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The subject of this paper was to examine core elements of policy for, and gen-eral approaches to, the governance of professionalization, with the intention of rendering the reader conscious of the factors that condition the advancement of professionalization. Policy and governance proved to be useful categories of comparison because they revealed significant differences in the way profes-sionalization is conceived, the definition of competences as well as participant structures and participant relations in the process of governing profession-alization. Moreover, the comparison shows that professionalization is a policy that has come to demarcate a conceptual landscape, furnishing space for very distinctive tasks like VPL or missionary work. The same inference is applicable to the role of governments and agencies, or the impact of the free market in the context of governance.

Writing this paper confronted the authors with the issue of contextual factors.

Excluded in advance, the social and historical contexts proved to be too specific and influential, so the results are certainly hamstrung by this restriction. For the reader interested in research, it is therefore advisable to keep in mind that AE is embedded in societally functional systems. Focusing on global developments of professionalization, Dales Globally Structured Agenda for Education approach (2000) could be beneficial in this respect. On the contrary, if maintaining a na-tional focus, Nittel, Schütz and Tippelt’s (2012) approach to the comparison of pedagogical occupational groups might be an option, as might be a quantitative study. Concerning future challenges for professionalization, the comparison em-phasized once again that the economic and political architecture in which the professionalization of adult education is included demands specific approaches to professionalization.

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Paula Guimarães & Natália Alves

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