摘要
随着“终身教育”理念的不断践行,促进成人进行持续学习与发展的重要性也日渐凸显。与日益增长的成人学习需求不匹配的是,为成人学习提供教学以及相关服务的工作者们的专业水平却参差不齐。成人学习工作者专业化作为成人学习质量的重要保障,尚未受到足够的重视。我国成人学习工作者主要面临着地位边缘化、能力界定不清、教育培训不足、缺乏专业标准与资格证书制度等问题,而这些问题也是实现其专业化的巨大阻碍。本文选取欧洲在成人学习工作者建设方面具有典型代表意义的六个国家和超国家层面的欧盟作为研究案例,分析它们在推进成人学习工作者专业化方面的理论研究成果与实践进展,以期对我国成人学习工作者专业化建设有所启示。不可否认的是,成人学习工作者具有复杂性、集合性等特征,在不同国家的不同政治、文化、经济背景中的意涵也存在差异,从而各个国家对成人学习工作者的界定以及推动其专业化的措施也都有所侧重。本文将六个国家与超国家层面的欧盟整合在一个成人学习工作者专业化建设的框架中,探索能力档案与专业标准的制定、教育与培训的开发、资格证书体系的构建、能力认定的实施、质量管理的运用这“五大”专业化建设举措以及六个国家中政府、专业组织、大学及社会这“四大”专业化建设主要力量如何推动成人学习工作者的专业化进程,期望为我国成人学习工作者专业化建设提供有益借鉴。
整体而言,本文有两条主要的研究线索贯穿其中,构成了本文的研究框架：一是呈现在推进成人学习工作者专业化建设的具体措施层面上,本文就六个欧洲国家以及欧盟超国家层面推进成人学习工作者专业化建设的具体举措进行解读、分析与比较,试图从中提炼出值得借鉴的经验。二是呈现在推进成人学习工作者专业化建设的主要力量层面上,本文认为政府、专业组织、大学和社会(市场、顾客)是推进成人学习工作者专业化建设的重要主体,并且这四大主体在成人学习工作者专业化建设中扮演不同的角色、发挥着不同的作用。
本研究分为十一章：
第一章对成人学习、成人学习工作者、专业化、标准及能力等概念进行界定、对国内外的相关研究进行综述、选择研究案例、确定研究关注操作层面的具体举措及内容和顶层设计的宏观把握这两个方面,根据专业社会学的理论确定研究框架与思路。
第二章通过半结构访谈的方法初步调查在上海开放教育、社会教育、企业教育、社区及老年教育和高校继续教育领域从业的成人学习工作者的职业现状,明确我国本土成人学习工作者专业化建设的主要困境与挑战以及当前专业化水平与专业化建设目标。
第三章至第九章,分析欧洲六国以及欧盟在成人学习工作者专业化建设的理论研究成果与实践经验,并在案例中初步探索主要推动成人学习工作者专业化建设主体的作用。
第十章首先提炼七个案例中促进成人学习工作者专业化建设的“五大”举措和内容以及这“五大”举措之间的关联性。这五大举措包括：制定能力档案与专业标准、完善教育与培训、构建资格证书体系、实施能力认定以及运用质量管理。其中,构建资格证书体系是成人学习工作者专业化建设的重点举措。接着,通过四个主体的框架来分析政府、专业组织、大学与社会在专业化建设中的作用。其中,政府与专业组织在专业化建设中的作用尤为重要。最后,对欧洲国家成人学习工作者的专业化建设进行反思。目前,欧洲国家已经普遍形成专业组织,但自治程度不高；社会培训机会多样,但高等教育普及率不高；专业准入初见雏形,但政府呼应不足。
第十一章结合国际经验和现实国情,描绘我国成人学习工作者专业化建设的“全景图”,提出我国成人学习工作者专业化建设三大主要措施和两条推进重点。三大措施为制定基于能力的专业标准、开发健全的教育培训模式、构建完善的资格证书体系。两条推进重点为加强政府对成人学习工作者专业化建设的顶层设计、充分发挥专业组织在推动成人学习工作者专业化建设的作用。
With the spread of the idea of lifelong education, it is becoming more and more important to motivate adult learning and development. However, different from the increasing demand for adult learning, the quality of the adult learning professionals is not at the high level. Professionalization of the adult learning professionals as the important factor to promote adult learning is still lack of attention. Chinese adult learning professionals are facing the several challenges, such as lacking f of professional identity, lacking of professional education and training, lacking of professional standards and qualification system. Those problems stop adult learning professionals from going towards to professionalization. This study chooses six European countries and European Commission as seven cases and analyses the theoretical results and practices in terms of professionalization of adult learning professionals in order to give some examples for the professionalization of Chinese adult learning professionals. Since the diversity of the adult learning professionals, and they have different meanings in different countries, therefore, different countries have different way to define adult learning professionals and different ways to promote the professionalization of the adult learning professionals. This study tries to analyze these six countries in the framework of professionalization system and explore the actions such as building competence profile, making professional standards, developing training and education opportunities, implementing validation of competence and using quality management. Furthermore, this study intend to explore how the government, society, university and professional organization as four important actors to promote the professionalization of adult learning professionals,
Generally, this study has two research lines across the whole paper and builds the research framework of this study. Firstly, it presents at the concrete implement level. This paper choose six European countries and European Commission as seven cases to explore the ways and contents which they use to promote the professionalization of adult learning professionals and try to summarize some important experiences. Secondly, it shows at the macro design level. This study believes that government, professional organization, university and society are the important actors in terms of the professionalization of adult learning professionals. In the professionalization system, there four actors play different roles and show the different effects. In fact, there two research lines interact with each other. The concrete implement ways need the corresponding actors to take the actions.
This paper has11chapters:
Chapter1defines the related concepts, such as adult learning, adult learning professionals, professionalization, standard and competence. And conducts literature reviews, chooses the research cases, defines the two research levels and builds the research framework based on the sociology of the professions.
Chapter2presents the results of the survey of the state of professionalization of adult learning professionals (take Shanghai as an example), using semi-structure interviews to explore the state of professionalization of professionals who work in the field of open education, society education, company training and elderly&community education. The aim of this chapter is to define the problems and challenges of the professionalization of Chinese adult learning professionals.
From chapter3to chapter9, the paper analyzes the theoretical results and practical experiences of seven cases and tries to define the effects of the four actors.
Chapter10summarizes the five key ways to promote the professionalization of adult learning professionals and explores the relations among the five ways. The five key ways include:making professional profile and professional standards, completing the education and training system, building qualification system, implementing validation of competence, using quality management. Furthermore, the most important way is to building qualification system. Moreover, this chapter uses the four-actor framework to analyze the effects of government, professional organization, university and society in the system of professionalization.
Chapter11combines the international experience and local contexts, trying to illustrate three key ways and two key suggestions to the professionalization of Chinese adult learning professionals. The three key ways includes making competence-based professional standards, building training and education model and developing qualification system. Two key suggestions are focusing on the design of adult learning professionalization system and making professional organization play a key role in promoting the professionalization of adult learning professionals.
引文
1 朗格朗.终身教育导论[M].滕星译.北京：华夏出版社,1988：6-7.
1 “相关服务”的概念不仅仅局限于教学服务,还包括课程开发、评估、咨询、管理等其他服务。
2 参见欧盟报告《成人学习专业在欧洲》(Adult learning profession in Europe) (2008),《成人学习工作者核心技能》(Key compentence for Adult learning professionals) (2010).
3 European Commission Communication:It is never too late to learn[EB/OL] http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2006:0614:FIN:EN:PDF.2013-04-21.
4 国际成人教育研讨会[EB/OL].http://www.cnier.ac.cn/adult.fayan/1393_4.html转引自薛扬.欧盟格龙维计划研究[D].上海：上海师范大学,2012：7.
1 何光全.我国成人学习基本状况调查[J].现代远程教,2013(6)：59.
2 联合国教科文组织第六届成人教育国际大会中所呈现的国家报告中所用的概念均为成人学习与教育(Adult learning and education, ALE)。参见National Report on the Development and State of the Art of Adult Learning and Education-United kingdom[EB/OL]http://shop.niace.org.uk/media/catalog/product/C/O/CON FINTEA-VI-UK-Country-Report.pdf,2013-05-07.
3 辞海编委会编：《辞海》(缩影本)[M].上海：上海辞书出版社,1980：208.
1 郑也夫.代价论：一个社会学的新视角[M].北京：三联书店,1995：85.
2 熊建辉.教师专业标准研究——基于国际案例的视角[D].上海：华东师范大学,2008：17.
3 Invargson, L.Development of a national standards framework for the teaching profession[EB/OL].http://researc h.acer.edu.au/teaching_standards/7,2013-04-15.
3 赵康.专业、专业属性以及成熟专业的六条标准[J].社会学研究,2000(5)：39.
1 郑丹丹.教师教育者及其专业标准的国际比较研究[D].上海：华东师范大学,2013：27.
2 OECD.Definition and selection of key competencies[EB/OL].http://www.oecd.org/pisa/35070367.pdf.2013-08-01.
3 Hager,P.&Gonczi,A.What is competence?[J].Medical teacherl8(1),1996:15.
1 刘奉越.我国成人教育专业化研究的回顾与反思[J].江苏技术师范学院学报,2008(7)：50.
1 Lattke.S.,& Nussil.E.(Eds).Qualifying Professionals for Adult Learning in Europe[M].Bielefeld:W.Bertelsma nn.2007:7.
1 参见欧盟的研究项目《成人学习工作者核心技能》(Key compentence for Adult learning professionals)(2010)。
1 Kober,D. Intercultural professioanlisation in adult education[J].Jouranl for the study of adult education and lea rning.2013(2):44.
1 赵康.管理咨询在中国：现状、专业水准、存在问题和发展战略[M].北京：中国社会科学出版社,2009.4.
1 Wilensky, H,L.The Professionalization of Everyone?[J].American Journal of Sociology,1964,70(2):138.
2 Cogan,M.L.Toward a definition of profession[J]Harvard Education Review.1953(23):49
3 Hughes,E.C.Professions[J]Daedualus.1963(92):658.
4 Freidson, E.Professionalism Reborn:Theory, Prophecy and Policy[M].Cambridge:Polity Press,1994:52.
1 Freidson,E.Professionalism Reborn:Theory[M].Prophecy and policy.Cambridge:Polity Press,1994:62.
1 Wilensky,H.A.L.The professionalization of Everyone?[J]American Journal Of Sociology,1964:1964,70(2):142.
2 Larson, M.S.The Rise of Professionalism[M].Berkeley:University of California Press,1977:58.
1 C.P斯诺著.两种文化[M].纪树立译.北京：生活·读书·新知三联书店,1994：35.
2 Bledstein,B.J.The culture of professionalism:The middle class and the development of higher education in America[M].New York:W.W.Norton& Company,1974:24.
1 赵康.管理咨询在中国：现状、专业水准、存在问题和发展战略[M].北京：中国社会科学版社,2008：14.
1 孙海法.朱莹楚.案例研究法的理论与应用[J].科学管理研究.2004,22(1)：116.
1 裴娣娜.教育研究方法导论[M].合肥：安徽教育出版社.2000：232.
1 田秀莉.国内外开放教育发展现状与启示[J].内蒙古民族大学学报,2011,17(6)：59.
1 企业培训师国家职业标准(2007年修订)[M].北京：中国劳动社会保障出版社，2008：3.
2 该抽样报告的信息由受访者提供
1 何光全.国际视野下的成人教育工作者专业化之困境及出路[J].开放教育研究,2007(4)：59.
1 来自上海终身教育研究院《社区教育专职教师职称评定存在问题及对策研究》课题成果。
1 时伟.当代教师继续教育论[M].合肥：安徽教育出版社,2004：61.
1 朗格朗.终身教育导论[M].滕星译.北京：华夏出版社,1988：140.
1 European Commission (2001) Making the European Space of Lifelong learning a reality [EB/OL]. http://eu r-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2001:0678:FIN:EN:PDF.2013-10-11.
2 European Commission (2006) Adult learning:It is never too late to learn.[EB/OL].http://eur-lex.europ a.eu/Le xUriServ/LexUriServ.do?uri=COM:2006:0614:FIN:EN:PDF.2013-10-11.
1 杨平,魏奇,杨东.欧盟终身学习政策与实践新进展[J].教育发展研究,2010(17)：86.
1 报告有《成人学习专业在欧洲》(2008),《成人学习工作者核心技能》((2010)等。
2 Research Voor Beleid. Key Competence for Adult Learning Professionals[EB/OL].http://ec.europa.eu/educat ion/more-information/doc/2010/keycomp.pdf,2013-11-20.
1 Research Voor Beiled & Palto.Key competences for adult learning professionals[EB/OL].http://www.frae.is/fil e s/Kennaraf%C3%A6rni%202010_1168938254.pdf.2013-02-13.
1 CEDEFOP(2009).European Guidelines for Validating Non-formal and informal learning[EB/OL].www.cede fop.europa.eu,2013-05-01.
1 CEDEFOP(2009).European Guidelines for Validating Non-formal and informal learning[EB/OL].www.cede fop.europa.eu.2013-05-01.
2 Sava,S.The adult educator in Europe-professionalization challenges and the alternative of validation of learning outcomes[J]Procedia Social and Behavioral Sciences,2009:223.
1 Strauch, A.,& Lupou,R.(EdS.) Flexible pathways towards professionalisation[M]. Bielefeld:W.Bertelsmann Verlag GmbH&Co.KG..2010:14.
2 Flexi-path toolkit:A guide to creating a professional portfolio to demonstrate the high level competences of adult educators[EB/OL]. http://www.flexi-path.eu/tools/C.3.5.1_Toolkit_English.pdf,2013-09-24
3 参见http://www.flexi-path.eu/project.htm.
1 欧阳忠明,肖菲.英国成人学习政策框架与实施效果[J].现代教育管理,2013(6)：124.
1 Osborne,M& Sankey,K.Non-vocational adult education and its professionals in the United Kingdom[J].Europea n Journal of Education,2009(44).273.
2 改革首先针对继续教育领域,后又由终身学习组织(Lifelong learning UK,LLUK)推广至终身学习领域。根据LLUK的定义,狭义的英国终身学习领域包括：社区学习与发展(Community learning and development)、继续教育(further education)、高等教育(Higher education)、图书馆,档案与信息服务(Libraries, archives and information services)及基于工作的学习(work based learning).
1 Ofsted.The initial training of further education teachers:A survey [EB/OL]. http://www.ofsted.gov.uk/resources/i nitial-training-of-further-education-teachers-2003.2013-12-05.
1 Doyle,L.The fragility of professionalism in the de-regulated environment[EB/OL].http://asemlllhub.org/policy-b riefs/united-kingdom-lingfield-report/,2014-01-04.
2 Bechtel, Mark.Competence Profiles for Adult and Continuing Education Staff in Europe:Some Conceptual Asp ects[A].Lattke.S.,&Nussil.E.(Eds).Qualifying Professionals for Adult Learning in Europe[M].Bielefeld:W.Berte lsmann,2007:51.
3 Further Education National Training Organisation.Standards for teaching and supporting learning in further edu cation in England and Wales[EB/OL].http://dera.ioe.ac.uk/4191/1/Standards%2520for%2520teaching%2520 and% 2520supporting%25201earning%2520in%2520%2520FE.pdf.2013-08-09.
1 Lifelong Learning UK.Defining teacher roles and responsibilities in the further education sector in England[EB/OL].http://repository.excellencegateway.org.uk/fedora/objects/import-pdf:90/datastreams/PDF/conten t,2013-11-02.
2 DIUS.The Further Educaiton Teachers'Qualifications (England) Regulations 2007[EB/OL].http:///www.s portscoachuk.org/sites/default/files/The-Further-Education-Teachers-Qualifications-Regulations.pdf,2013-11-02.
1 Lifelong Learning UK.Guidance for awarding institution on learning support practitioner roles and initial trainingqualifications[EB/OL] .http://dera.ioe.ac.uk/2302/1/guidance-on-learning-support-practitioner-roles-initial-t raining-quals.pdf,2013-09-12.
1 Lifelong learning UK.National Occupational Standards(NOS) for the role of learning support practitioner in the lifelong learning sector[EB/OL].http://dera.ioe.ac.uk/2332/1/lspnosdraft.pdf,2013-12-02.
1 Lifelong Learning UK.New Overarching Professional Standards for Teachers Tutors and Trainers in the Lifelong LearningSector[EB/OL].http:/www.lluk.org/wp-content/uploads/2010/11/new-overarching-standards-for-ttt-in-lifel ong-learning-sector.pdf.2013-03-14.
关晶.从NQF到QCF：英国资格框架改革的新进展[J].江苏技术师范学院学报(职教通讯),2009(10)：79.
1 Lifelong Learning UK(LLUK).Mandatory units of assessment for initial teaching qualifications[EB/OL].http://de ra.ioe.ac.uk/2302/l/guidance-on-learning-support-practitioner-roles-initial-training-quals.pdf.2013-06-17.
2 Sue.The new teacher training framework in England[EB/OL].http://www.hotelara.com/england/2007/12/the-ne w-teacher-training-framework-in-england/.2013-11-12.
1 Lifelong Learning UK. Guidance for awarding institutions on teacher roles and initial teaching qualifications[EB /OL[.http://dera.ioe.ac.uk/2337/1/ai_guidance_aug07_version3.pdf.2013-12-03.
2 Lifelong Learning UK. Guidance for awarding institutions on teacher roles and initial teaching qualifications[EB /OL[.http://dera.ioe.ac.uk/2337/1/ai_guidance_aue07_version3.pdf.2013-12-03.
1 BIS. The further Education Teachers'Qualifications (England)(Amendment) Regulations 2012. Statutory Instruments 2007 No.2166[EB/OL].http://dera.ioe.ac.uk/15391/1/9780111528327.pdf,2013-06-21.
1 BIS. The further Education Teachers'Qualifications (England)(Amendment) Regulations 2012. Statutory Instruments 2007 No.2166[EB/OL].http://dera.ioe.ac.uk/15391/1/9780111528327.pdf.2013-06-21.
2 笔者将在下一部分中对Lingfiled报告进行述评
3 Doyle,L.The fragility of professionalism in the de-regulated environment[EB/OL].http://asemlllhub.org/po licy-briefs/united-kingdom-lingfield-report/.2014-01-04.
4 LSIS.Teaching and Training Qualifications for the Further Educaiton and Skills Sector in England[EB/OL].http: //www2.warwick.ac.uk/study/cll/othercourses/teachertraining/stage2/guidance-for-employers-and-practitioners-20 13-aprill.pdf,2014-01-14.
5 教师实习生相互之间进行的一个的教学实践
1 BIS. The further Education Teachers'Qualifications (England)(Amendment) Regulations 2012. Statutory Instru ments 2007 No.2166[EB/OL].http://dera.ioe.ac.uk/15391/1/9780111528327.pdf,2013-06-21.
1 Lingfiled. Professionalism in Further Education[EB/OL].http://www.educationengland.org.uk/documents/pdfs/2 12-lingfield2-professionalism-fe-final.pdf.2014-01-15.
1 Lingfiled. Professionalism in Further Education[EB/OL].http://www.educationengland.org.uk/docum ents/p_dfs /2012-lingfield2-professionalism-fe-final.pdf,2014-01-15.
2 Hillier, Y.&Appleby,Y. Supporting professionalism:see-saw politics and the praradox of deregulation adults learning[J].Adult Learning,2012,24(2):8-12.
1 Fenwick,T.Socialmaterial approaches to conceptualizing professional learning and practice[J].Journal of Education and work,2012,25(1):4.
2 Plowright,.& Barr.An integrated professionalism in further education:a time for phronesis[J]. Journal of Further and higher education,2011,36(1):12.
3 Hillier, Y.&Appleby,Y. Supporting professionalism:see-saw politics and the praradox of deregulation adults learning[J].Adult Learning,2012,24(2):11.
1 Doyle,L.The fragility of professionalism in the de-regulated environment[EB/OL].http://asemlllhub.org/policy-briefs/united-kingdom-lingfield-report/.2014-01-04.
1 European Association for the education of adult. Country report on Adult education in Estonia[EB/OL].http://w ww.eaea.org/doc/pub/Country-Report-on-Adult-Education-in-Estonia.pdf,2013-08-13.
1 Estonian Ministry of Education and Research.Development Plan for Estonian Adult Educaiton 2009-2013[EB/ OL].http://www.hm.ee/index.php?popup=download&id=9945.2013-09-01.
1 European Comission.Country report on the action plan on adult learning:Estonia[EB/OL].http://ec.euro_pa.eu/ education/adult/doc/estonia_en.pdf,2013-08-17.
2 参见http://kutsekoda.ee/en/index
1 Kerem,k.Estonia Professional Qualification System[EB/OL].http://www.kpmpc.lt/LTKS_EKS/Katrin_Kutsekod a ENG.pdf,2013-09-12.
1 Eesmaa, I. Analysis of existing qualification frameworks and/or systems for adult educators in the partner co utri es-Estonia[EB/OL].http://www.adam-europe.eu/prj/3818/prj/FLEXI-PATH%20National%20Report%20Estonia.pd f,2013-11-20
1 Andras.Professioanl standard-Adult Educator/Andragogue Ⅱ、Ⅲ、Ⅳ、Ⅴ[EB/OL].http://www.emc_t.net/down load/products/req/standard adult_educator_estonia.pdf,2013-10-9.
1 参见http://www.andras.ee/client/default.asp?waid=835
1 Andras. Procedure of attestation and attribution of the Ⅱ、Ⅲ、Ⅳ and Ⅴ level Professional Qualification of Adult Educator[EB/OL].http://www.andras.ee/ul/KO_kord_andragoogi_ENGLISH.doc,2013-09-14.
1 Jogi,L.Quality assurance system of Adult Education curricula at Tallinn University[EB/OL].http://www.q-act-conference.de/english/materials_and_links/Posters/Estonia_quality%20assurance.asp,2013-10-09.
1 曹荣君,李建伟,虞晓东.德国教育发展述评[J].河北大学成人教育学院学报,2010(1)：64.
2 赵大星.德国成人教育的多元化机制[J].河北大学成人教育学院学报,2007(7)：41.
2 刘奉越.专业化视角下的德国成人教育特征[J].中国成人教育,2008(7)：119.
1 参见http://www.die-bonn.de/Weiterbildung/Qualidat/Default.aspx
2 Dausien, B.,&Schwendowius, D.Professionalisation in general adult education in Germany-an attempt to cut a path through ajungle[J].The training of Adult Education Professionals in Europe,2009,44(2):189.
1 Bechetel,M.Comptence profiles for adult and continuing education staff in Europe:some conceptual asp ects[A].Qualifying professionals for adult learning in Europe[M]. Bielefeld:W.BertelsmannVerlag,2008:54.
1 Egetenmeyer,R.,Nussl,E.(Eds.)Teachers and trainers in Adult and Lifelong learning. Asian and European Perspective[M].Frankfurt.2009:31.
2 刘奉越.德国成人教育专业化发展的历史轨迹[J].职教论坛,2009(5)：58.
1 Przybylska, E. Pathway to becoming an adult education professional in Europe[A].Qualifying professsionals for adult learning in Europe[M].Bielefeld:W.BertelsmannVerlag,2008.
2 徐理勒.博洛尼亚进程中的德国高等教育改革及其启示[J].德国研究2008(3)：72.
1 李智会,施祖毅.罗马尼亚成人教育的特征与启示[J].世界教育信息,2013(8)：44.
2 Sava.S.Trends in Adult and Continuing Education in Romania, a Country in Transformation [EB/OL].http://ww w.die-bonn.de/doks/sava0801.pdf.2013-12-27.
OL].http://www.adam-europe.eu/pri/3818/pri/National%20Report%20Romania.pdf,2013-10-11.
1 Magdalena,B. et al. National Study on Adult Educators [EB/OL].http://www.irea.ro/en/publications/theoretica1-a pproaches-in-adult-education/172.html.2013-12-27.
2 Sava,S.et al. Reference for the Development of the Professionalization System for Adult Education Practitioners [EB/OL].http://www.irea.ro/ro/proalps/finish/3-docuniente-proalps/7-51-proalpsreferences-for-the-development-of-the-professionalization-system-en.html,2013-1227.
1 Sava.s et al. Reference for the Development of the Professionalization System for Adult Education Practitioners [EB/OL].http://www.irea.ro/ro/proalps/finish/3-documente-proalps/7-51-proalpsreferences-for-the-development-of-the-professionalization-system-en.html,2013-12-27.
1 CONFINTEAⅥ.National Report on the development and state of the Art of Adult Learning and Education[EB /OL].http://ec.europa.eu/education/adult/doc/austria en.pdf,2013-11-04.
1 参见http://wba.or.at/english/about_us.php
1 Prokopp, M.& Loumi-Messerer,K. Case study:Recognition for professionalisation in the adult learning sector in Austria[EB/OL].http://libserver.cedefop.europa.eu/vetelib/2011/77481.pdf,2013-12-23.
1 Prokopp, M.& Loumi-Messerer,K. Case study:Recognition for professionalisation in the adult learning sector in Austria[EB/OL].http://libserver.cedefop,europa.eu/vetelib/2011/77481.pdf,2013-10-09.
1 参见http://wba.or.at/english/Network.php
2 Prokopp, M.& Loumi-Messerer,K. Case study:Recognition for professionalisation in the adult learning sector in Austria[EB/OL].http://libserver.cedefop.europa.eu/vetelib/2011/77481.pdf,2013-09-10.
1 QF2TEACH.National report on the outcomes of the qualified to teach Delphi survey-Swizerland[EB/OL].http: //qf2teach.com/assets/files/National%20Report%20Switzerland.pdf.2013-11-12.
1 SERI.Vocational and Professional Education and Training in Switzeland 2013[EB/OL].http://edudoc.ch/record/9 3217/files/Fakten-eng-2013.pdf,2014-02-01.
2 注：实线表示学生毕业后可以直接进行的下一级教育层次,虚线表示还需要一些其它额外的资格认证。
1 参见http://www.alice.ch/en/facts-figures/swiss-continuing-education-svstem/
European Association for the education of adult. Country report on Adult education in Switzerland[EB/OL]. http://www.eaea.org/doc/pub/Country-Report-on-Adult-Education-in-Switzerland.pdf,2013-08-25.
1 Hagenow,M.National Report:Switzerland-analysis of existing qualification frameworks for professionals in ad ult education[EB/OL].http://www.adam-europe.eu/prj/3818/prj/National%20Report%20Switzerland.pdf.2014-01-04.
QF2TEACH.National report on the outcomes of the qualified to teach Delphi survey-Swizerland[EB/OL].ht tp://qf2teach.com/assets/files/National%20Report%20Switzerland.pdf,2013-11-12.
1 SVEB.Equivalene Assessment Procedure-Legal Basis[EB/OL].http://www.alice.ch/en/ada/equivalence-assess ment-procedure-eap/.2014-02-01.
1 Research Voor Beleid.Developing the adult learning sector-quality in the adult learning sector[EB/OL] http://www.hm.ee/index.php?popup=download&id=12529.2014-01-05.
1 Hagenow, M. National Report:Switzerland-analysis of existing qualification frameworks for professionals in ad ult education[EB/OL].http://www.adam-europe.eu/prj/3818/prj/National%20Report%20Switzerland.pdf,2014-02-15.
1 2013年已被英国政府取消,目的是为了实行对从业者的去规范化(de-regulation)
1 [美]李·S·舒尔曼著,王幼真、刘捷编译.理论、实践与教育的专业化[J]比较教育研究.1999(3)：39.
1 秦立夏.美国教师资格认证制度及其效应研究[D].陕西师范大学.2008：52.
2 时伟.专业化视野下教师继续教育的理论与实践[D].上海：华东师范大学.2003：39.
1 [英]安迪·格林.教育、全球化与民族国家[M].朱旭东译.北京：教育科学出版,2004：400.
2 Lassnigg,L. Contradictions in adult education structures and policies in Austria; their interrelation with the pro fessional development of educators[J].European Journal for Research on the Education and Learning of Ad ults.2011.2(1):41.
1 刘虹.控制与自治：政府与大学关系研究[D].上海：华东师范大学,2010：5.
1 赵康.管理咨询在中国：现状、专业水准、存在问题和发展战略[M].北京：中国社会科学版社,2008：204.
2 约翰·穆勒.政治经济学原理(上)[M].赵荣潜，胡企林等译.北京：中国经济出版社，2000：23.
3 Collins,R.The credential society:An historical sociology of education and stratification[M].New York:Academic Press,1979:243.
1 Research voor Beleid. Adult learning professions in Europe,a study on current situation,trends and issues,final report[EB/OL].http://www.ne-mo.org/fileadmin/Dateien/public/MumAE/adultprofreport_en.pdf.2013-11-20.
2 Koster,B.,Brekelmans,M.,Korthagen,F.,&Wubbels,T.Quality Requirements for Teacher Educators[J].Teaching and teacher Education,2005,21(2):158.
3 王传金.教师教育标准：维度与主体[J].河北师范大学学报(教育科学版),2010,12(9)：103.
1 [美]伯顿·克拉克.高等教育系统论[M].王承绪等译.杭州：杭州大学出版社,1994：39.
2 王昕红.专业主义视野下的美国工程教育认证研究[D].武汉：华中科技大学,2008：125.
3 Goode, William J. "Community Within a Coommunity"[J].American Sociological Review,1957(22):910.
4 Carr-Saunders,A.M.The Professions in modern society, as abstracted in reading in the social aspects of education[M].Iillions:Interstate Printers&Billshers,Inc.1951:547.
1 [美]达肯沃尔德·梅里安.成人教育——实践的基础[M].刘宪之等译.北京：北京教育科学出版社，1986.308.
2 李中亮,李阿慧.我国成人教育专业协会发展研究[J].河北大学成人教育学院学报,2013,15(2)：17.
[1][英]安迪·格林.教育、全球化与民族国家[M].朱旭东译.北京：教育科学出版,2004.
[2][美]伯顿·克拉克.高等教育系统论[M].王承绪等译.杭州：杭州大学出版社,1994.
[3][法]朗格朗.终身教育导论[M]滕星译.北京：华夏出版社,1988.
[4][英]C.P斯诺.两种文化[M].纪树立译北京：生活·读书·新知三联书店,1994.
[5]蔡培村.论析我国成人教育专业化及其发展趋势[A].台湾成人教育学会编.成人教育专业化[M].台北：正中书局,1995：201-268.
[6]曹荣君,李建伟,虞晓东.德国成人教育发展述评[J].河北大学成人教育学院学报,2010(1)：64-66.
[7]陈福祥.德国成人教育发展概况及其特征解析[J].高等函授学报(哲学社会科学版),2007(3)：45-47.
[8]陈海涛.新时期我国成人教育教师专业标准探析[J].中国成人教育,2008(10)：61-62.
[9]辞海编委会编：《辞海》(缩影本)[M].上海：上海辞书出版社.1980.
[10]董显辉.英国成人教育教师专业化的策略及其启示[J].河北大学成人教育学院学报,2012(3)：95-99.
[11]董秀华.市场准入与高校专业认证制度研究[D].上海：华东师范大学,2003.
[12]都荣胜,娄立志.关于成人教育专业化问题的思考[J].成人教育,2006(2)：5-8.
[13]樊大跃.英国职业资格证书教育教师新标准解读[J].职业技术教育,2005(4)：68-71.
[14]高体健.论高等教育在构建终身教育体系中的地位和作用[J].中国成人教育,2002,12)：8-12.
[15]关晶.从NQF到QCF：英国资格框架改革的新进展[J].江苏技术师范学院学报(职教通讯),2009(10)：77-80.
[16]郭伟,邢思萍.专业化视角下的成人教师职业道德建设[J].成人教育,2010(3)：44-45.
[17]何光全.国际视野下的成人教育工作者专业化之困境及出路[J].开放教育研究,2007(4)：59-63.
[18]何光全.我国成人学习基本状况调查[J].现代远程教育,2013(6)：58-69.
[19]胡梦鲸.成人教育学理论与模型——国中补校文科教学的一项质的研究[M].台北： 师大书苑有限公司,1998.
[20]胡天佑.高校继续教育：机遇、挑战与策略[J].职业技术教育,2013,(7)：61-65.
[21]黄爱峰.体育教师教育专业化研究[D].南京：南京师范大学,2005.
[22]黄健.专业化：社区教育专职教师队伍建设的研究[J].远程教育杂志,2010(4)：99-103.
[23]霍玉文.我国成人教育教师专业化建设的必要性及对策[J].继续教育研究,2005(2)：39-41.
[24][美]李·s·舒尔曼.理论、实践与教育的专业化[J].王幼真、刘捷编译.比较教育研究.1999(3)：36-40.
[25]李智会,施祖毅.罗马尼亚成人教育的特征与启示[J].世界教育信息,2013(8)：44-47.
[26]联合国教科文组织国际教育发展委员会.学会生存——教育世界的今天和明天[M].北京：教育科学出版,1996.
[27]廖建华,李志雄.新世纪以来我国社区工作者专业化及其专业能力研究综述[J].广州城市职业学院学报,2012,6(4)：40-43.
[28]刘奉越.我国成人教育专业化研究的回顾与反思[J].江苏技术师范学院学报,2008(7)：49-52.
[29]刘奉越.专业化视角下的德国成人教育特征[J].中国成人教育,2008(7)：118-119.
[30]刘奉越.德国成人教育专业化发展的历史轨迹[J].职教论坛,2009(5)：57-60.
[31]刘捷.专业化：挑战21世纪的教师[M].北京：教育科学出版社,2002.
[32]刘虹.控制与自治：政府与大学关系研究[D].上海：华东师范大学,2010.
[33]刘思达.职业自主性与国家干预——西方职业社会学研究述评[J].社会学研究,2006(1)：197-223.
[34]刘小强,蒋喜锋.2000年以来欧盟终身学习策略实施新特点[J].职业技术教育(科教版),2005(7)：69-72.
[35][美]罗伯特·K.殷.案例研究：设计与方法[M].周海涛等译.重庆：重庆大学出版社,2004.
[36]罗文伟.我国成人教育教师专业化进程中的专业组织探微[J].成人高等教育,2005(1)：9-10.
[37]罗永彬.成人教育专业化视角下的师资培养机制研究——兼谈中美比较[J].中国成人教育,2010(2)：7-10.
[38]满玲玲.反思性实践视域下成人教育教师专业化策略[J].职教通讯,2010(10)：36-40.
[39]欧阳忠明,肖菲.英国成人学习政策框架与实施效果[J].现代教育管理,2013(6)：123-128.
[40]潘懋元，王伟廉主编.高等教育学[M1.福州：福建教育出版社,2005.
[41]裴娣娜.教育研究方法导论[M].合肥：安徽教育出版社,2000.
[42]企业培训师国家职业标准(2007年修订)[M1.北京：中国劳动社会保障出版社,2008.
[43]乔红心.我国成人教育管理人员专业化建设研究[D].开封：河南大学,2008.
[441秦立夏.美国教师资格认证制度及其效应研究[D]西安：陕西师范大学,2008.
[45]邱艳萍.英国成人教育教师培养改革新动态述评——以“英国新教育培训框架”为例[J1.成人教育,2009(1)：91-92.
[46]屈书杰.专业化：英国继续教育领域教师教育改革的核心[J].外国教育研究,2013(9)：43.
[47]桑宁霞,韩丽.困厄与出路：成人教育学硕士研究生导师专业化[J].河北大学成人教育学院学报,2009,11(4)：16-19.
[48]石丽敏.培训师专业化建设研究[D].上海：华东师范大学,2007.
[49]时伟.专业化视野下教师继续教育的理论与实践[D].上海：华东师范大学,2003.
[50]时伟.当代教师继续教育论[M].合肥：安徽教育出版社,2004.
[51]孙海法.朱莹楚.案例研究法的理论与应用[J].科学管理研究,2004,22(1)：116-120.
[52]田秀莉.国内外开放教育发展现状与启示[J].内蒙古民族大学学报,2011,17(6)：59-60.
[53][法]涂尔干.职业伦理与公民道德[M].梁东,付德根译.上海：上海人民出版社,2006.
[54]王传金.教师教育标准：维度与主体[J].河北师范大学学报(教育科学版),2010,12(9)：103.
[55]王红.论成人教育的专业化[J].中国成人教育,2007(12)：5-6.
[56]王昕红.专业主义视野下的美国工程教育认证研究[D].武汉：华中科技大学,2008.
[57]魏惠娟.成人教育专业化的内涵与实施[A].台湾成人教育学会编.成人教育专业化[M].台北：正中书局,1995：45-64.
[58]项秉健.成人教育培训工作者服务能力及其评价[J].成才与就业,2013(11)：14-15.
[59]熊建辉.教师专业标准研究——基于国际案例的视角[D].上海：华东师范大学,2008.
[60]徐平利.英国FENTO及其“教学标准”[J].世界教育信息,2004(11)：33-35.
[61][美]达肯沃尔德·梅里安.成人教育——实践的基础[M].刘宪之等译北京：北京教育科学出版社,1986.
[62]杨平，魏奇,杨东.欧盟终身学习政策与实践新进展[J].教育发展研究,2010(17)：83-87.
[63]叶澜.新世纪教师专业素质培养初探[J].教育研究与实验,1998(1)：41-47.
[64][英]约翰·穆勒.政治经济学原理(上)[M].赵荣潜,胡企林等译北京：中国经济出版社,2000.
[65]张景美.我国成人教育教师专业化建设探析[D].曲阜：曲阜师范大学.2005.
[66]张蓉.成人教育教师专业化及其有效途径与改进策略[J].职教通讯,2007,(11)：69-71.
[67]张玉华.德国成人教育的特点及启示[J].中国成人教育,2007(6)：100-101.
[68]赵大星.德国成人教育的多元化机制[J].河北大学成人教育学院学报,2007(7)：41-42.
[69]赵红亚.美国成人教育专业化发展的历史轨迹[J].河北师范大学学报(教育科学版,2005(6)：83-87.
[70]赵康.管理咨询在中国：现状、专业水准、存在问题和发展战略[M].北京：中国社会科学版社,2008.
[71]赵康.专业、专业属性以及其半段成熟专业的六条标准——一个社会学角度的分析[J].社会学研究,2000(5)：30-39.
[72]郑丹丹.教师教育者及其专业标准的国际比较研究[D].上海：华东师范大学,2013.
[73]郑也夫.代价论：一个社会学的新视角[M].北京：三联书店,1995.
[74]周倩.高校科技管理人员专业化建设研究[D].上海：华东师范大学,2006.
[75]朱新均.学习型社会建设的理念、路径和对策[J].现代远程教育研究,2011,(1)：3-11.
[1]A short presentation of adult education in Romania[EB/OL].http://www.valu enetwork. org.uk/Documents%20for%20Website/Bibliog%20docs/adult education romania.pdf, 2013-10-20.
[2]Abbott,A.The Systems of Professions[M].Chicago:University of Chicago Press,1988.
[3]Andras. Procedure of attestation and attribution of the Ⅱ、Ⅲ、Ⅳ and V level Professional Qualification of Adult Educator[EB/OL].http://www.andras. ee/ul/KO ko rd_andragoogi_ENGLISH.doc,2013-09-14.
[4]Andras.Professioanl standard-Adult Educator/Andragogue Ⅱ、Ⅲ、Ⅳ、Ⅴ [EB/OL].http://www.emcet.net.download/products/req/standard adult educator estoni a.pdf,2013-10-9.
[5]Andre Schlafli.The development and state of the art of adult learning and education(ALE)-National Report of Switzerland[EB/OL].http://www.unesco.org/filea dmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/National Reports/Europe%20-%20North%20America/Switzerland.pdf,2013-11-27.
[6]Bechtel, M.Competence Profiles for Adult and Continuing Education Staff in Europe: Some Conceptual Aspects[A].Qualifying adult learning professionals in Europe[M]. Bielefeld:Bertelsmann,2007:45-60.
[7]Becker, H. The Nature of a Profession[M]. Chicago:National society for the study of Education,1962.
[8]Bereday,G.Comparative Method in Education[M].New York:Holt, Rinehart&Winston, 1964.
[9]Bierema,L. Reflectiosn on the profession and professionalization of adult educator [J].PAACE Journal of Lifelong learning,2011(20):21-26.
[10]BIS. The further Education Teachers'Qualifications (England)(Amendment) Regulati ons 2012. Statutory Instruments 2007 No.2166[EB/OL].http://dera.ioe.ac.uk/1591/97_8 0111528327.pdf,2013-06-21.
[11]Bjornavold,J. Making Learning Visible:Identification, Assessment and Recognition of Non-formal Learning[EB/OL].http://www.cedefop.europa.eu/etv/Information_resou rce s/EuropeanInventory/publications/policy/CEDEFOP_making_learning_visible.pdf,201 3-04-28.
[12]Bledstein,B.J.The culture of professionalism:The middle class and the development of higher education in America[M].New York:W.W.Norton& Company,1974.
[13]Briddon,K. The lifelong learning sector[EB/OL]. http://mcgraw-hill.co.uk/openup/chap ters/9780335246533.pdf,2014-01-04.
[14]Carr-Saunders, A.M.,&Wilson, P.A.The Profession[M].Oxford:Clarendon Press,1933.
[15]Carr-Saunders,A.M.The Professions in modern society, as abstracted in reading in the social aspects of education[M].Iillions:Interstate Printers&Billshers,Inc,1951.
[16]CEDEFOP. European Guidelines for Validating Non-formal and informal learning[E B/OL].www.cedefop.europa.eu.2013-05-01.
[17]CEDEFOP. European Guidelines for Validating Non-formal and informal learning[E B/OL].www.cedefop.europa.eu.2013-05-01.
[18]Clow, R.Further Education Teacher's Construction of Professionalsim[J].Journal of Vocational Education and Training,2001,53(3):407-420.
[19]Cogan,M.L.Toward a definition of profession[J]Harvard Education Review,1953 (23):49-61.
[20]Collins,R.The credential society:An historical sociology of education and stratificati on[M].New York:Academic Press,1979.
[21]CONFINTEAⅥ.Nationa Report on the development and state of the Art of Adult Learning and Education-Austria[EB/OL].http://ec.europa.eu/education/adult/doc_/aus tria en.pdf.2013-11-04.
[22]Cushing,I.Working Towards Professionalism:A Pathway Into The Post-Compulsory Community of Practice[J].Teaching in the lifelong learning:a Journal to inform and improve practice,2012,4(1):13-20.
[23]Dausien, B.,&Schwendowius ,D.Professionalisation in general adult education in Germany-an attempt to cut a path through a jungle[J].The training of Adult Education Professionals in Europe,2009,44(2):183-203.
[24]Department for education and skills. Equipping our teachers for the further[EB/OL]. http://wwww.bis.gov.uk/assets/biscore/corporate/migratedD/publications/E/equippingourt eachersforthefuture-115-161,2013-07-19.
[25]Department for Innovations, Universities&Skills. A guide to the further education teachers'qualifications(England) Regulations 2007[EB/OL].http://dera.ioe.ac. uk/6717 /1/guide2007no2264.pdf,2013-07-19.
[26]DIUS.The Further Educaiton Teachers' Qualifications (England) Regulations 2007, Statutory Instruments 2007No.2264[EB/OL],http://www.sportscoachuk.org/sites/defa ult/files/The-Further-Education-Teachers-Qualifications-Regulations.pdf,2013-11-02.
[27]Doyle,L.'Professionalism'and'professionalisation':meanings, implications and consequences for adult education programmes in the UK[A].Proceedings of Intern at I nonal Conference of Adult Educators[C].,Bonn,Germany.2013.
[28]Doyle,L.The fragility of professionalism in the de-regulated environment[EB/OL]. http://asemlllhub.org/policy-briefs/united-kingdom-lingfield-report/,2014-01-04.
[29]Durkheim, E. Professional Ethics and Civic Morals[M]. London:Routledge,1992.
[30]Eesmaa, I.Analysis of existing qualification frameworks and/or systems for adult educators in the partner coutries-Estonia[EB/OL] http://www.adam-europe.eu/prj/3818 /prj/FLEXI-PATH%20National%20Report%20Estonia.pdf,2013-06-14.
[31]Egetenmeyer,R.,&Nussl,E.(Eds.)Teachers and trainers in Adult and Lifelong learning. Asian and European Perspective[M].Frankfurt,2009.
[32]Egetenmeyer,R.,&Stauch, A. Professionalisation in adult education:German perspe ctives[A].Asia-Europe Conference on Lifelong learning Frameworks for supporting lifelong learning[C].Beijing,China.2008:242-260.
[33]Egetenmeyer,R..Empirical results for academic professionalisation in adult and continuing education in Germany [A].Proceeding of International Conference of Adult Educators[C]. Bonn,Germany.2013..
[34]Egetenmeyer,R.Professioanlisation in adult eudcaiton:a european perspective [A].Egetenmeyer,R.;Nuissl,E.(Eds):Teachers and trainers in adult and lifelong learning:Asian and European Perspectives[M].Frankfurt/Main,2010:31-44.
[35]Egetenmeyer.R.,&Kapplinger,B.Professionalisation and quality managemen t:Struggles, boundaries and bridges between two approaches[J].European Journal for Research on the Education and Learning of Adults.2011,34(2):21-35.
[36]Elliott, P. The sociology of the professions[M]. London:Macmillan,1972.
[37]Eneau,J.,& Lameul,G.Professionalizing adult learners in the French University:a case study using portfolios and reflexive analysis[A].Proceedings of International Conference of Adult Educators[C]. Novemberl-3,2013,Bonn,Germany.2013.
[38]Estonian Ministry of Education and Research.Development Plan for Estonian Adult Educaiton 2009-2013[EB/OL]. http://ww.hm.ee/index.php?popup=download&id=994 5,2013-09-01.
[39]European Association for the education of adult. Country report on Adult education in Switzerland[EB/OL].http://www.eaea.org/doc/pub/Country-Report-on-Adult-Educatio n-in-Switzerland.pdf,2013-08-25.
[40]European Association for the education of adult. Country report on Adult education in Romania[EB/OL].http://www.erisee.org/downloads/2013/2/r/Country%20report%20on %20adult%20education%202011.pdf,2013-09-12.
[41]European Association for the education of adult. Country report on Adult education in Germany [EB/OL].http://www.eaea.org/doc/pub/Country-Report-on-Adult-Education-in-Germany.pdf,2013-09-23.
[42]European Association for the education of adult. Country report on Adult education in Estonia[EB/OL].http://www.eaea.org/doc/pub/Country-Report-on-Adult-Education-in-Estonia.pdf,2013-08-13.
[43]European Comission.Country report on the action plan on adult learning:Estonia [EB/OL]. http://ec.europa.eu/education/adult/doc/estonia en.pdf,2013-08-17.
[44]European Comission.Country report on the action plan on adult learning:Germany [EB/OL]. http://ec.europa.eu/education/adult/doc/germany_en.pdf,2013-06-10.
[45]European Commistion.European Commission Communication:It is never too late to learn[EB/OL]http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2006:0614 :FIN:EN:PDF.2013-10-11.
[46]European Commission.Action Plan on Adult learning:It is always a good time to learn[EB/OL].http://europa.eu/legislation_summaries/education training_youth/lifelon g_learning/c11102_en.htm,2013-08-13.
[47]European Commission.Making the European Space of Lifelong learning a reality [EB/OL].http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2001:06 78:FIN:EN:PDF.2013-10-11.
[48]European Commission.Teaching and Learning:Towards the Learning Society, White Paper [EB/OL].http://europa.eu/documents/comm/white papers/pdf/com95_590_en.pdf, 2013-08-13.
[49]Evettts, J. The Sociological Analysis of Professionalism:Occupational Change in the Modern World[J]. International Sociology,2003,18(2):395-415.
[50]Fairclough. M. Supporting learners in the lifelong learning sector[M].Open University Press.Berkshire,2008.
[51]Faulconbridge.R.,& Muzion.D.The rescaling of the professions:towards a transnational sociology of the professions[J].International Sociology,2012,27(1):109-125.
[52]Federal Office for Professional Education and Technology. Vocational and professional education and training in switzerland[EB/OL].http://edudoc.ch/record/93217/files/F ak ten-eng-2011.pdf.2013-12-01.
[53]Fenwick,T.Socialmaterial approaches to conceptualizing professional learning and practice[J] Journal of Education and work,2012,25(1):1-13.
[54]Flexi-path toolkit:A guide to creating a professional portfolio to demonstrate the high level competences of adult educators[EB/OL].http://www.flexi-path.eu/tools/C.3.5.1 T oolkit_English.pdf,2013-09-2
[55]Flexi-path.flexible professionalisation pathways for adult educator between the 6th and 7th level of EQF[EB/OL].http://www.adam-europe.eu/prj/3818/prj/National%20Report% 20Romania.pdf,2013-08-14.
[56]Freidson, E. Professionalism:The Third Logic[M]. London:Polity Press,2001.
[57]Freidson, E.Professionalism Reborn:Theory, Prophecy and Policy[M].Cambridge: Polity Press,1994.
[58]Further Education National Training Organisation.Standards for teaching and supportI ng learning in further education in England and Wales[EB/OL].http://dera.ioe.ac.uk/41 91/1/Standards%2520for%2520teaching%2520and%2520supporting%2520learning%2 520in%2520%2520FE.pdf,2013-08-09.
[59]Gines.Professionalization of adult educators:the Philippine experience[A].Proceedings of International Conference of Adult Educators[C]. Bonn,Germany.2013.
[60]Goode,William J. "Community Within a Coommunity"[J].American Sociological Revi ew,1957(22),909-914.
[61]Granovetter,M.The strength of Weak Ties[J].American Journal of Sociology,1973,78 (6):1360-1380.
[62]Greenwood, R.Change as an underlying theme in the professional service organizations: An introduction[J] Organization Studies,1966,17(4):563-572.
[63]Gross,M.,& Bradley,J.An alternative pathway for the professionalization of adult educators through the recognition of prior learning[A].Proceedings of International Conference of Adult Educators[C]. Bonn,Germany.2013.
[64]Gruber,H.,Harteis,C.,&Kraft,S.Aufgaben und Tatigkeitsfelder von weiterbild ner/Inne n.Cited from Dausien, B.,&Schwen do wius, D.Professionalisation in general adult education in GermDausien, B.,&Schwendowius, D.Professionalisation in general adult education in Germany-an attempt to cut a path through a jungle[J].The training of Adult Education Professionals in Europe,2009,44(2):183-203.
[65]Hagenow, M. National Report:Switzerland-analysis of existing qualification framew o rks for professionals in adult education[EB/OL].http://www.adam-europe.Eu/prj/38_1 8/prj/National%20Report%20Switzerland.pdf,2014-01-04.
[66]Hager,p.Is there a cogent philosophical argument against competency standards? [J].Au stralian Journal of Education,1993(38):3-18.
[67]Hager,P.,&Gonczi,A.What is competence?[J].Medical teacher,1996,18(1):15.
[68]Hillier, Y.&Appleby,Y. Supporting professionalism:see-saw politics and the praradox of deregulation adults learning[J].Adult Learning,2012,24(2):8-12.
[69]Hughes,E.C.Professions[J]Daedualus.1963(92):655-688.
[70]Illeris,K.Contemporary Theories of Learning[M].London:Routledge,2009.
[71]Jogi,L.Quality assurance system of Adult Education curricula at Tallinn University [EB/OL].http://www.q-act-conference.de/english/materials_and_links/Posters/Estonia quality%20assurance.asp,2013-10-09.
[72]J6gi.L.,&Gross,M.Professionalization of Adult Educators in Estonia-From a Biogra phical Perspective[A].Beruflichkeit zwischen institutionellem Wandel und biograph I s chem Projekt[M]. Verlag fur:Sozialwissenschaften,2012.
[73]Karu,K.,& J6gi.L..From professional studies to learning experiences-creating learning possibilities for adult educators[A].Proceedings of International Conference of Adult Educators[C]. Bonn,Germany.2013.
[74]Kerem, K.Estonia professional qualification system[EB/OL]. http://www.kpmpc.lt/LT KS EKS/Katrin Kutsekoda ENG.pdf,2013-09-12.
[75]Kober,D.Intercultural professioanlisation in adult education[J].Jouranl for the study of adult education and learning.2013(2):43-56.
[76]Koster,B.,Brekelmans,M.,Korthagen,F.,&Wubbels,T.Quality Requirements for Teacher Educators[J].Teaching and teacher Education,2005,21(2):158-167.
[77]Kouwenhoven,G.W. Designing for competence:towards a competence-based curriculu m for the faculty of education of Eduardo Mondlane Univerisy[D].University of Twente,2003.
[78]Kraft,S.Trainer-Qualifizierung-Weiterbildung[M].Bielefeld:W.Bertelsmann,2006.Cited from Dausien, B.,&Schwen do wius, D.Professionalisation in general adult education in Germany-an attempt to cut a path through a jungle[J].The training of Adult Education Professionals in Europe,2009,44(2):183-203.
[79]Kreft,T.,&Godding,B. United Kingdom national report-England focus-Analysis of existing qualification framework and/or systems for adult education in the partner countries[EB/OL].http://www.adam-europe.eu/prj/3818/prj/Flexi-Path%20national%20 report%20UK.pdf,2013-09-10.
[80]Kunter,M.,& Baumert,J.Assessing teacher candidates' general pedagogical and psychological knowledge:Test construction and validation[J].Journal of Education Psychology,2011,103(4):952-969.
[81]Larson, M.S.The Rise of Professionalism. Berkeley:University of California Press, 1977.
[82]Lassnigg,,L.Contradictions in adult education structures and policies in Austria:their interrelation with the professional development of educators[J].European Journal for Research on the Education and Learning of Adults.2011.2(1):37-55.
[83]Lattke.S.,&Nussil.E.(Eds).Qualifying Professionals for Adult Learning in Europe[M]. Bielefeld:W.Bertelsmann,2007.
[84]Lifelong Learning UK(LLUK). Guidance for awarding institutions on learning support practitioner roles and initial training qualifications[EB/OL].http://dera. ioe.ac.uk/2302/1 /guidance-on-learning-support-practitioner-roles-initial-training-quals.pdf,2013-09-12.
[85]Lifelong Learning UK. Guidance for awarding institutions on teacher roles and initial teaching qualifications[EB/OL].http://dera.ioe.ac.uk/2337/1/ai_guidance_aug07_versi on3.pdf,2013-12-03.
[86]Lifelong Learning UK. New Overarching Professional Standards for Teachers Tutors and Trainers in the Lifelong Learning Sector[EB/OL].http://collections. Europarch iv e. org/tna/20110214161207/http:/www.lluk.org/wp-content/uploads/2010/11/new-overarc hing-standards-for-ttt-in-lifelong-learning-sector.pdf,2013-03-14.
[87]Lifelong Learning UKDefining teacher roles and responsibilities in the further education sector in England[EB/OL].http://repository.excellencegateway.org.uk/fedora/ objects/import-pdf:90/datastreams/PDF/content, 2013-11-02.
[88]Lifelong Learning UK.Guidance for awarding institution on learning support practitioner roles and initial training qualifications[EB/OL].http://dera. ioe.ac.uk/2302/ 1/guidance-on-learning-support-practitioner-roles-initial-training-quals.pdf,2013-09-12.
[89]Lifelong Learning UKMandatory units of assessment for initial teaching qualifica tions[EB/OL].http://dera.ioe.ac.uk/2302/1/guidance-on-learning-support-practitioner-ro les-initial-training-quals.pdf,2013-06-17.
[90]Lifelong Learning UK.National Occupational Standards(NOS) for the role of learning support practitioner in the lifelong learning sector[EB/OL].http://de ra.ioe.ac.uk/2332/1 /lspnosdraft.pdf,2013-12-02.
[91]Lingfiled Report. Professionalism in Further Education[EB/OL].http://www. Education england.org.uk/documents/pdfs/2012-lingfield2-professionalism-final.pdf,2014-01-06.
[92]LSIS.Teaching and Training Qualifications for the Further Educaiton and Skills Sector in England[EB/OL].http://www2.warwick.ac.uk/study/cll/othercourses/teachertraining /stage2/guidance-for-employers-and-practitioners-2013-aprill.pdf,2014-01-14.
[93]Lupou,R& Silliman, A. National Report on the Outcomes of the Qualified to Teach Delphi Survey-Romania[EB/OL].http://www.adam-europe.eu/prj/3818/prj/National% 20Report%20Romania.pdf,2013-10-11.
[94]Lupou,R.,Nuissl,E.,&Sava,S.Credibility of Trainer's Competences Assessmen[J].So cical and Behavioral Science.2010,2(2):2777-2783.
[95]Magdalena Balica et al. National Study on Adult Educators[EB/OL].http://ww w.ir ea.ro/en/publications/theoretical-approaches-in-adult-education/172.html,2013-12-27.
[96]Magdalena,B.National Study on Adult Educators [EB/OL].http://www.irea.ro/en/publi cations/theoretical-approaches-in-adult-education/172.html,2013-12-27.
[97]Mallows,D.,Toia,M.,&Troster,M.Professioanlisation of adult basic skills teachers-issues and challenges across Europe[A].Proceedings of International Conference of Adult Educators[C]. Bonn,Germany.2013.
[98]Marja.T.Developemnt and state of art of adult learning and education-National report of Estonia[EB/OL].http://www.aontas.com/download/pdf/ireland_ale_report.pdf,2013-10-02.
[99]Marx,C.,&Goeze,A.Adult education teachers'pedagogical-psychological knowledge: dimensions and test development[A].Proceedings of International Conference of Adult Educators[C]. Bonn,Germany.2013.
[100]Miller, P.,&Rose, N.Governing Economic Life[J].Economy and Society,1990,19(1): 1-31.
[101]Millerson, G.The Qualifying Associations:A Study in Professionalization[M].London: Routledge,1964.
[102]Miwa,K.Professional development of adult educators at universities in Japan-training course for social education directors at Ochanomizu University[A].Proceedings of International Conference of Adult Educators[C]. Bonn,Germany.2013.
[103]Murphy,H.The professionalisation of adult education in Ireland-an exploration of the current discourse and debate-how is professionalization viewed amongst the stakeho lders in adult education in Ireland and how is driving this discourse? [A].Proceedings of International Conference of Adult Educators[C]. Bonn,Germany.2013.
[104]Nittel,D.A mission or a profession[M].Bielefeld,2000.
[105]Nuissl, E.&Egetenmeyer,R. Teachers and trainers in adult and lifelong learning:a preface[EB/OL].http://www.beck-shop.de/fachbuch/leseprobe/9783631612989 Excer pt 004.pdf.2013-10-27.
[106]Nuissl, E.,& Lattake, S. (Eds.).Qualifying adult learning professionals in Europe[M]. Bielefeld:W. Bertelsmann Verlag,2008.
[107]Nuissl, E.,& Pehl, K. Portrait of Continuing Education Gemany[EB/OL]. http://www.d ie-bonn.de/doks/nuiss10402.pdf.2013-09-12.
[108]Nuissl,E. Mutual responsibilities in learning of adults[J].Journal of Educational Sciences,2009(1):7-13.
[109]OECD.Definition and selection of key competencies[EB/OL].http://www.oecd.org/pisa /35070367.pdf,2013-08-01.
[110]Ofsted.The initial training of further education teachers:A survey(2003)[EB/OL].htt p://www.ofsted.gov.uk/resources/initial-training-of-further-education-teachers-2003, 2013-12-05.
[111]Osborne,M& Sankey,K.Non-vocational adult education and its professionals in the United Kingdom[J].European Journal of Education.2009(44):271-289.
[112]Panahon,A.Developing cross-cultural competence in adult learning in the ASEAN Context[M].Philippines:Ateneo de Manila University,2012.
[113]Parkins,T.Marxism and Class Theroy:A Bourgeois Critique[M]. New York:Columbia University Press,1979.
[114]Parsons, T. The social system[M]. New York:Free Press,1951.
[115]Plowright,.& Barr.An integrated professionalism in further education:a time for phronesis[J].Journal of Further and higher education,2011,36(1):1-16.
[116]Prokopp, M.& Loumi-Messerer,K. Case study:Recognition for professionalisation in the adult learning sector in Austria[EB/OL].http://libserver.ced efop.europa.eu/vetelib /2011/77481.pdf,2013-12-23.
[117]Przybylska, E. Pathway to becoming an adult education professional in Europe [A].Nuissl,E.,&Lattke,S.Qualifying adult learning professionals in Europe[M].Biel efeld:Bertelsmann,2007.
[118]QF2Teach Research. Concept for a national qualification framework for learning fac ilityators in adult and continuing education in Germany[EB/OL].http://qf2teach.com/a ssets/files/Report%20national%20workshop Germany.pdf,2013-111-12.
[119]QF2Teach Research. National Report on the Outcomes of the Qualified to Teach Delphi Survey-Romania[EB/OL].http://qf2teach.com/assets/files/National%20Report%20Rom ania.pdf,2013-12-27.
[120]QF2TEACH.National report on the outcomes of the qualified to teach Delphi surve y-Swizerland[EB/OL].http://qf2teach.com/assets/files/National%20Report%20Switzerl and.pdf,2013-11-12.
[121]QF2TEACH.National report on the outcomes of the qualified to teach Delphi survey-UK[EB/OL].http://qf2teach.com/assets/files/National%20Report_UK.pdf,2013-04-02.
[122]Reddy, P.A.,& Devi. D. U.Professionalization practices:a case study in India[A].P roce edings of International Conference of Adult Educators[C]. Bonn,Germany.2013..
[123]Research voor Beleid. ALPINE-Adult Learning Professions in Europe. A study of the current situation, trends and issues[EB/OL].http://www.ne-mo.org/fileadmin/Dateie n/public/MumAE/adultprofreport en.pdf,2013-11-20.
[124]Research voor Beleid. Country report on the action plan on adult learning:United Kingdom[EB/OL]. http://ec.europa.eu/education/adult/doc/uk_en.pdf,2013-04-12.
[125]Research voor Beleid. Country Report on the Action Plan on Adult Learning: Romania[EB/OL]. http://ec.europa.eu/education/adult/doc/romania en.pdf,2013-12-27.
[126]Research voor Beleid.Key Competence for Adult Learning Professionals[EB/OL]. http://ec.europa.eu/education/more-information/doc/2010/keycomp.pdf,2013-11-20.
[127]Research Voor Beleid.Developing the adult learning sector-quality in the adult learning sector[EB/OL] http://www.hm.ee/index.php?popup=download&id=12529,2014-01-05.
[128]Resichmann,J. Who is adult educator?-and why is the term "adult educator" destructive for professionalisation? [A].Proceedings of International Conference of Adult Educa to rs[C].,Bonn,Germany.2013.
[129]Robak,S.Studies on transnationalization processes of continuing vocational training in China from two perspectives:Designing HRD-professionalization structures for Germ an expatriates in enterprises and for the establishment of a CVET-Academy [A].Proc eedings of International Conference of Adult Educators[C].,Bonn,German y.2013.
[130]Sava,S. et al. Reference for the Development of the Professionalization System for Adult Education Practitioners[EB/OL].http://www.irea.ro/ro/proalps/finish/3-documen te-proalps/7-51-proalpsreferences-for-the-development-of-the-professionalization-syste m-en.html,2013-12-27.
[131]Sava,S.,& Lopou,R.(2008).Handbook for the use of the validpack, for the validation of psycho-pedagogical adult educator's competencies[EB/OL].http://www.vinepac.eu/co mponent/option,com docman/Itemid,31/task,doc download/gid,54/.2013-12-01.
[132]Sava,S.,& Thone-Geyer,B. The value of teacher's activities on the development of wider benefits of learning from a learners'perspective[A].Proceedings of International Conference of Adult Educators[C].Bonn,Germany,2013.
[133]Sava,S.,et al. Reference for the Development of the Professionalization System for Adult Education Practitioners[EB/OL].http://www.irea.ro/ro/proalps/finish/3-docum ente-proalps/7-51-proalpsreferences-for-the-development-of-the-professionalization-sy stem-en.html, 2013-12-27.
[134]Sava,S.The adult educator in Europe-professionalization challenges and the alternative of validation of learning outcomes[J].Procedia Social and Behavioral Sciences.2009: 222-229.
[135]Sava,S.Trends in Adult and Continuing Education in Romania, a Country in Transfo rm ation [EB/OL]. http://www.die-bonn.de/doks/sava0801.pdf.2013-12-27.
[136]Sava,S.Trends in Adult and Continuing Education in Romania, a Country in Transformation [EB/OL]. http://www.die-bonn.de/doks/sava0801.pdf,2013-12-27.
[137]Schlafli, A. How does policy influence professioanlisation of adult learning in Switzerland?[A]. Proceedings of International Conference of Adult Educators[C]. Bonn,Germany.2013.
[138]Schuβler,L.Studierenden-und Absolvent/imm/enbefragungen unter professionstheore tischer perpektive.Cited from Egetenmeyer,R..Empirical results for academic professi onalisation in adult and continuing education in Germany [A].Proceeding of International Conference of Adult Educators[C]. Bonn,Germany.2013..
[139]Seitter,W.&Kraft,S.Konstruktive Annaherungen and EQF und DQR.2008.Cited from Dausien, B.,&Schwendowius, D.Professionalisation in general adult education in Germany-an attempt to cut a path through a jungle[J].The training of Adult Education Professionals in Europe,2009,44(2):183-203.
[140]SERI.Vocational and Professional Education and Training in Switzeland 2013[EB/OL]. http://edudoc.ch/record/93217/files/Fakten-eng-2013.pdf,2014-02-01.
[141]Shah,S.Y. Professionalisation of Indian adult education.In P.Adinarayana Reddy.;Uma Devi.(Eds).Current trends in adult education[M].New Delhi:Sarup&Sons,2006.
[142]Sork,T.J.Planning and delivering of programs[A].Kasworm,C.E.,Rose,A.D.,&Ross-Gordon,J.M.(eds):Handbook of adult and continuing education[M].Los Angeles,2010: 157-166.
[143]Steward, A.Continuing your professional development in lifelong learning[M].London: Continuum International Publishing Group. London,2009.
[144]Strauch, A.,Radtke,M.& Lupou,R(Ed.) Flexible pathways towards professionalisation. W.Bertelsmann Verlag GmbH&Co.KG. Bielefeld,2010.
[145]Strauch, A. Validation of adult educators'competencies:the VINEPAC project[J]. Lifelo ng Learning in Europe,2008,13 (3).
[146]Sue. The new teacher training framework in Engalnd[EB/OL].http://www.hotelara.com /england/2007/12/the-new-teacher-training-framework-in-england/,2013-11-12.
[147]Surikova,S.,&Zuzeviciute,V.Didactical-methodological profile of adult learning facilitators:the key findings of transnational survey in Latvia and Lithuania[A].Proc eedings of International Conference of Adult Educators[C]. Bonn,Germany.2013.
[148]SVEB.Equivalene Assessment Procedure-Legal Basis[EB/OL].http://www.alice.ch/en/ ada/equivalence-assessment-procedure-eap/,2014-02-01.
[149]Unluhisarcikli.,O.,&Kahriman,N. Views of adult educators in their occupation and professionalisation[A].Proceedings of International Conference of Adult Educators[C]. Bonn,Germany.2013.
[150]Weber,P. Transnational and national networks as opportunity to implement professional requireements into the policy agenda[A].Proceedings of International Conf erence of Adult Educators[C]. Bonn,Germany.2013.
[151]Weikert,J.,& Popoviv,K..Dealing with the blind spot-how to integrate culture in a cross-cultural curriculum[A].Proceedings of International Conference of Adult Educat ors[C]. Bonn,Germany.2013.
[152]Weniger,E.Die Eigernstandigkeit der Erziehung in Teorie und Praxis[M].Weinheim:B eltz,1952.Cited from Egetenmeyer.R.,&Kapplinger, B.Profession alisation and quality management:Struggles,boundaries and bridges between two approaches[J].European Journal for Research on the Education and Learning of Adults.2011,34(2):21-35.
[153]Wilensky, H,L.The Professionalization of Everyone?[J].American Journal of Soci olo gy,1964,70(2):137-158.
[154]Wittorski,R.Professionalisation:issues, meanings and ways[A].Proceedings of Inter national Conference of Adult Educators[C].Bonn,Germany.2013.
[155]WSF.Survey of Teachers in Adult Education Institutions.Cited from Egetenmeyer,R., &Stauch, A. Professionalisation in adult education:German perspectives[A]. Asia-Euro pe Conference on Lifelong learning Frameworks for supporting lifelong learning[C].B eijing,China.2008:242-260.
[156]Zarifis,G.K. What does it take to develop professional adult educators? Identification and modeling of comparable competences in the European context[A].Proceedings of International Conference of Adult Educators[C].Bonn,Germany.2013.
[1]爱沙尼亚成人教育工作者协会官方网站：http://www.andras.ee/
[2]奥地利继续教育学会官方网站：http://wba.or.at/english/about us.php
[3]德国成人教育研究院官方网战：http://www.die-bonn.de/default.aspx
[4]罗马尼亚成人教育研究院官方网站三http://www.irea.ro/en/
[5]瑞士成人学习联盟官方网站：http://www.alice.ch/en/sveb/
[6]英国学习中心官方网站：http://www.ifl.ac.uk/