Prof. Borut Mikulec
Prof. Dr. Borut Mikulec is associate professor of adult and continuing education at the Department of Educational Sciences, Faculty of Arts, University of Ljubljana.
- the role of transnational organisations in education policy
- international and comparative adult education
- the policy in adult education
- profession-alization of adult educators
- continuing vocational education and training
- and citizenship education
CG 4: Programme planning and analysis in adult education: Dealing with power and going beyond power
Co-Moderators: Dr. Bernd Käpplinger
Although adults can learn independently and in self-directed way, many of them learn in an organised way through (formal, non-formal) educational offers available to adults. Both ways can even support each other mutually. Different types of organisations therefore provide learning opportunities for adults through their educational programmes, and programme planning and provision of programmes represent a core activity of professional practise in adult education.
Programme analysis refers to the analysis of educational programmes. Programmes in adult education: (a) serve as a hinge between potential learners and the provision of learning offers; (b) mean a wide variety nowadays, ranging from printed catalogues, leaflets, posters, websites, downloadable pdf documents, databases on the internet or posts of learning events on social media; (c) can be seen as everyday documents or temporary marketing tools, but are much more than that; (d) often include a brief description of the aims and content of a course, how the learning will take place, who the teachers are, target groups of learners, location, time, cost, etc. Programmes often illustrate the current “zeitgeist”.
Classification of the organisations where the programme can be found: 1) Public providers by the state (e.g. folk high schools), 2) Private providers by communities (e.g. voluntary work by actors or activists), 3) Market providers (e.g. commercial institutes selling education as a product), 4) Enterprise-based continuing training (e.g. adult learning offered within enterprises solely for the own employees).
Programme planning should address three core dimensions of planning, which means that we can use programme analysis to analyse the following three domains of programmes: (1) technical domain (e.g. structure and components of the programme), (2) sociopolitical domain (e.g. power relations) and (3) ethical domain (e.g. ethical issues).
- MIKULEC, B. (2021): The influence of international intergovernmental organisations on Slovenian adult education policies. International journal of lifelong education, 40(1), 37-52.
- GUIMARÃES, P., & MIKULEC, B. (2021): The paradox of utilitarian recognition of prior learning: the cases of Portugal and Slovenia. European journal for research on the education and learning of adults, 12(1), 109-122.
- KOŠMERL, T., & MIKULEC, B. (2021): You have to run it like a companyʹ: the marketisation of adult learning and education in Germany and Slovenia. European journal for research on the education and learning of adults, 12(1), 47-63.
- SCHWARZ, J., & MIKULEC, B. (2020): The role of organisations in the professionalisation of adult educators in Germany and Slovenia. Andragogical Studies, 2, 9-32.
- MIKULEC, B. (2019): Competences of adult education professionals in the European and Slovene context. Journal of adult and continuing education, 25(1), 25-44.
- MIKULEC, B. (2018): Normative presumptions of the European Union's adult education policy. Studies in the education of adults, 50(2), 133-151.
- MIKULEC, B. (2017): Impact of the Europeanisation of education: qualifications frameworks in Europe. European educational research journal, 16(4), 455-473.
