Making meaning of social-cultural adult education

In the context of policy makers ever growing attention to lifelong learning, socio-cultural adult work is regarded as the field specialised in providing life-wide, non-formal education. These forms of education have hitherto been granted only a small amount of substantive empirical attention. Most significant is the lack of understanding of how non-formal educators make sense of their practice. In response to this lacuna, the present study explored several aspects of the educational dimension of socio-cultural work from the point of view of non-formal adult educators. To this end, qualitative research was undertaken, using focus group interviews of a diverse population of socio-cultural adult educators active in a number of associations, adult education centres, national training institutions and movements. The specific questions addressed in the present study include: What are the basic principles, singularities and methods specifying educational practices in the view of those working with adults in the socio-cultural field? What does the so-called socio-cultural view on education imply? The findings suggest widespread agreement amongst practitioners that the educational dimension is strongly related to other functions of socio-cultural work, such as community building and social activation. They consider a life world oriented approach to be one of the key concepts characterising their working method. The way non-formal adult educators perceive local and global trends regarding lifelong learning policies was also addressed, as were the general conditions required for adult educators to practice their profession optimally. In conclusion, we proffer arguments in support of the significance of social-theoretical reflection on socio-cultural education.