1. Designing learning trajectories for adults Professional educators or amateurs in the “ adult learning sector ” ?

2. The Comenius heritage Children should be the prime target for education. Didacta Magna, Chapter 7: The education of man is easiest in childhood and it is actually the only time for education. Nowadays Teacher training focussed on children Professional training for the adult learning sector unsystematic Resource priorities: Children before adults

3. Qualifications for the adult learning sector is different The training of professionals in the “ learning sector ” is extremely focussed on a limited variation of contexts, i.e. schools. In the wider sector, where adults learn, qualification requirements should be more profound and broader.

4. A preparation for life Idea for a new curriculum 2007. Decided 2009. Implemented from 2010. First cohort pupils 5 years old – leave work- life 2070 (if they still have a job). If the curriculum survives 15 years – it pretends to prepare for 2085.

5. The Societal change Last 50 years: From few women with paid work to almost all From almost all in manual work to a dominating service-sector

6. The adult learning sector Involves many adults in a broad variety of activities in various contexts - from work-life and community education to vocational and higher education. More profound skills, when context is less institutionalised and fixed.

7. The size of the sector in Sweden Equivalents to full-time study years. (2002): 789 000 fulltime equivalents incl. higher education. Higher education (309 000) excluded: 480 000 full-time studying adults in the year. Folk high schools: 26 000 Municipal adult education: 143 000 Study association (study circles): 125 000 Work-life training: 96 000 Labour market training: 26 000 Qualified Vocational Training: 11 000.

8. Professional educators? Professional preparation exists in Sweden: Folk high school teacher training Maybe for the work-life sector, with HRD- programmes. However, it is unclear how strongly HRD is professionalized. Conclusion: In the sectors responsible for more than 350 000 fulltime study equivalents there are no organised professional training for organisers of adults ’ learning trajectories.

9. A paradox In spite of the more challenging task - those responsible for designing learning trajectories for adults often have little education or training for their task

10. Is there a curriculum? Yes Two kinds of research-based knowledge: Context: The understanding of important context, which adults´ learning is embedded in. Tools: Pedagogy for adult learning

11. Contextual knowledge Insights into the role learning and education plays for adults. The life trajectories, where adults move and use education and training to cope with life and societal changes. Learning transcends the institutional frames. - the interplay between life and learning

12. Context - contin. Societal condition changes - designing learning trajectories, which are related to changes. ”Identity-work” - choices of specific learning trajectories are ways of reconstructing identities in contemporary societies.

13. Pedagogy Review of international literature Swedish research council: 15 lines of reasoning, which could be sorted into 6 overarching projects

14. Project 1: Reform-didactics Line of reasoning 1: The competent adults and their need as norm. Line of reasoning 2: Problem-based learning Line of reasoning 3: The competent practitioner as norm. Line of reasoning 4: Work as norm.

15. Project 2: Work didactics Line of reasoning 1: Develop novices to experts. Line of reasoning 2: Develop workplaces through learning

16. Project 3: Life shaping didactics –Line of reasoning 1: Studies and learning as identity projects –Line of reasoning 2: Transformative learning

17. Project 4: Deconstructive didactics Line of reasoning 1: the curriculum of relativism. Line of reasoning 2: Didactics as stories

18. Project 5: Mobilising didactics Line of reasoning 1: Forming opinions for democratic action. Line of reasoning 2: Mobilising collective self- development Line of reasoning 3: Radical consciousness-raising

19. Project 6: Empirical didactics Line of reasoning 1: Empirical studies of didactic beliefs as frames for didactic choice Line of reasoning 2: Development of didactic within existing frames