Adult Education Academy

    Dr. Paed. Søren Ehlers

    What excites you about adult learning and education?

    "The field - understood as lifelong learning - is growing all over the world. Some scholars argue that the activities are going down. However, I disagree. Lifelong learning as a transnational policy is having success. There are of course many problems, but they are mainly implementation problems. The course seems to be right."

    Why did you choose to do research in the field of adult learning and education? 

    "I am trained as a historian and for this reason involved in mapping social changes over time. It is a wonderful challenge to study the implementation of lifelong learning all over the world. What is going on? Why are the results so different when we doing comparisons? How can I explain the ups and the downs?"


    Søren Ehlers, Dr. Paed. is Adjunct Professor, University of Science & Technology, Meghalaya and Distinguished Professor at the International Institute for Adult & Lifelong Education, India. He has been teaching and doing research at Aarhus University Denmark and in other Danish institutions and has been travelling widely for the same, all over the globe and has many publications and projects to his credit including the first Masters in Lifelong Learning (MALLL) in Europe. 

    • Comparative Studies
    • Working with Sources in Research
    • Individual Learning Accounts 
    • Policies for Increasing Participation of Adults in Learning
    • Transitions in Adult Learning
    • Education Policies of International Organisations
    • Danish Folk highschools.

    CG 2: Resource mobilisation for the education of adults

    Co-Moderators: Dr. Shalini Singh, Dr. Séamus Ó Tuama

    Resource mobilisation is a key factor in implementing policies. Without this, the education of adults cannot become a reality. Different contexts have different challenges in mobilising resources for the education of adults. Apart from the contextual factors, the sustainability agenda manifested as Sustainable Development Goals (SDGs) and policy recommendations from key international organisations have played a major role in shaping these policies. Across-contextual comparison will provide insights to understand the challenges against the mobilisation of resources for the education and the way they have been and can be (based on policy recommendations of key international organisations) addressed in different contexts. The group work will focus on policies for determining how to mobilise resources for the education of adults, who pays when, for what, for whom, why and how.

    After the group work, the participants will be able to understand how the resources for the education of adults can be mobilised, what are the challenges against doing so and how they can contribute to research regarding the same in their contexts. They will learn how to understand contexts under than theirs’; the challenges of understanding and interpretation due to per-conceived paradigms and being embedded in a certain context; compare vertically and horizontally and to address the challenges of studying and comparing ‘other’ contexts than theirs. Further, they will learn how to analyse policies in-depth, how to interpret policy documents (non-scientific sources) in a scientific way for research and become aware of the challenges and solutions for doing the same.


    For more information about the comparative group have a look at our programme!

    SINGH, S./SCHMIDT-LAUFF, S./EHLERS, S. (2022). Transitions from adult education sectors to lifelong learning systems: A Comparative study from Denmark, Germany and the European Education Area. In A. Grotlüschen, B. Käpplinger, G. Mlozberger, & S. Schmidt-Lauff (Eds.). Adult education in international perspectives: Limits and Opportunities. DGfESINGH, S., MOLINA-NAAR, M., AND EHLERS, S. (2020): Policies for Professionalisation in Adult Learning and Education: ACompa ative Study from India, Colombia and Denmark 4Andragogical Studies 2020(2): 33-61.

    SINGH, S./EHLERS, S. (2020): Employability as a Global Norm: Comparative Study of Transnational Employability Policies from OECD, World Bank Group, UNESCO and ILO. In Egetenmeyer, R. and Boffo, V. (Eds.) International and Comparative Studies in Adult and Continuing Education, Firenze University Press: Florence: 131-147.

    EHLERS, S. (2019): The rise of a learning regime in Europe. Transnational policy terms mapped and discussed. In T. Fristrup (Ed.), Socially engaged practices in museums and archives. Fornvårdaren 38 (pp. 17–68). Østersund: Jamtli Förlag.



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