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Adult education in an interconnected world : cooperation in lifelong learning for sustainable development Festschrift in honour of Heribert Hinzen.
There are very few individuals who can claim to have influenced the global discussion on youth and adult education in recent decades in the way that Prof.(H) Dr. Heribert Hinzen has. His work encompasses various conti nents and themes as well as the institutions and sectors of non-formal education which are still, unfortunately, often far apart from each other. When Heribert Hinzen joined the German Adult Education Association (DVV) in 1977, his studies in Education, Catholic Philosophy, Philosophy and Sociology were already behind him. Early on, he specialised in the then really exotic field of adult education, in which he finally received his doctorate on ″Adult Education and Development in Tanzania″ in 1978 at the University of Heidelberg. This link between development and adult education would be the defining leitmotif of his work. In the tradition of Julius Nyerere and Paolo Freire, his constant commitment was to the disadvantaged and oppressed, initially, particularly in Africa, where – after spending some time at headquarters in Bonn – he worked from 1984-87 as project manager for DVV International in Sierra Leone. Important to him there was the preservation of individualistic traditions and the narratives of the culture, which he sought to save through the transcription of oral traditions and lore. He then returned to Bonn and served first as Deputy Director until, in 1991, he was finally appointed Director of the Institute by DVV. This period saw many important decisions, such as the vigorous expansion of work in the transition countries of Eastern Europe and work with the programme policies of the European Union. Heribert Hinzen has always been an advocate of rotation, i.e. swapping between domestic and international activities at DVV International. His conviction was that only this could prevent calcification and guarantee a vigorous link between the reality of project work and the work at headquarters. So it was only logical that he moved to Hungary and served as Country Director there from 1996-99 in order to help in the redesign of Hungarian adult education during the exciting period of change. He succeeded outstandingly in this, putting special emphasis on the training of adult educators, especially in cooperation with various universities. It was also during this time that he was appointed full professor at the University of Pécs.

Back in Bonn, new challenges were waiting. In addition to a modernisation of the domestic and foreign structures of DVV International (the systematic development of regional offices took place during this period) Heribert Hinzen, as head of the Institute, initially focused on the field of information and communication. First of all, the Institute put up a website, and his successful work as editor of the journal ″Adult Education and Development″ also continued. He co-founded this journal in the 1970s, and today DVV International has the most important technical journal on adult education and development in the world. This was augmented at the end of the 1980s by the series ″International Perspectives in Adult Education (IPE)″. When Heribert Hinzen left in 2009 to establish and manage the new Southeast Asia Regional Office in Vientiane, Laos, he left behind an Institute which under his direction had become one of the major players in international adult education. If one talks with Heribert Hinzen about adult education, it doesn′t take long until he starts to speak of what he calls the ″Golden Triangle″. In the fruitful interaction of three actors – politics, science and (civil society) adult education providers – he sees the guarantee of further development for the benefit of the people. Thus the role of DVV International consists in the balanced development of all three elements, in the creation of opportunities for dialogue, networking and learning events that allow the transfer of experience and knowledge. Unfortunately, we are still dealing with a variety of barriers: scientific insights hindered from achieving their practical application; political power which prevents civic engagement; or ivory tower-related research which is separated from ″profane″ reality. Changing this remains a Herculean task, but thankfully not a Sisyphean one. Some examples of actions in which Heribert Hinzen played a key role will demonstrate this: In 1997 at the UNESCO CONFINTEA V conference in Hamburg, in a way ever seen before, non-governmental organisations were successfully included as an integral part in the consultation process on an equal footing with the government officials who were present. The result was the ″Hamburg Declaration – The Agenda for the Future″, which became one of the most influential documents of international adult education and formulated important recommendations for the development of the sub-sector. Heribert Hinzen significantly supported the efforts of the sitting President, Prof. Rita Süssmuth and the then Director of the UNESCO Institute for Lifelong Learning, Prof. Paul Belanger, who helped this conference have a successful long-term effect. After regime change in Central and Eastern Europe, many of the local universities were in a precarious situation. The teaching positions and Adult education in an interconnected world faculties of Adult and Continuing Education were affected in a significant way. If it was possible to create sustainably secure and prestigious courses at individual universities, such as in Poland, Hungary, Romania and Bulgaria, this is also thanks to Prof.(H) Dr. Heribert Hinzen. This has now been acknowledged and honourably rewarded by his induction into the ″Hall of Fame of Adult Education″. In the meantime, some outstanding people from partner universities in Eastern and Central Europe have also been inducted. Finally, one must make a reference to the encouraging signals as regards adult education in the post-2015 process: Both the requirements revealed for the World Education Forum in Korea in May 2015 as well as the discussion of the ″Sustainable Development Goals″ (SDGs) give reason to hope that the mistakes of 2000 will not be repeated. At that time, the agreed upon focus of activities for the education sector was on primary education; as a result, major players such as the World Bank pushed through this one-sided agenda. In the last 15 years knowledge and awareness has increased that only a holistic approach to education in terms of lifelong learning makes sense, which also even recognises the special potential of non-formal youth and adult education. Heribert Hinzen, through his work with the International Council for Adult Education (ICAE), has contributed to the fact that this positive change in the global political framework has been made real. A large part of his work in Asia in the last five years, in particular the cooperation with the Asian Association for Adult Education – ASPBAE – and the Regional Office of UNESCO in Bangkok, was dedicated to this goal. This volume brings together contributions from associates who have accompanied Heribert Hinzen during the last four decades. Representatives from the German Adult Education Association (DVV) and the Adult Education Centres (Volkshochschulen ), as well as friends and partners from academia, major international networks and civil society organisations, have a say here as well. The volume is divided into three parts:

Adult education – The international discourse addresses the central global discussions and guidelines which Heribert Hinzen is convinced are also becoming increasingly important for national policies and realities.
The second part, Adult education – trends and practices, focuses on central issues such as vocational training, the professionalisation debate or the challenges of immigration. It includes both German, European and global experience. Of particular note is certainly the contribution by the Chairman of the DVV, Dr. Ernst-Dieter Rossmann, MP, whose well-reasoned plea for the public responsibility of further education combines many of the core beliefs of DVV and DVV International
In the third part, Adult education and development , the focus is on a basic constituent part of the work of DVV International and Heribert Hinzen, the combination of adult education and development. This connection defines the global uniqueness of DVV International, which is nourished by the belief that youth and adult education outside the formal system can play an important, often a central part, in the creation of equal opportunities and emancipation.
DVV International was lucky enough to have some influential and successful personalities among its leadership for the past few decades. Heribert Hinzen unquestionably belongs among those. This volume provides current positions and insights into debates in which he played a decisive role and – we are sure – will continue to help shape.We would like to take this opportunity to thank the copy editor of this volume, Ricarda Motschilnig, for her substantial and dedicated work. Uwe Gartenschlaeger and Esther Hirsch DVV International
Inhaltsverzeichnis :
Adult education – the international discourse
Margarete Sachs-Israel: The post-2015 education agenda and youth and adult literacy in a lifelong learning perspective 14
A lan Tucket t: The contribution of ICAE to the development of a global lifelong learning agenda
Timothy D. Ireland: Reflections on the unfinished CONFINTEA agenda 34
Jin Yang: Building a learning society: Conceptual evolution and policy implications 43
Per Paludan Hansen: Europe needs the power of learning 53
Maria Lourdes Almazan Khan: The importance of an ′Education for All (EFA) process′ in shaping the post-2015 education agenda 56
Katarina Popovic: MDG and EFA – from the mud to the stars and back: What went wrong? A reminder 65
Joachim H. Knoll: Horizontal and vertical derestriction of ″adult education″ – the historical German example and the contemporary view of education policy 77
Jost Reischmann: Andragogy: Because ″adult education″ is not beneficial to the academic identity! 87
Bruce Wilson: Lifelong learning and learning cities in the ASEM process 98
Adult education – trends and practices
Ernst Dieter Rossmann: Further education in public responsibility 106
Michael Osborne, Catherine Lido: Lifelong learning and big data 116
Shinil Kim: Education policy towards lifelong learning in Korea 126
Jose Roberto Guevara: Education for sustainable development and global citizenship education: partnering for quality education 134
Shirley Walters: National qualifications frameworks: insights from South Africa 147
Regina Egetenmeyer: International comparative research in adult and continuing education: Between governance and disciplinary configuration 155
Martha Friedenthal-Haase: ″Senior knowledge″ international: A challenge for education theory and policy 168
Adult education in an interconnected world
Steffi Robak: Migration as a topic for adult education 178
Dagmar Engels: Adult education centres: places of diversity 187
Ingrid Schöll: Millennium Development Goals in education work – The contribution of the adult education centre Bonn 194
Gerhard Bisovsky: Professionalisation through recognition and reflection. Examples and considerations from an Austrian perspective 200
Matthias Klingenberg, Vanya Ivanova: More questions than answers: Diverse and complex challenges for adult education in history and reconciliation projects 210
Timote M. Vaioleti, Sandra L. Morrison: Traditional concepts for Maori and Pacific adult education and lifelong learning 220
Adult education and development
Michael Samlowski: DVV International – 45 Years – and going stronger than ever 230
Chris Duke: Development: global-local – a critical view 238
Rajesh Tandon: Reclaiming public spheres: Challenges facing adult education in the next decade 246
Balázs Németh: Representing the Golden Triangle: The legacy and mission of Heribert Hinzen in the making of modern adult learning and education in Hungary (1996–2006) 251
Ewa Przybylska: Adult education in Poland: an attempt to outline a few main threads 260
David Archer: Financing lifelong learning – Let ´s think about the four S′s 269
Malini Ghose: Gender, literacy and skills: Through a different lens A case study from India 277
Committed to lifelong learning Heribert Hinzen – Biographical notes 288
Heribert Hinzen – Bibliographical notes 289
Impressions 290
List of authors 297
Titles of volumes available 308
The three illiterate men – A short story from Sierra Leone 311
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