679 W. Hancock
Detroit, Michigan 48201
Purpose: Four Focal Points
The International Institute for Policy, Practice and Research in the Education of Adults has been established to develop and implement the field of policy and politics of the education of adults by means of an institutional strategy which is also respondive to the needs of modern society.
This purpose is to be accomplished by linking local adult higher education units and their social partners by means of a network of adult education policy makers, practitioners and researchers.
The Institute is designed to focus on four areas which are essential if this task is to be realized within the time available:
1. The development of international, cross cultural criteria and procedure, for the analysis and evaluation of policies, practices, and resulting pro-grams for the education of adults;
2. The education and training in theory, method and practice of an interna-tional cadre of young, adult education professionals in an international, multicultural context; the design of a curriculum, including field exper-ience, characterized by an international content; the conscious objective of creating a multicultural and experienced cadre for the field are part of the task;
3. Participation in and support of: national and international networks deal-ing with issues critical to the education of adults; in select, indigenous adult education projects; mutual assistance networks around specific projects; and the strengthening of professional adult education linkages;
4. The linkage of the above three functions to an environment for the deve-lopment of theory relevant to the field of adult education, including the collection of basic data, clarification of basic concepts, and the develop-ment of appropriate methodologies.
(adopted unanimously by the Institute organizing committee meeting at the University of Leuven and Louvain-Belgium, June 4, 1993).
A Three Year Strategy
The Institute will, by the 1997 UNESCO World Conference on Adult Edu-cation, be fully operational in these four areas and will have prepared a working paper on Adult Education in a Multicultural World for this import-ant event. Once this objective has been accomplished we will review and evaluate our achievements in the four areas and lay out our plans for the future.
The Institute is currently working with a number of indigenous networks dealing with the following issues:
• Ethnicity: Conflict and Cooperation and Ethno-Development;
• Democratization: the Voluntary Sector and Civic Literacy;
• The Future of Work and Labour;
• The Internationalization of the Welfare State;
• Intercultural Education: Issue and Policies;
• Policy and the Education of Adults.
The status of the linkage with the networks was reviewed at the January 13-20, 1995 meetings in Detroit and a method for closer collaboration with the networks developed. This method involves a conscious "seeding" process of participation by the various networks in each others conferences and pro-jects, as well as the development of some common infrastructures such as e-mail networks, publications, teleconference and collaboration on common issues.
Participation in networks dealing with Environment and Ecology, Urban Agendas, Literacy and a number of other key adult education issues will be developed over the next three years. By January 1996, the Institute will issue a catalogue of its projects in collaboration with indigenous networks.
Policy Analysis and Evaluation
The Institute is involved in a massive project studying the development of policy for the education of adults based on the European Delphi Project: Lifelong Learning in Europe - Towards Establishing the Needs and Policies for the Education of Adults. The project now includes the 12 initial EEC countries, Estonia, Slovenia, and the Czech Republic, Vancouver, Ontario and Michigan and over 2,000 adult education policy specialists. National Symposia are being completed in preparation for the September 1995 Barcelona Conference. At that time we hope to have located the resources to make the project international and completed by the UNESCO World Conference.
The goals of the project are a comparative Delphi-type study about: a) per-ceived adult learning needs - problems and challenges; b) the contribution of adult continuing education to help solve key problems confronting indivi-duals and societies; c) the existing policies and policy making/implementing structures; d) the shaping of national and international policies; e) the contri-bution to the development of comparative adult and continuing education policy studies.
By January 1996 the Institute will have a roster of policy and program eval-uators available to participating institutions in relation to their programs, the programs of the community partners and regional, national and international policy making structures.
Curriculum and Cadre Building
The June 1993 Institute meeting identified the organization of annual Spring/ Summer Faculty/Graduate Seminars as the first step in collaboration regard-ing curriculum and the training of cadres.
The first seminar Globalization of Adult Education: Practice, Policy and Research held in the summer of 1994 involved seminar sessions at the University of Michigan, Windsor, Toronto and Wayne State University and field visits to a wide range of community-based adult education partners of these institutions. The seminar involved intensive pre and post field visit ses-sions, readings, lectures and discussions.
The second seminar Policy in Global Adult Education: Outcomes from the Delphi Study, being planned for Leuven, Belgium before the September 1995 con-ference, includes graduate students from participating countries.
The third seminar for the summer of 1996 deals with Global Adult Education: North/South Realities and Options, and the fourth seminar will be linked with the 1997 UNESCO World Congress: UNESCO and International Adult Education: Local and Global Policy, Practice and Research.
We have also set up a committee to develop travelling seminars on Democratization and the Voluntary Sector: Civic Literacy in Multicultural Societies involving multi-site colloquia where the travelling faculty/students meet local faculty/students and visit adult education projects. If funding can be located for 1995, the first travelling seminar will involve US/Canadian students visit-ing Slovenia, Hungary, the Czech Republic, Slovakia and Poland, with brief-ing and de-briefing stops in Leiden (Netherlands).
In Spring 1996 the International Institute will publish a compendium of adult higher education curricular and degree offerings from all the participating units/institutions. This will list the curricula, degree requirements, costs, faculty, number of students, social partners and collaborative projects, research, telecommunications, etc. We are also using this date as a deadline for the negotiation of inter-university graduate degree programs using the common summer seminars.
The globalization of adult education and the need for inter-culturally trained adult higher education cadres is one of the main reasons for this function of the Institute. It will require the use of comparative studies and cross-cultural education, leading to a global perspective as it develops. Our goal is to have 50 graduate students involved in this approach by the time of the UNESCO 1997 meetings.
Theory and Research
The findings of our preliminary survey of research and theory development being undertaken at the participating institutions were presented at the Vancouver International Seminar (18-22 August 1993) and a seminar was held discussing the following seven (7) questions related to the Institute's basic purpose:
1) Why should there be a field of politics, policy and practice of the education of adults?
2) What are the problematics addressed by this field?
3) What clarifications, specifications, definitions are necessary before constructing such a field?
4) What are the behaviours and practices of individuals, institutions, communities, societies and cultures involved?
5) How do we study the politics, policy and practice in the field?
6) How do we develop theory from the study of practice, politics and policy?
7) How do we organize a structure for such research and can we create a theory group linked to the Institute?
(See Question de Formation, Vol. II, No. 4&5, 1990-91)
It was recommended that we launch a Journal with an editorial board (the board to be the initial theory group) and provide the place for continued theory discussion and theory development. A date for the first issue of January 1996 has been fixed. A study to review the current state of theory and those developing it will be inaugurated by the Journal and published in time for the UNESCO 1997 meetings. It has been suggested that we use the Delphi method developed by Professor Walter Leirman for this study, leading to the development of a theory building strategy.
Two additional projects in relation to theory building were approved at the meetings in Belgium and are to be completed by February 1997 or earlier:
• a study on the accelerated production and application of knowledge, its impacts and the role of the education of adults (individual and collective) for its constructive integration;
• an international celebration of 2,500 years of Book VII of Plato's Politea (The Republic), a work dedicated to continuing lifelong education for the wise and just governance of society, including production of a video and study guide.
The theory group would start its annual meetings by 1996 and be responsible for one issue of the journal per year.
At the Detroit meetings January 13-20, 1995, the above strategy was reviewed and reaffirmed. The consensus of the group was that the activation of these projects was well underway and that the 1997 date was realistic.
Local Units and International Networks
The structure of the Institute emerges from the collaborative projects around the four institute functions (see above) and the Institute's linkage to the local units (see below). The local units and their social partners would be linked by means of international resource networks as the institutionalization of the collaborative projects.
A local unit can be an actual unit within a given higher education institution and its social/community partners or it can be a collaborative effort among a number of local institutions which are able to carry out the essential functions of a local unit.
The structural objective of the Institute is to have 100 local units with an average of four social partners, or a total of 500 organizations, operational by summer 1997. These local units would be linked to each other and the Institute by means of international networks assisting with the four core functions, its six core activities, its collaborative activities with its social/ community partners and by its relation to the international and national adult education associations.
The four core functions are the activities which make up the institute: indigenous networks, policy analysis and evaluation, curriculum and cadre development, and theory and research.
The common local units core activities are: program development, distance education, open faculty, administration and communications, evaluation and institutional research, and network building.
The collaborative activities with community/social partners are developed by the local units with their own local partners. The eight listed in the graphic are examples.These activities are to be assisted by the international expert networks.
The local units and their community/social partners form the base of the Institute. The International Networks are designed to assist them. It is a sys-tem designed for both North/South and East/West collaboration. The system is non-hierarchical, making the institute a network of networks and local units based on a series of collaborative projects with their community and social partners. Such a system is designed to encourage collaborative analyses, development of cooperative strategies and the effective development of theory and practice.
Jose BELTRAN Universitat de Barcelona
Centre of Research for Education
Pieter BATELAAN International Association for Intercultural Education
Eric BOCKSTAEL Wayne State University
College of Lifelong Learning
Larry BERLIN University of Michigan
College of Education
Jean BLAIRON Question de Formation
Marvin BOBES To Educate the People Consortium
Fr. Liam CAREY St. Patrick's College, Maynooth
Centre for Aldut and Community Education
William CAVE University of Michigan
Higher and Adult Education
Vladimir CHOLVAD Slovak Ministry of Education
Higher and Adult Education
J. Linn COMPTON University of Wisconsin (Madison)
Continuing and Vocational Education
George CUSHINGBERRY Jr. South East Michigan Council of Governments
Adult Education Task Force
John DARBY University of Ulster (Colerain)
Burton DUNBAR University of Missouri-Kansas City
Ramon FLECHA-GARCIA Universitat de Barcelona
Divisio de Ciencies de l'Educacio
Otto FEINSTEIN Wayne State University
To Educate the People Consortium
Eric FENSTER To Educate the People Consortium
International Adult Education
Keith FORRESTER University of Leeds
Department of Adult Continuing Education
Etore GELPI Universite de Paris VIII
Elisabeth GERVER University of Dundee
Centre for Continuing Education
Jagdish GUNDARA University of London
Centre for Multicultural Education
Pavel HARTL Charles University (Prague)
Adult Education and Social Work
Roger HIEMSTRA Syracuse University
Pere HIMMELSTRUP Danish Cultural Institute
Theo JANSEN Catholic University of Nijmegen
Institute for Social Pedagogy
Peter JARVIS University of Surrey at Guildford
Department of Educational Studies
Zoran JELENC Slovene Adult Education Centre
Jozsef KATUS Leiden University
Adult Education and Information
Klaus KUNZEL University of Koeln
Department of Pedagogy
Larry LANDRY Rainbow Coalition
Per LAURSEN University of Copenhagen
Walter LEIRMAN University of Leuven
Pierre LEBOUTTE CARAT
Talvi MARJA Tallin Pedagogic University
Pierre MARCHAL Catholic University of Louvain
Rodolfo MARTINEZ Wayne State University
Bi-Lingual and Multicultural Education
Francois MARTOU Catholic Workers Movement
Keith McLEOD University of Toronto
Silva MEZNARIC University of Zagreb
Cesare PITTO University of Calabria
Eranz POEGELER Aachen Technical University
Kyell RUBENSON University of Linkoeping (Sweden)
Hans SCHUTZE University of British Columbia
Vida SPOLAR Slovene Centre for Adult Education
Rodolfo STAVENHAGEN Colegio de Mexico
Milton STERN University of California - Berkeley
Adult and Continuing Education
Germaine STROBEL Michigan Ethnic Heritage Studies Centre
Walter TEMELINI University of Windsor
Modern Literature and Languages
Valery TISHKOV Russion Academy of Sciences
Institute of Ethnology and Anthropology
Janos TOTH Hungarian Folk High School Association
Walter UEGAMA University of British Columbia
Adult and Continuing Education
Mara USTINOVA Institute for Pedagogy
Dimitri VERGIDIS University of Patras
Tashome WAGAW University of Michigan
Higher and Adult Education
Nicholas WALTERS University of Surrey
Continuing and Adult Education
Kevin WARD University of Leeds
Adult Continuing Education
Mitja ZAGAR University of Ljubljana