Contradictions in adult education structures and policies in Austria: their interrelation with the professional development of educators

This article analyses the structural influences on the professional development of adulteducators and their relation to education policy using Austria as a fairly averageexample of the diversity in European adult education. The position of adult education isfirst analysed in the course of the development of a lifelong learning strategy, showing aset of basic contradictions that are institutionally embedded in educational practicesand policies. The consequences of these constellations for professional development inadult education are then examined, and a policy analysis undertaken based oninstitutional theory and using literature, documents and secondary data. This analysisshows that the contradictions in the institutional structures and policies inhibit both thedevelopment of a lifelong learning strategy as well as the professional development ofadult educators. The competence development and quality assurance approachesadopted in Europe contribute only very modestly to the development of adult educationin Austria.