DEVELOPMENT OF ADULT LEARNERS’ 21ST CENTURY SKILLS IN GREENLAND: FIELD WORK ANALYSIS

Authors

  • Andreas Ahrens Hochschule Wismar University of Applied Sciences Technology, Business and Design
  • Jelena Zascerinska Centre for Education and Innovation Research http://orcid.org/0000-0003-4664-8593
  • Inga Dora G. Markussen ID-Consulting

DOI:

https://doi.org/10.17770/er2022.2.6964

Keywords:

adult education, 21st century skills, employment, fieldwork, Greenland, Kofoeds Skole, Majoriaq

Abstract

The expansion of adult education has been presented as an effective strategy to solve the issues in adult employment. The aim of the present research is to analyse the field work carried out in Nuuk (Greenland) on the development of adult learners’ 21st century skills in Greenland underpinning the elaboration of implications for adult education in Greenland. The methods of the present research comprise both theoretical and empirical methods. The empirical study was based on fieldwork. Two on-site visits in Nuuk between the 8-12th August 2022 were carried out. Observation and participant observation were implemented. A semi-structured interview with two interviewees was conducted. The literature review allows for a conclusion that adult education in Greenland is mentioned neither in Greenland educational policy documents or scientific publications. Despite that, the analysis of the implemented fieldwork allows drawing a conclusion that adult education has been established on a municipal level like the centre Majoriaq, and on a non-governmental level like Kofoeds Skole. Both theoretical and empirical analysis contribute to the conclusion that adult learners’ 21st century skills in Greenland are being developed. However, these skills would need more joint work from all the adult education stakeholders. 

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Author Biographies

  • Andreas Ahrens, Hochschule Wismar University of Applied Sciences Technology, Business and Design
    Prof., Faculty of Engineering, Hochschule Wismar
  • Jelena Zascerinska, Centre for Education and Innovation Research
    Jeļena Zaščerinska was awarded Dr. paed. Degree from the University of Latvia, Riga, Latvia, in 2011. In January 2012 she became a leading researcher at the Centre for Education and Innovation Research, Riga, Latvia. Dr. paed. Jeļena Zaščerinska has been awarded a couple research grants to carry out interdisciplinary research. The research results are revealed in a number of scientific publications indexed by such publication databases as Thomson Reuters Conference Proceedings Citations Index, DBLP, Library of Congress, etc that demonstrates a high quality of her published contributions. In 2012 Dr. paed. Jeļena Zaščerinska was bestowed expert rights by the Latvian Council of Science, Riga, Latvia. In December 2013 Dr. paed. Jeļena Zaščerinska was awarded expert rights by Horizon 2020 – the Framework Programme for Research and Innovation, the European Commission, Brussels, Belgium. Since 2017 Dr. paed. Jeļena Zaščerinska acts as an expert at National Science Centre, Krakow, Poland. Since 2013 Dr. paed. Jeļena Zaščerinska has been actively acting as the Editorial Board Member and Reviewer in such international scientific journals as the Journal of Information Technology Research (JITR), International Journal of Modern Education Research (IJMER), International Journal of Learning, Teaching and Educational Research (IJLTER), Journal Current Issues in Education (CIE), International Journal of Modern Education Forum (IJMEF), etc. Dr. Jeļena Zaščerinska is a member of international research teams focused on interdisciplinary investigations of the inter-relationships between education, innovations and modern technologies.
  • Inga Dora G. Markussen, ID-Consulting
    Consulting in the field of education, including political aspects

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Published

11.01.2023

How to Cite

Ahrens, A., Zascerinska, J., & Markussen, I. D. G. (2023). DEVELOPMENT OF ADULT LEARNERS’ 21ST CENTURY SKILLS IN GREENLAND: FIELD WORK ANALYSIS. Education Reform: Education Content Research and Implementation Problems, 2, 4-16. https://doi.org/10.17770/er2022.2.6964