Contribution in an anthology

Appeared in: Professionalisation of adult educators : international and comparative perspectives

Editor list: Lattke, S; Jütte, W

Publication year: 2014

Pages: 183-200

ISBN: 978-3-631-65580-1

eISBN: 978-3-653-04791-2

URL: https://www.peterlang.com/view/9783653978766/20_Chapter10.html

Title of series: Studien zur Pädagogik, Andragogik und Gerontagogik

Number in series: 65

Abstract: 

Program planning is a typical form of action performed by adult educators despite a frequent lack of awareness. This core activity of professional practice mediates between needs, demand and provision. In contrast to programs in formal educational settings where the content is often fixed to established curricula, programs in adult education are much more open to creative and flexible designs. This chapter discusses the place of program planning in various competency frameworks and the degree to which curricula for the preparation of adult education professionals include the knowledge and skills required for effective practice. Examples used are drawn primarily from North America and Germany where significant literatures and research on program planning have developed over the past 50 years.

Harvard Citation style: Käpplinger, B. and Sork, T. (2014) Making program planning more visible: what to do when they don’t know what they don’t know, in Lattke, S. and Jütte, W. (eds.) Professionalisation of adult educators : international and comparative perspectives. Frankfurt a.M.: Peter Lang, pp. 183-200. https://www.peterlang.com/view/9783653978766/20_Chapter10.html

APA Citation style: Käpplinger, B., & Sork, T. (2014). Making program planning more visible: what to do when they don’t know what they don’t know. In Lattke, S., & Jütte, W. (Eds.), Professionalisation of adult educators : international and comparative perspectives (pp. 183-200). Peter Lang. https://www.peterlang.com/view/9783653978766/20_Chapter10.html