Past and Present Developments in the Professionalisation of Adult Learning and Education in Hungary

Viktória Beszédes; Éva Farkas

doi:10.4312/as/13456

Avtorji

Viktória Beszédes Univerza v Szegedu, Doktorska šola za pedagogiko in andragogiko, Madžarska
Éva Farkas International Adult and Continuing Education Hall of Fame

DOI:

https://doi.org/10.4312/as/13456

Ključne besede:

učenje in izobraževanje odraslih, strokovnjaki za učenje odraslih, profesionalizacija, usposabljanje, andragogika, Madžarska

Povzetek

Prispevek predstavlja opisno analizo značilnosti učenja in izobraževanja odraslih kot profesije na Madžarskem, s posebnim poudarkom na profesionalizaciji profesije kot tudi izvajalcev. Odgovoriti želimo na vprašanji, kaj so glavne značilnosti učenja in izobraževanja odraslih ter ali je to dejavnost v skladu s tradicionalnimi teorijami o profesijah možno uvrstiti med profesije na Madžarskem. Tematika je bila natančno raziskana prek pregleda relevantne literature in podatkov, pridobljenih na podlagi vsebinske analize primarnih virov. Raziskava je pokazala, da legitimnost izobraževanja odraslih na Madžarskem ostaja nejasna, kar odražajo tudi okoliščine družbenega prestiža izobraževanja odraslih, zakonodaje in profesionalizacije stroke, ki so v preteklih skoraj sedmih desetletjih doživele veliko sprememb.

Metrike

Nalaganej metrik....

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Act CI of 2001 on Adult Education. (2001). https://mkogy.jogtar.hu/jogszabaly?docid=a0100101.TV

Act LXXVII of 2013 on Adult Education. (2013). https://net.jogtar.hu/jogszabaly?docid=a1300077.tv

Adams, T. (2018). Regulating professions: The emergence of professional self-regulation in four Canadian provinces. University of Toronto Press.

Adult learning and education data providing system. (2023). https://far.nive.hu/publikus-adatok/felnottkepzok-nyilvantartasa

Barber, B. (1963). Some problems in the sociology of the professions. Daedalus, 92(4), 669–688.

Beszédes, V. (2020a). A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon. Opus et Educatio, 7(4), 371–382. http://opuseteducatio.hu/index.php/opusHU/article/view/405/705

Beszédes, V. (2020b). A felnőttnevelési szakemberek tevékenységét meghatározó jogszabályi környezet vizsgálata – Magyarország és Szerbia esete. In E. Juhász & L. Pető (Eds.), Hálózatok a művelődés és felnőttképzés világában (pp. 145–177). Debreceni Egyetem BTK Nevelés- és Művelődéstudományi Intézet.

Beszédes, V. (2021). A felnőttnevelési szakemberek formális képzési útjainak komparatív vizsgálata Magyarországon és Szerbiában. In Á. Engler & V. Bocsi (Eds.), Új kutatások a neveléstudományokban 2020.: Család a nevelés és az oktatás fókuszában (pp. 143–161). MTA Pedagógiai Tudományos Bizottság, Debreceni Egyetem BTK Nevelés- és Művelődéstudományi Intézete. http://onk.hu/2020/downloads/Uj_kutatasok_a_nevelestudomanyban_2020_02.pdf

Beszédes, V. (2022). Training pathways for adult learning professionals in higher education: Case of Hungary and Serbia. Adult Education Quarterly, 72(2), 158–178. https://doi.org/10.1177/07417136211031531

Bierema, L. (2011). Reflections on the profession and professionalization of adult education. PAACE Journal of Lifelong Learning, 20, 21–36.

Bimrose, F., & Brown, A. (2019). Professional identity transformation: Supporting career and employment practitioners at a distance. British Journal of Guidance & Counselling, 47(6),757–769. https://doi.org/10.1080/03069885.2019.1698008

Boffo, V., Kaleja, K., Sharif-Ali, K., & Fernandes, J. (2016). The curriculum of study programmes for adult educators – the study cases of Italy, Germany and Portugal. In R. Egetenmeyer (Ed.), Adult Education and Lifelong Learning in Europe and Beyond: Comparative Perspectives from the 2015 Würzburg Winter School (pp. 103–120). Peter Lang Edition.

Central Statistical Office. (n.d.). Osztályozások – Gazdasági tevékenységek egységes ágazati osztályozási rendszere (TEÁOR’08). https://www.ksh.hu/teaor_menu

Central Statistical Office. (2011). Hungarian standard classification of occupations HSCO–08/FEOR–08. https://www.ksh.hu/docs/szolgaltatasok/eng/feor08/efeor08.pdf

Central Statistical Office. (2021). TEÁOR’08 Tartalom. https://www.ksh.hu/docs/osztalyozasok/teaor/teaor08_tartalom_2021_06_01.pdf

Commission of the European Communities. (2000). A memorandum on lifelong learning. https://arhiv.acs.si/dokumenti/Memorandum_on_Lifelong_Learning.pdf

Council of the European Union. (2021). Council Resolution on a new European agenda for adult learning 2021–2030. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32021G1214(01)&from=EN

Cserné Adermann, G. (2006). Új szak a képzési palettán: andragógia. Tudásmenedzsment, 3, 5–14. https://epa.oszk.hu/02700/02750/00015/pdf/EPA02750_tudasmenedzsment_2006_03.pdf

Cserné Adermann, G. (2010). Felnőttoktató, andragógus, andragógus tanár? Felnőttképzési Szemle, 1, 59–70. https://epa.oszk.hu/01200/01251/00004/pdf/fef_szemle_2010_1.pdf

Despotović, M. (2010). Professionalization of adult education – between public and scientific (non)recognition. In S. Medić, R. Ebner, & K. Popović (Eds.), Adult education: The response to global crisis: Strengths and challenges of the profession (pp. 47–71). Faculty of Philosophy, Department of Pedagogy and Andragogy. https://doolager.webs.com/Strengths&Chalenges%20of%20Profession_web.pdf

Durkó Mátyás Adult Education Conference. (2022). Innovációk a művelődés és a felnőttképzés világában. https://www.durkokonferencia.hu/

Egetenmeyer, R., Breitschwerdt, L., & Lechner, R. (2019). From ‘traditional professions’ to ‘new professionalism’: A multi-level perspective for analysing professionalisation in adult and continuing education. Journal of Adult and Continuing Education, 25(1), 7–24. https://doi.org/10.1177/1477971418814009

Egetenmeyer, R., & Käpplinger, B. (2011). Professionalization and quality management: Struggles, boundaries and bridges between two approaches. European Journal for Research on the Education and Learning of Adults, 2(1), 21–35. https://doi.org/10.3384/rela.2000-7426.rela0058

Egetenmeyer, R., Schmidt-Lauff, S., & Boffo, V. (2017). Adult learning and education in international contexts: Future challenges for its professionalization. Peter Lang Verlang.

EPALE conference. (2023). EPALE – A felnőttkori tanulás elektronikus európai platformja. https://epale.ec.europa.eu/hu

European Commission. (2021). The European pillar of social rights action plan. https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en

European Commission. (2023). Erasmus+: EU programme for education, training, youth and sport. https://erasmus-plus.ec.europa.eu/

Eurostat. (2023). Participation rate in education and training (last 4 weeks). https://ec.europa.eu/eurostat/databrowser/view/trng_lfse_01/default/table?lang=en

Evetts, J. (2013). Professionalism: Value and ideology. Current Sociology, 61(5–6), 778–796. https://doi.org/10.1177/0011392113479316

Farkas, É. (2013). A láthatatlan szakma: Tények és tendenciák a felnőttképzés 25 évéről. typiARt. https://mek.oszk.hu/15300/15399/

Feketéné Szakos, É. (2003). Az első hazai andragógiai delfi kutatás eredményeiből. Magyar Pedagógia, 103(3), 339–369. http://www.mpt.bme.hu/wp-content/uploads/2017/03/Feketene_MP1033.pdf

Freidson, E. (1989). Theory and the professions. Indiana Law Journal, 64(3), 423–432.

Gorman, E. H., & Sandefur, R. L. (2011). “Golden age,” quiescence, and revival: How the sociology of professions became the study of knowledge-based work. Work and Occupations, 38(3), 275–302. https://doi.org/10.1177/0730888411417565

Greenwood, E. (1957). Attributes of a profession. Social Work, 2(3), 45–55. https://doi.org/10.1093/sw/2.3.45

Higher Education Admission Information. (2022). Number of applicants and admissions by degree. https://www.felvi.hu/felveteli/ponthatarok_statisztikak

Hungarian National Doctoral Council. (2023). Doktori védések keresése tudományáganként. https://doktori.hu/index.php?menuid=121&lang=HU

Jakimiuk, B. (2020). The professionalisation of adult educators: Some implications for education and training. In M. Gravani, G. Zarifis, & L. Jogi (Eds), The Role of Higher Education in the Professionalisation of Adult Educators (pp. 46–58). Cambridge Scholars Publishing.

Jarvis, P. (2004). Adult education and lifelong learning: theory and practice (3rd ed.). Routledge.

Jütte, W., Nicoll, K., & Salling Olesen, H. (2011). Professionalisation – the struggle within. European Journal for Research on the Education and Learning of Adults, 2(1), 7–20. https://doi.org/10.25656/01:4172

Karm, M. (2007). Professional development opportunities of Estonian adult educators [Doctoral dissertation]. Tallinn University Press.

Karu, K., & Jõgi, L. (2014). From professional studies to learning experiences – creating learning possibilities for adult educators. In S. Lattke & W. Jütte (Eds.), Professionalisation of Adult Educators: International and Comparative Perspectives (pp. 105–128). Peter Lang.

Klass, A. A. (1961). What is a profession? Canadian Medical Association journal, 85, 698–701.

Lattke, S. (2016). Research on professionalisation of adult educators. In S. Sava & P. Novotný (Eds.), Researches in Adult Learning and Education: The European Dimension (pp. 85–99). Firenze University Press.

MellearN Conference. (2023). MellearN: Felsőoktatási Hálózat az Életen Át Tartó Tanulásért. https://mellearn.hu/

Ministry of Education. (2006). The strategy for lifelong learning in Hungary. Ministry of Education of the Republic of Hungary. https://planipolis.iiep.unesco.org/sites/default/files/ressources/hungarian_lifelong_learning_strategy.pdf

Ministry of Human Resources. (2016). Lifelong learning policy framework strategy for the period 2014–2020. https://2015-2019.kormany.hu/download/7/fe/20000/Eg%C3%A9sz%20%C3%A9leten%20%C3%A1t%20tart%C3%B3%20tanul%C3%A1s.pdf

Nuissl, E. (2010). Profession and professional work in adult education in Europe. Studi Sulla Formazione/Open Journal of Education, 12(1–2), 127–132. https://doi.org/10.13128/Studi_Formaz-8591

Oktatási Hivatal. (2023). Szakirányú továbbképzések 2023. https://www.felvi.hu/felveteli/szakok_kepzesek/szakkereso/!Szakkereso/index.php/szakiranyu_kepzesek/index

OSAP. (2020). National statistical data provision programme: Number of persons participating in adult education. https://osap.mer.gov.hu/

Ovesni, K. (2009). Andragoški kadrovi – profesija i profesionalizacija. Univerzitet u Beogradu, Filozofski fakultet.

Reischmann, J. (2010). Adult educators as HRD trainer, moderator and coach: Experiences of a Chair for Andragogy in Bamberg. In S. Medić, R. Ebner, & K. Popović (Eds.), Adult Education: The Response to Global Crisis: Strengths and Challenges of the Profession (pp. 81–90). Department of Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade; Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade; European Association for Education of Adults; Adult Education Society. https://doolager.webs.com/Strengths&Chalenges%20of%20Profession_web.pdf

Saks, M. (2012). Defining a profession: The role of knowledge and expertise. Professions and Professionalism, 2(1), 1–10. https://doi.org/10.7577/pp.v2i1.151

Sava, S. (2011). Towards the professionalization of adult educators. Andragoške Studije, 2, 9–22.

Semrau, F., Vieira, N. G. S., & Guida, E. (2016) Academic professionalisation in adult education: Insights into study programmes in Germany, Italy and Portugal. In R. Egetenmeyer, S. Schmidt-Lauff, & V. Boffo (Eds.), Adult learning and education in international contexts: Future challenges for its professionalisation: Comparative perspectives from the 2016 Würzburg Winter School (pp. 133–146). Peter Lang.

T. Molnár, G. (2016). A népművelőtől a közösségszervezőig – A kultúraközvetítő szakemberképzés negyven éve Szegeden. In E. Sütő, É. Szirmai, & E. Újvári (Eds.), Sodrásban: Képzések, kutatások (pp. 15–32). SZTE JGYPK FI. https://mek.oszk.hu/15700/15753/15753.pdf

Tempus Public Foundation. (2023). Tempus Közalapítvány. https://www.tka.hu/

UNESCO. (1997). 5th International Conference on Adult Education [Hamburg, Germany]. https://uil.unesco.org/adult-education/confintea/5th-international-conference-adult-education-hamburg-germany-1997-final

van Dellen, T., & Cohen-Scali, V. (2015). The transformative potential of workplace learning: Construction of identity in learning spaces. International Review of Education, 61(6), 725–734. https://doi.org/10.1007/s11159-015-9528-3

Wilensky, H. L. (1964). The professionalization of everyone? The American Journal of Sociology, 70(2), 137–158.

Wilson, A. L. (2001). Professionalization: A politics of identity. New Directions for Adult and Continuing Education, 2001(91), 73–83. https://doi.org/10.1002/ace.33

Wright, P. (1951). That is a „profession”. The Canadian Bar Review, 29(7), 748–757.

Zarifis, G. K., & Papadimitriou, A. G. (2020). Voicing the learners: A study of higher education students’ views on developing adult educators’ professional skills and competences. In M. N. Gravani, G. Zarifis, & L. Jogi (Eds.), The Role of Higher Education in the Professionalization of Adult Educators (pp. 10–31). Cambridge Scholars Publishing.