Training of Adult Educators within German Universities Reflections on the history， on the present situation， and some visions on professionalisation

本文首先敘述教育學成為人文學科的發展簡史。早在的一九二○年代成人教育即被視為教育的次學科而探討，然而，成人教育的第一個教學講座，則是於一九六○年代及一九七○年代期間，受到新大學的資助才設立。這項次學科關心於成人教育者的方案發展與績效。成人教育者的專業他係建立在所謂的「成人教育證照」概念之上。根據「歐洲教育、研究與科學部長常設委員會」的波隆納協家，所有的歐洲大學被要求改革各學科的學程，以因應一致化與國際化的學程。而在此時，大學正致力於方案的新規劃，其中部分係參照美國與英國的模式，而將畢業明顯區分為實務與學術兩種取向，並經此以達到國際化水準，而且學習計畫必須建立在群組結構的基礎上。

The essay starts by a short historical reminder on the development of pedagogy as a distinct discipline within the humanities. Adult Education was during the 19th century left to private iniatives outside the academic sector. First attempts to deal with adult as a pedagogical subdisciplin were undertaken already in the 1920ies， whilst first chairs for adult education became instutionalized in connection with the founding of new universities during the 1960ies and the 1970ies. The subdisciplin engagegd itself in the development and performance of programs for adult educators. The professionalisation of adult educators was based on a study concept， which was called “diploma in adult education”. Due to the Bologna agreement by the Standing Committee of the European Ministers of Education， Research and Sciences all universities in Europe are asked to reform their study programs in all discipline in order to harmanonize and internationalize academic study programs and graduation. At the moment universities are working on programs for a new design， which is partly copying American and English models insofar as the graduation is differentiated into a more vocational side (B.A.) and a more academic side (M.A.)， whereby the international standards should be adapted and the study program should be based on a modularized structure.