Toward a Convergence or Divergence of Adult Learning and Education Policies? Recognition of Prior Learning in Germany and India

Borut Mikulec; Shalini Singh; Jan Schiller; Devaraj Balappagari; Syed Tauseef Ahmad Tirmize

doi:10.25749/sis.25505

Authors

Borut Mikulec Department of Educational Sciences, Faculty of Arts, University of Ljubljana, Slovenia https://orcid.org/0000-0002-4500-3091
Shalini Singh Department of Business Administration, School of Business Sciences, University of Science & Technology, Meghalaya & International Institute for Adult & Lifelong Education, India https://orcid.org/0000-0001-5592-0371
Jan Schiller Professorship for Continuing Education and Lifelong Learning, Faculty of Humanities and Social Sciences, Helmut-Schmidt-University/University of the Federal Armed Forces, Hamburg, Germany https://orcid.org/0000-0002-7632-7179
Devaraj Balappagari Group of Adult Education, School of Social Sciences, Jawaharlal Nehru University, India https://orcid.org/0000-0002-3055-8297
Syed Tauseef Ahmad Tirmize Group of Adult Education, School of Social Sciences, Jawaharlal Nehru University, India https://orcid.org/0000-0002-3856-283X

DOI:

https://doi.org/10.25749/sis.25505

Keywords:

adult learning and education, Germany, India, international intergovernmental organisations, recognition of prior learning

Abstract

In this paper we draw on the theoretical perspective of new institutionalism, particularly on that of world culture and world polity, and discuss the influence of policies of three selected international intergovernmental organisations (IIOs) concerning the recognition of prior learning (RPL) on adult learning and education (ALE) policies, of which RPL is a part, in one developing country from the global South (India) and one developed country from the global North (Germany). Based on a comparative analysis of two country cases, we show that there is evidence of a worldwide convergence of ALE policies as IIOs play a crucial role in the formation and dissemination of European and/or global RPL policies that are based on similar standards. However, it is also evident that this does not indicate a wholesale implementation and adoption of policies, especially in local environments.

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Author Biographies

Borut Mikulec, Department of Educational Sciences, Faculty of Arts, University of Ljubljana, Slovenia

Associate professor for adult education at the Department of Educational Sciences, Faculty of Arts, University of Ljubljana. He researches policy of adult education and learning from comparative, European and global perspectives and focuses on the role international organisations (EU, OECD, UNESCO) play in shaping education policy. His research interests have been influenced by globalisation and Europeanisation processes.

Shalini Singh, Department of Business Administration, School of Business Sciences, University of Science & Technology, Meghalaya & International Institute for Adult & Lifelong Education, India

Adjunct Professor at the University of Science & Technology, Meghalaya, India and Guest Researcher at the Helmut Schmidt University of the Federal Armed Forces, Germany. She is engaged as Policy Analyst at the Center for Policy Analysis, Senior Consultant at PLC Advocates and as Senior Fellow with the International Institute for Adult & Lifelong Education in India.

Jan Schiller, Professorship for Continuing Education and Lifelong Learning, Faculty of Humanities and Social Sciences, Helmut-Schmidt-University/University of the Federal Armed Forces, Hamburg, Germany

Employed at the Helmut Schmidt University/University of the Federal Armed Forces Hamburg, Germany as a post-doc researcher of Prof. Dr. Sabine Schmidt-Lauff. His doctoral thesis describes temporal agendas and their impact on education policies in higher education as well as on organisations and learners. He was engaged in multiple international ERASMUS+ projects (INTALL, COMPALL). Jan has published on media and intellectuality, quality and evaluation in continuing online education and blended learning, European education policies, continuing and higher education and temporal aspects of education. Most recently he researches into transformative digital competences in the DigiTaKS* project.

Devaraj Balappagari, Group of Adult Education, School of Social Sciences, Jawaharlal Nehru University, India

Research scholar at the Group of Adult Education, School of Social Sciences, Jawaharlal Nehru University, India.

Syed Tauseef Ahmad Tirmize, Group of Adult Education, School of Social Sciences, Jawaharlal Nehru University, India

Research scholar at the Group of Adult Education, School of Social Sciences, Jawaharlal Nehru University, India.

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Toward a Convergence or Divergence of Adult Learning and Education Policies?

Recognition of Prior Learning in Germany and India

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Author Biographies

Borut Mikulec, Department of Educational Sciences, Faculty of Arts, University of Ljubljana, Slovenia

Shalini Singh, Department of Business Administration, School of Business Sciences, University of Science & Technology, Meghalaya & International Institute for Adult & Lifelong Education, India

Jan Schiller, Professorship for Continuing Education and Lifelong Learning, Faculty of Humanities and Social Sciences, Helmut-Schmidt-University/University of the Federal Armed Forces, Hamburg, Germany

Devaraj Balappagari, Group of Adult Education, School of Social Sciences, Jawaharlal Nehru University, India

Syed Tauseef Ahmad Tirmize, Group of Adult Education, School of Social Sciences, Jawaharlal Nehru University, India

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