health, fitness, health management
Health education is very important in adult education. It has many aspects: (1) the personal life of the learners in the sense of a satisfying lifestyle and high vitality in private and vocational regards; (2) being relatively fit is a premise for a successful and fulfilled job and because of that many companies are engaged in kind of health-management for their employees; (3) health is very important for the society as a whole and so the state and NGOs are engaged in supplying actions for Public Health (for instance informing about addiction, nutrition, prevention of diseases, child mortality, successful aging, clarification of risks for health and so on).
Comparative research question
In our group we’ll compare achievements, problems and institutions of Health Education for adults in different life situations. The main question is: What is the actual situation and significance of Health Education for adults in the context of the healthcare system of our countries? What about health as an issue of learning?
Context of comparison
The comparison aims at the corporative and political guidelines of health in the context of public welfare and health policy. But likewise of economical and individual factors and mentalities too (f.i. the difference of big cities and rural regions, between rich and poor people).
Categories of comparison (selection for the transnational essay is based on participants research interests)
- the healthcare system of your country (strengths and weaknesses)
- the significance and targets of health education for adults in general.
- the institutions concerned with health education for adults and their range including professionals.
- specific target audiences for Health Education for adults.
Website of the WHO in general, country-specific requirements, concrete programs
Førland, Georg; Silèn, Charlotte; Eriksson, Monica; Ringsberg, Karin C. (2017). Searching and Dealing, Confirmation and Feeling--Participants' Approaches to Learning in a Health Education Setting. In Health Education Journal, v76 n3 p326-336 Apr 2017.
Matthews, Catherine (2014). Critical Pedagogy in Health Education. In Health Education Journal, v73 n5 p600-609 Sep 2014.
Schöpf, Andrea C.; Ullrich, Antje; Nagl, Michaela; Farin, Erik (2016). Group Health Education in Inpatient Rehabilitation: Patients' Role Perceptions. In Health Education Journal, v75 n3 p289-305 Apr 2016.
Prof. Petsch earned his PhD from the University of Würzburg. His research emphasis is in questions of theory and practical use on job training, vocational training, coaching, supervision and lifelong learning. For many years, he was renowned director of an adult education centre in Würzburg. Today, he is honorary professor at the University of Würzburg. He is especially interested in reference sciences of educational science: philosophy, psychology and neuroscience. Furthermore, questions of systemic thinking and acting.
Nikola Korua ia a PhD student at Belgrade University, Faculty of Philosophy Department for Andragogy and Pedagogy. Since 2011 he help in teaching as student demonstrator. He has been working on EU projects as associate of Adult Education Society Belgrade. Since 2012 he is a member of renewed Adult Education Festival national board. Regularly, Nikola participate in national reporting on state of adult education for EAEA reports. He presented and published the papers in international journals related to community education and learning. Since august 2017 he is a board vice president of Center for Drama in Education and Art.