Group 1: Time in adult learning and education
Comparative Group 1: Time in adult education and learning – temporalities as a resource and boundary
time for learning (hours, years) - participation/non-participation - paid educational leave
Learning always involves making and taking time. To understand the influence of time it encompasses more then just the single chronological time-related attributes (hours, minutes, time tables, schedules etc.). There is a great diversity of temporal elements as they exist in pedagogy e.g. time sequences during the (lifelong) learning process, temporal dislimitations in adulthood (work, family, recreation etc.), the didactical approach to synchronize learning processes etc. For instances, an inclusive educational model would promote lifelong learning within a temporal sensitivity for modern times. By questioning the effective 'real times' for learning (OECD; AES) one can find that time constraints are the main obstacles preventing adults from learning - no difference in which country you live. But beside, there are differences in between the legal national regulations concerning time (e.g. Paid Education Leave)
Comparative research question:
How are the macro level (legislation/laws) and the micro level (participation/non-participation) time-perspectives in adult education interrelated to each other?
Context of comparison:
The contexts of comparison of the macro-level are laws and legal regulations: Especially the international 'Paid Educational Leave' regulation relates to national ratifications (Educational leaves) and to regional laws too (often with concrete instruments; in Germany for example 'learning vouchers').
The contexts of comparison at the micro-level can be the interdependency of participation in vocational training within working-learning-accounts in companies. Or the relation between a.) learning hours in non-vocational versus vocational training or b.) formal and non-formal learning.
The context will be interdepended to the available data on this is-sue, e.g. national context in the OECD-data.
Categories of comparison:
- Legislative Background: What legislative background concerning time for adult education exists in your country? (Describe)
- Ratification of ILO Paid Educational Leave Convention: Has your country given their ratification by convention to the ILO Paid Educational Leave Convention, 1974 (No. 140)?
- Time for Participation in Adult Education: Find some data about your country and report: How much time (e.g. hours per year) do adults spend in educational activities? Is there a difference between formal and non-formal education? Is there a difference in learning time inbetween vocational training and general education?
- Temporal barriers of participation in adult education: What is in the OECD 'Education at a Glance' (2014) reported about the lack of time resp. temporal barriers to participation in adult learning activities (between work and family; inconvenient time offer; lack of support and unexpected things)?
References:
OECD (2012 and 2014), Education at a Glance: OECD Indicators, OECD Publishing, Paris. Available at: http://dx.doi.org/10.1787/eag-2012-en; http://dx.doi.org/10.1787/eag-2014-en; Leccardi C (2013). Temporal perspectives in de-standardised youth life courses. In: Schröer W, Stauber B, Walther A, Böhnisch L and Lenz K (eds.) Handbuch der Übergänge. Weinheim/Basel: Juventa, 251 - 269; Schmidt-Lauff S and Bergamini R (accessed 2016/2017). Modern Phenomenon of Adult Learning and Professional Time-Sensitivity - A Temporal, Comparative Approach. In Egetenmeyer R, Schmidt-Lauff S and Boffo V (Eds.). Adult Learning and Education in International Contexts. Peter Lang
Prof. Sabine Schmidt-Lauff, Helmut-Schmidt-University, Germany
Sabine Schmidt-Lauff has carried out diverse policy analysis on lifelong learning and is an expert on learning times and time policies for lifelong learning. Sabine Schmidt-Lauff did her PhD studies at University of Hamburg with a study on collaboration on vocational training and professionalization in Adult Education. From 2008 to 2016 she had a professorship for Adult and Continuing Education at Technical University of Chemnitz. In 2016, she accepted a professorship for Continuing Education at the Helmut-Schmidt-University (Hamburg). Sabine Schmidt-Lauff's research emphasis lay on questions of professionalization and professionalism, Continuing and Vocational training, international-comparative research in lifelong learning, time and Bildung.
