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In many regions of the world, professionalisation in adult and
continuing education is brought into the focus of educational
policy and research. Various fields of practice are looking for
scientifical and political support in raising the level of
professionalism. While there are no simple lessons to be learned
from other countries, a closer analysis of international experience
may reveal common and diverging interests. It may also provide
worthwhile insights into opportunities and risks surrounding
professionalisation. This edited volume is intended to further
stimulate international exchange, cross-country approaches and
comparative research in this field. It includes contributions to
the theoretical debate and to the development of (comparative)
research as well as reports on research findings and development
activities concerning the professionalisation of adult educators.
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