Aspects of curricula that help to develop the competencies of adult educators as practitioners are a crucial element of professionalization through higher educa-tion. While it is not possible to compare detailed contents of curricula because they are often contextually bound and country-specific, commonalities were revealed through analyzing terminology and the aspects of professionalization through higher education. Though curricula in all three countries focus on the development of individual competencies, the curricula of the two European coun-tries show an economic lineage, while those of India show a social lineage. The influence of government regulations in European countries was shown mainly through the Bologna Process and thus the supranational institution, the European Union. In India, national and non-governmental actors are more influential.
As an overall result, curricula that promote professionalization in various settings differ due to their contexts, and so does the role of professional adult educators, fostered through higher education curricula. For a more common
The Higher Education Curriculum 99
understanding of professionalization of adult education, international networks may help to develop a strong body of knowledge for the discipline. Furthermore, reflective mind-sets and the exchange of expertise from both research and field-work could challenge structural constraints that often restrict professionalization processes in the context of higher education.
References
Alberici, A. / Orefice, P. (eds.): Le nuove figure professionali della formazione adul-ta: Profili e formazione universitaria. Franco Angeli: Milano. 2007.
Beleid, R.V.: ALPINE – Adult Learning Professions in Europe: A study of the current situation, trends and issues: Final Report. Zoetemeer. 2010, rerieved 13.1.2016, from http://www.ginconet.eu/sites/default/files/library/ALPINE.pdf.
Boffo, V.: “Training and professionalisation pathways: A comparative analysis”.
In: A. Strauch / M. Radtke / R. Lupou (eds.): Flexible pathways towards profes-sionalism: Senior adult educators in Europe. W. Bertelsmann Verlag: Bielefeld.
2010, pp. 39–53.
DGfE, D.G.: Kerncurriculum für konsekutive Bachelor/Master-Studiengänge im Hauptfach Erziehungswissenschaft mit der Studienrichtung Erwachsenenbildung/
Weiterbildung. 2006, retrieved 10.4.2016, from http://www.dgfe.de/fileadmin/
Ord-nerRedakteure/Stellungnahmen/2006 KCE_EB-WB_konsekutiv.pdf.
Egetenmeyer, R. / Lattke, S.: “Professionalisierung mit internationalem Label”.
Bildungspolitische Statements und akademische Praxis 63(73) (REPORT), 2009, pp. 63–73, retrieved 13.1.2016, from http://www.die-bonn.de/doks/
report/2009-internationale-erwachsenenbildung-01.pdf.
Egetenmeyer, R. / Schüßler, I.: “Zur akademischen Professionalisierung in der Erwachsenenbildung/Weiterbildung”. In: R. Egetenmeyer / I. Schüßler / R.
Arnold (eds.): Akademische Professionalisierung in der Erwachsenenbildung/
Weiterbildung. Schneider: Baltmannsweiler. 2013, pp. 17–34.
Federighi, P.: “How to solve the issue on mismatch between demand and supply of competences: Higher education of education and training professionals in the social economy”. In: V. Boffo / P. Federighi / F. Torlone (eds.): Educational jobs:
Youth and employability in the social economy: Investigations in Italy, Malta, Portugal, Sain, United Kingdom. Florence University Press: Firenze. 2015.
HRK, H.: Hochschulrahmengesetz (HRG), 2007, retrieved 9.3.2016, from http://
www.gesetze-im-internet.de/bundesrecht/hrg/gesamt.pdf
HRK, H.: “Hochschulrektorenkonferenz Entschließung des 124. Senats der Hochschulrektorenkonferenz”. Berlin, 11 June 2013, retrieved 20.4.2016, from http://www.hrk.de/uploads/tx_szconvention/Entschliessung_Perspekti- ven_11062013.pdf.
Clara Kuhlen, Shalini Singh & Nicoletta Tomei 100
INDIRE: L’educazione degli adulti in Europa: I quaderni di eurydice (25). Istituto nazionale per la documentazione, l’innovazione e la ricerca educative: Roma.
2006.
ISFOL: Istruzione degli Adulti: Politiche e casi significativi sul territorio. Istituto per la formazione professionale dei Lavoratori: Roma. 2014.
European Ministers of Education: The Bologna declaration of 19 June 1999: Joint declaration of the European Ministers of Education. The European Higher Edu-cation Area. 1999, retrieved from http://www.magna-charta.org/resources/
files/text-of-the-bologna-declaration.
Kumari, P.V.: “Adult/Continuing education in Indian universities”. Journal AED:
Adult Education at Universities 56, 2001, retrieved 1.5.2016, from https://www.dvv international.de/adult-education-and-development/editions/aed-562001/adult-education at-universities/adult-continuing-international.de/adult-education-and-development/editions/aed-562001/adult-education-in-indian-universities/.
Law 270/2004: Regulation and norms for the didactical autonomy of the universities, 22 October 2004, retrieved 22.5.2016, from http://www.miur.it/0006Menu_C/
0012Docume/0098Nor-mat/4640Modifi_cf2.htm.
Ministry of Education, University and Research: “Ministerial acts: Determina-tion of degree classes: 16 March 2007”. The Official Journal of 9 July 2007, n. 155, retrieved 22.5.2016, from http://attiministeriali.miur.it/anno-2007/
marzo/dm-16032007.aspx.
Peters, R.: “Erwachsenenbildungs-Professionalität: Ansprüche und Realitäten”.
In: W. Tietgens / DIE (eds.): Theorie und Praxis der Erwachsenenbildung. Ber-telsmann: Bielefeld. 2004.
Reischmann, J.: ISCAE-International Society for Comparative Adult Education, 2009, retrieved 21.7.2016, from htttp://www.ISCAE.org.
Semrau, F. / Vieira, N.G. / Guida, E.: “Academic professionalisation in adult education: Insights into study programs in Germany, Italy and Portugal”. In:
R. Egetenmeyer (ed.): Adult education and lifelong learning in Europe and be-yond: Comparative perspectives from the 2015 Würzburg Winter School. Peter Lang: Frankfurt am Main. 2015, pp. 133–146.
Shah, S.Y.: “Mapping the field of training in adult and lifelong learning in India”.
Teachers and trainers in adult education and lifelong learning: Professional de-velopment in Asia and Europe. German Institute for Adult Education: Bergisch Gladbach (Germany). 29–30 June 2009, retrieved 1.5.2016, from https://www.
die-bonn.de/asem/asem0921.pdf.
UNESCO: Glossary of curriculum terminology. International Bureau of Educa-tion: Genf. 2013a.
UNESCO: Second global report on learning and education: Rethinking literacy.
UNESCO Institute for Lifelong Learning: Hamburg. 2013b.
The Higher Education Curriculum 101
Data used for comparison of university programmes Germany
Hochschulkompass (2016): Erweiterte Studiengangssuche. Studientyp: weiterführend;
Fachsuche: Erwachsenenbildung. Accessed on 22.05.2016: http://www.hoch schulkompass.de/studium/suche/erweiterte-suche/search/1/studtyp/
2.html?tx_szhrksearch_pi1%5Bxtend%5D=1&tx_szhrksearch_
pi1%5Bfach%5D=erwachsenenbild-ung&tx_szhrksearch_pi1%5Bsit%5D=1&tx_
szhrksearch_pi1%5Bsitena-bled%5D=0&tx_szhrksearch_pi1%5 Bmas-ter%5D=0&tx_szhrksearch_pi1%5Bpointer%5D=0.
Italy
Universitaly-Web portal of the Ministry of Education, University and Research (2015). Accessed 22.05.2016: http://www.universitaly.it/index.php/.
India
North Eastern Hill University (Meghalaya) (2015–16): M.A. Adult and Continuing Education
SNDT Women’s University (Maharashtra) (2015–16): M.A. Non-formal Education and Development
HNB Garhwal Central University (Uttarakhand) (2015–16): M.A. Extension Edu-cation
Sri Venkateswara University (Andhra Pradesh) (2015–16): M.A. in adult education The Global Open University (2015–16): M.A. adult education
Indira Gandhi National Open University (2015–16): M.A. adult education University of Delhi: M.A. Lifelong Learning and Extension