to create, tailor, and implement a variety of courses,
tools and events that increase adults' competences and the quality of life in the senior community.
[email protected], [email protected]
Teréz Kleisz University of Pécs
Choices and barriers of effective knowledge transfer for quality intergenerational learning The emergence of the issue of intergenerational learning has
become a very significant line in the field of Lifelong Learning.
Transfer of knowledge, norms, beliefs and values between the old
and young generation is a universal phenomenon of human culture.
But in contemporary modern times non-familial social forces get
much stronger in shaping societies, demographic changes have affected the size of age groups,
geographic mobility has altered the level of meaningful relationships, the growth of individualism and
specific institutional realms has prompted generational separation so intensively that it has become a
serious social concern as it is seen seriously hampering of both personal development and social
integration. Older adults represent a new population group and the negative perception associated with
the elderly needs to be challenged.
The presentation presents the wider context and highlights the key themes in the area and describes
the characteristic features of intergenerational programs, sets to identify the relevant components that
may lead to immediate or longterm perosnal and social benefits or failures. ( relying on the reviews on
the numerous „wider benefits’-type of literature and research).
Finally the issue of promoting intergenerational exhanges and creating opportunities for
intergenerational learning initiatives are discussed.
Intergenerational learning could arise in any range of contexts in which young people and elderly people
come together in a shared activity. It can provide a base for synergies.
58
Antonela Marjanusic – Judith Jennert Adult Education Institution Dante
Influence of the European Social Fund on Institutions and Associations Providing Services for Senior Learners How dependent are senior associations and adult education institutions on European and government funding? What programs are offered to senior learners in Rijeka thanks to the European Social Fund? [email protected], [email protected]
Teréz Kleisz Phd
retired Associate Professor at the University of Pécs, Hungary. Teaching
sociological and community development courses since the eighties. A civic
activist in the field of youth culture, a member of the trustee-board of Pécs
Community Foundation , and advocate of the Pécs Learning City Project.
Member of the editorial committee of professional journals Cultural Review
and Knowledge Management. She was involved in international research
and development projects focussing on learning regions, cultursl policies,
the local and regional dimension of lifelong learning, reviewing education
and training for active citizenship in Central and Eastern European
Perspective, intergenerational learning via universities, cultural heritage
and communities. Research interests: Professionalization processes within
the cultural and the adult learning field.
59
Balázs Németh University of Pécs, Faculty of Humanities; Institute for Human Development and Cultural Studies, Pécs, Hungary
The relevance of the model of global learning cities for local community learning - Examples from Cork and Pécs Studies in adult education and lifelong learning have recently been broadened into
the topic of learning cities – regions and learning communities. Since UNESCO
focus has signalled after Belém – CONFINTEA VI in 2009 through the series of
GRALE Reports that raising participation would definitely be a core focus of
development. In this respect, the incorporation of learning cities as a model was
clearly considered to help raising both participation and promote each and all goals
of the international community which had already been declared through the educational dimensions of
the Millenium Developent Goals and the Dakar Framework for Action (2000) and, consequently, in the
late format of the Agenda 2030 for Sustainable Development Goals (2015).
However, not only the GRALE Reports I, II and III (2009, 2013 and 2016) and the UNESCO
Recommendation on the Development of Adult Learning and Education (2015), but also the Global
Learning City Initiative in 2011 and the making of a Global Network of Learning Cities in 2013 shifted
the arguments into action so as to connect local and regional development with lifelong learning.
This presentation will argue that, on the one hand, the development of learning cities is not at a new
phenomenon in Europe, it is a clear return, or in other words, a reconfiguration of roles of urban
structures with sensitive attention to communities and to individuals and to help them form their
communities in autonomous ways (Longworth, 2006).
On the other hand, this model might be considered as an integrative frame to balance the social and
cultural with that of economic to signal that the bridging word is learning whether the main approach for
a city would be creative, green, educating, healthy, cultural or smart. (Osborne, 2018) In the global
mindset, it is also interesting that in Korea or in Japan, for example, the community aspect seems to be
very strong in the conceptualisation of lifelong learning in cities (Han, 2012), while it is rather centred to
the individual in the European discourse. Maybe, the examples from Pécs (Németh, 2017) and Cork (O’
Tuama, 2016) will show that learning communities and learning neighbourhoods can effectively signal
the presence of a more humanistic layer to keep issues of identity, belongingness, equity and
voluntary/participatory actions for life skills devlopments as key stones of the learning city constrained
by challenges coming from the realities of intercultural and/or intergenerational diversities and of other
fragmented interests (All-Local project, 2018-19)
Somehow, the spirit of the famous 1919 Report from the UK is still relevant in the context of learning
cities that the promotion of lifelong learning for active citizenship and of learning cities in Europe depend
on the formation of a more intelligent public opinion. (Smith et al, 1919 Report)
Keywords: Global Learning Cities, Community Learning, Life skills, Participation
Dr. habil Balázs Németh
is a researcher on European adult and lifelong learning policy development and
comparative adult education. He is an associate professor and reader in Adult
Learning and Education at the University of Pécs and a founding member of the
Hungarian Universities Lifelong Learning Network (MELLearN). Further research
topics of his are: Politics and Adult Education; Comparative Adult Education;
History of Modern European Adult Education and Learning City-Region
Developments in association with the global network of learning cities
programme (GNLC) of UNESCO Institute for Lifelong Learning.
60
Klára Bajusz University of Pécs, Department of Adult Education and Human Development, Hungary
The Barriers of Learning in The Third Age The concept of lifelong learning is now transcending our daily lives - the conscious
learning processes are parts of our life and not limited to our active years in the labor
market. In order to remain active members of the community, to make meaningful
decisions, we must learn in our retirement age too. Gerontoeducation serves the
learning needs of generations above the age of 60.
However, access to learning of the elderly is also hampered by a number of obstacles. We are often
motivated in vain if different external and internal factors inhibit learning. These can be the barriers of
our personality or habits, but mostly environmental factors.
The main obstacles to access are:
• The immediate environment of the learner. Underschooled status. Lack of knowledge. Lack of
a positive example.
• Previous bad learning experiences and failures. Fear of school.
• Methodological failures, untrained teacher, inadequate curriculum or methods,
• Poverty. High fees for learning. Problems with the financing of costs (travel, curriculum, clothing,
food, etc.).
• Lack of equal opportunities for those living in small settlements. Lack of training supply.
Difficulties in traveling. Lack of information.
• Health reasons. Disease that hinders mobility. Nursing tasks. Missing accessibility.
Gerontoeducation should be treated as a real educational policy goal, more resources should be used
to finance it, methodological development should be done consciously, and a lot of these barriers could
be overcome.
There will be a well-functioning gerontoeducation system in Hungary if the supply becomes diverse and
accessible to all who would like to learn, if methodological problems do not cause learning failure, if
learning is accepted for the society, and if underschooled people find the right learning opportunities
too.
Keywords: lifelong learning; learning in the thid age; barriers of learning; social impact of learning
Klara Bajusz Ph.D.
Associate professor, University of Pécs, Faculty of Humanities, Department of
Adult Education and Human Development. She is teaching in HE and formal
adult education since 1996. Main research topics: gerontoeducation, second
chance education. She is the leader of the Senior Academy of Pécs.
61
Antonela Marjanusic – Judith Jennert Adult Education Institution Dante
Competences and Training of Professionals Working with Senior Learners What are the (initial) competences of professionals working in adult education in Croatia? What opportunities for professional development are offered to organizations and trainers in adult education within European projects and what is their impact on the quality of services provided to senior learners? Is instruction tailored to the needs of senior learners? [email protected], [email protected]
62
Tamás Kovács University of Pécs, Faculty of Humanities, Hungary
Developing a rural region by using the toolkit of andragogy Experience and methodological presentation about researches and practical
sessions for students of disadvantaged background from the micro-region called
"Észak-Hegyhát" as disadvantaged region. It also covers the lecture held by the
former publications and the author's research process.
In this reasearch the author examines the issue of micro-regional developments with
the help of deductive source analysis drawn from the former publications in the same
area (NÉMETH, 2016,2018; EUROFUND, 2012), and the documentation of local projects (DICSŐ-
HALMAI 2015), and the use of oral history – in Alsómocsolád, Baranya – from the tool of the inductive
resource research, seeking answers to my assumptions, with hypothesis suggests „The tools of
andragogy are suitable for creating an effective, complex project to develop a regional human
resources“.
During the preparation, and the whole time of the researc, the author talked several times with the
leaders of the affected settlements, the workshop-leaders, and the stakeholders of social grups. As well,
the workshops were not only a tools of the research, but tools of the „how to put the ideas into a form of
a project generation“. As a result, some elements of the research were outlined and fitted to the local
needs and opportunities.
This research also implements a project-generation process. With this innovative combination of the
practical modelling and researching was to combine a theory and practice, as well as tho demonstrate
the rejection of the hypothesis – in several planes.
Keywords: rural, development, NEET, disadvantaged, project
Tamás Kovács
was born in 1976, he grew up in Tátompuszta, Hungary. He works as personality
development trainer, coach and project manager and also a phd. student at the
University of Pécs. In the past 20 years, he has been working with catching up
disadvantaged people, and created his own „Mindfulness Thinking Training” –
and it changed the fate of thousands of people over the past decade.
63
LIST OF 11TH ESREA BGL-ALC CONFERENCE PARTICIPANTS
Abdalhamid Alahmad Eotvos Lorand University [email protected]
Maria Bajner University of Pecs KPVK [email protected]
Klára Bajusz PTE BTK HFMI [email protected]
Balazs Benkei-Kovacs Institut Research on Adult Education and Knowledge Management, Faculty of Education and Psychology; ELTE University Budapest
Pál Csonka Nevelők Háza Egyesület [email protected]
Helen Wanderley
do Prado
Universidade Federal do Estado do Rio de Janeiro
Sam Duncan UCL Institute of Education [email protected]
Gábor Erdei University of Debrecen, Hungary [email protected]
Erika Juhász University of Debrecen [email protected]
Rob Evans Otto-von-Guericke-Universität Magdeburg
Éva Farkas University of Szeged [email protected]
Krisztina Fodorné Tóth University of Pécs (PTE) [email protected]
Marta Gregorčič Faculty of Arts, University of Ljubljana [email protected]
Andreas Héjj University of Pécs, Faculty of Humanities
Nessrin Jalal Alfurat [email protected]
Judith Jennert DANTE [email protected]
Eszter Karvázy NSZFI [email protected]
Katinka Käyhkö University of Eastern Finland [email protected]
Annamária Kiss NSZFH [email protected]
Terez Kleisz Retired university associate professor (University of Pecs)
Jumbo Klercq The Elephant Learning in Diversity [email protected]
Inez Zsófia Koller University of Pécs, Faculty of Humanities, Institute of Human Development and Cultural Sciences
Zsuzsa Koltai University of Pécs, Faculty of Humanities, Institute for Human Development and Cultural Studies
Tamás Kovács University of Pécs [email protected]
Zsuzsa Kovács Eötvös Loránd University, Faculty of Education and Psychology
Éva Kovácsné Péter NSZFH [email protected]
Ewa Kurantowicz University of Lower Silesia [email protected]
Licínio Lima University of Minho [email protected]
Emilio Lucio-Villegas University of Seville [email protected]
Antonela Marjanusic DANTE [email protected]
Jupter Martins de Abreu Junior
IFRJ [email protected]
Jacqueline McFarlane-Fraser Independent Researcher [email protected]
James E. Mmari Eötvös Loránd University [email protected]
Taisia Muzafarova Eötvös Loránd University [email protected]
Zsolt Nemeskéri University of Pécs, Gál Ferenc College
Balázs Németh University of Pécs [email protected]
Nikoletta Pete KultúrÁsz' Cultural Association [email protected]
Dana Nurmukhanova Eötvös Loránd University [email protected]
Dr. Éva Szederkényi University of Pécs [email protected]
Gabriella Szilágyi Eötvös Loránd University [email protected]
64
Anildo Vedovatti NSZFH [email protected]
Csilla Anna Vincze Nevelők Háza Egyesület - CKH [email protected]
Deisi Yunga ELTE [email protected]
Davide Zoletto University of Udine [email protected]
PARTNERS ALL-LOCAL – Effective Knowledge Transfer and Competence Development in
the Senior Community
EFOP-5.2.2-17-2017-00071