Professionalisation as development and as regulation: adult Education in Germany, the United Kingdom and India

Doyle, L. , Egetenmeyer, R., Singai, C. and Devi, U. (2016) Professionalisation as development and as regulation: adult Education in Germany, the United Kingdom and India. International Review of Education, 62(3), pp. 317-341. (doi:10.1007/s11159-016-9560-y)

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Abstract

In this paper, the authors seek to disentangle what they see as contradictory uses of the term “professionalisation” with reference to adult educator development and training (AEDT). They set out to distinguish professionalisation from professionalism, and to identify the locus of control of AEDT in Germany, the UK and India. In these three countries, all of which have a long tradition of adult education, “professionalisation” and “professionalism” are used interchangeably to describe conflicting purposes. The authors aim to identify and critically explore the organisations and policies which control and support AEDT in their own countries using American sociologist Eliot Freidson’s “third logic” model, and drawing on his juxtaposition of “professions”, “the market” and “bureaucracy”. Applying Freidson’s models to the organisations highlights the role of bureaucracy and that where adult education is concerned, national governments, the European Union and aid organisations not only serve bureaucracy but also support the market rather than operating separately from it. While the term “professionalisation” continues to be used to mean professional development, either by adult educators and representative organisations (as in the UK) or by organisations acting on their behalf (as in Germany and India), it is also used to denote regulation and standardisation issuing from bureaucratic institutions and adult education provider organisations in the interests of the market. The authors suggest that Freidson’s model provides a useful tool for adult educators in other countries to reflect on their professional position and to engage in the development of their own professional standards, both in their own interests and in the interests of those they educate.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Doyle, Dr Lesley
Authors: Doyle, L., Egetenmeyer, R., Singai, C., and Devi, U.
College/School:College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
Journal Name:International Review of Education
Publisher:Springer
ISSN:0020-8566
ISSN (Online):1573-0638
Published Online:13 May 2016
Copyright Holders:Copyright © 2016 Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning
First Published:First published in International Review of Education 62(3): 317-341
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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