¿Hacia una Convergencia o Divergencia en las Políticas de Aprendizaje y Educación de Adultos?

Reconocimiento de Aprendizajes de la Experiencia en Alemania e India

Autores/as

DOI:

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

Palabras clave:

aprendizaje y educación de adultos, Alemania, India, organizaciones intergubernamentales internacionales, reconocimiento de aprendizajes de la experiencia

Resumen

En este artículo, nos inspiramos en la perspectiva teórica del nuevo institucionalismo, particularmente la de la cultura mundial y la constitución política mundial, discutiendo la influencia de las políticas de tres organizaciones intergubernamentales internacionales (OII) elegidas en relación con el reconocimiento de aprendizajes de la experiencia (RAE) en las políticas de aprendizaje y educación de adultos (AEA), de las que RAE forma parte, en un país en desarrollo del hemisferio sur (India) y en un país desarrollado del hemisferio norte (Alemania). Con base en el análisis comparativo de casos de dos países, mostramos que existe evidencia de una convergencia mundial de políticas AEA, mientras que las OII tienen un papel fundamental en la formación y difusión de políticas RAE europeas y/o globales que se basan en estándares similares. Sin embargo, también es evidente que esto no indica una implementación y adopción masiva de las políticas, particularmente en entornos locales.

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Biografía del autor/a

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

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, Alemania

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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Publicado

2022-06-30

Número

Vol. 10 Núm. 2 (2022): Perspectivas internacionales y análisis comparativo: políticas y prácticas de educación de adultos

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