WEBVTT

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Adult education

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What are the goals of educational programs for adults with profound intellectual and multiple disabilities?

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Educational programs in this area

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are educational programs

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which, like all educational programs

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in the field of adult education

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are oriented towards the same goals.

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One could say that

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specific adult education

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for people with profound intellectual and multiple disabilities

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cannot be justified at the target level

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nor can it be substantiated,

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but adult education has objectives

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that apply equally to everyone.

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Adult education has developed

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over the course of the past two centuries

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to a relatively large extent

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based on the principles

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of the labor movement,

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and, on the other hand, repeatedly

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based on political education.

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So these efforts within

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adult education are also

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important for the objective time and again.

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If one asks today about the task

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and the objectives

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of adult education in general,

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it is actually about

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adult education is about equipping people

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as citizens of a society

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in accordance with the requirements of society

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.

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In this regard, it is central and important

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that education is a process undertaken by adults

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on their own initiative.

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This process is now absolutely central.

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This also applies to people with complex disabilities,

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people with severe disabilities

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or with profound intellectual and multiple disabilities.

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Here, too, the focus will naturally be on

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enabling education as a process

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for those affected,

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which will give them, the people,

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opportunities for development

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in their current situation.

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We can imagine

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People in this area are, of course,

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often unable to

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communicate verbally.

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For the most part, this group of people

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is also characterized by the fact

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that they are unable to communicate verbally.

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This naturally means a very significant modification

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and modification of the primarily didactic

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and, above all,

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methodological possibilities

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of adult education.

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But the fundamental objective

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and fundamental nature is not called into question by this.

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If one considers the content areas

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of general adult education,

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these can also be incorporated in an appropriate form,

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in appropriate,

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one could say,

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yes, in basic reformulations

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for people with profound intellectual

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and multiple disabilities.

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We generally have the areas

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in adult education, very classic,

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politics, health,

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culture, creativity, languages,

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then basic education and also continuing education.

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What is particularly important, of course,

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in this area is adult education

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people with profound intellectual and multiple disabilities,

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is that the principles

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of general adult education

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are really taken into account here.

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And these principles would be, above all,

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first and foremost, the principle of voluntariness.

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And here, of course, the question now arises

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in the area of working with people

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who may grow up with little access to education,

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places special demands on adult education.

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Adult education must

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reach out to this group of people.

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The fact is that at the moment

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we are, of course, primarily pursuing the objective

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of inclusive adult education.

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Adult education should be designed to be inclusive

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and implemented.

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This is, of course, a huge problem,

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because it is primarily based

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on the voluntary nature of adult education

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people who do not have a disability

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very rarely attend such a course,

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or come across an offer

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in which there are also

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people with profound intellectual and multiple disabilities.

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In order to answer this question

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as a whole,

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distinguish between adult education

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at the target level and at the reality level,

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implementation level.

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You asked about the goals.

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What are the goals of the educational programs?

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These are goals

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that are ultimately determined by the participants

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.

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Participant orientation is another

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essential principle of adult education,

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alongside voluntariness.

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And it should also be taken into account here.

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But as with, let's say,

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the formal point of access,

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how do you even get

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people with profound intellectual and multiple disabilities

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into such a situation

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that they voluntarily attend such a course?

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That will not be the case.

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So adult education,

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special education,

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the entire field of educational assistance

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focus on

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to address people who come here

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for whom such an opportunity

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in continuing education.

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However, it must be assumed from the outset

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that this interest is usually not at all

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available to those concerned

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initially available to the person concerned,

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it must be awakened.

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And this interest is awakened

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through outreach adult education,

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which attempts to engage people

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in a conversational context or

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interactive context

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and to develop

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develop concepts and approaches

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for adult education

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that also reaches this group of people.

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What challenges do people with profound intellectual and multiple disabilities face in adult education?

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Yes, I don't see

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any challenge

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on the part of the participants

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with profound intellectual and multiple disabilities,

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but rather the challenge clearly lies

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on the part of either the desirable

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non-disabled participants,

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so when it comes to

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inclusive adult education,

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and on the other hand

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of course, those responsible

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the educational institutions or those implementing it.

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It is a challenge, of course, first and foremost,

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now also in the context of inclusive adult education,

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which is also a requirement

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to adult education centers

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and other adult education providers.

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It is a challenge for course instructors

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to deal with this group of people

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and to deal with the specific

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and the repeatedly

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articulated barriers

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that exist on the part of non-disabled people,

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to address and, if possible, to remove.

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Above all, of course,

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that the relevant course instructors

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do not see themselves in a position to

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to deal with the special requirements of

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people with profound intellectual and multiple disabilities

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.

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They do not feel able to

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dealing with critical situations

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that may arise during interaction

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then process them.

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One possibility

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if we really imagine adult education

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for this group of people

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as adult education,

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then it's actually about

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working in small groups with as many

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adult education skills

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developing appropriate educational work

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is developed,

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with special education

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trained professional staff

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as companions, support,

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as support,

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it would make sense

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if, right from the start,

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in cooperation with course instructors

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general adult education

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such a course concept

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could be developed.

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However, to my knowledge,

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has not been realized so far.

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There are few such approaches.

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Challenges, so very clearly,

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in my opinion

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do not lie with the people concerned,

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but with us

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as the relevant professional staff.

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We need to talk to the people concerned

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in the direction of

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that they recognize their own possible questions,

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interests, and life situations

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that are meaningful to them

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and to try to explore the meaning together with them

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to explore the meaning together with them

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in order to address possible problems

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questions raised by those concerned.

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questions at a very basic level

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and to look for solutions together with them.

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Adult education is therefore not something

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that comes across as a method

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that just needs to be applied

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and then it would work.

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No, adult education means

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it's about

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that the relevant group of people

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educational work can be made possible,

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questions can be asked,

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that the people concerned

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can distance themselves

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as well as to their environment.

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And that is

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not a matter of course for people with profound intellectual and multiple disabilities

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not a matter of course,

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but these basic skills

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must be recognized by the caregivers

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or employees concerned,

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professional staff,

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they must be sought out,

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so this is where we need to start.

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The challenges are,

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how can I help someone

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who does not have language,

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into such a communication

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or understanding process,

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interaction process,

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in which I can grasp initial meanings.

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On this basis,

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further adult education is possible.

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So it cannot be said from the outset

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here,

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there are very specific challenges

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for these people with profound intellectual and multiple disabilities.

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No, the challenges lie with

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adult education as a complex system.

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What tasks arise for employees at work and educational institutions in order to implement adult education for this group of people?

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If we now return to the relevant

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let's say

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specific requirements

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that are placed on such educational work,

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it is probably the case

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that one is primarily

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engaged in the field of disability assistance.

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I think

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that this form of adult education

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has been extremely rare so far,

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I only know of one or two examples

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in general adult education institutions

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.

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First and foremost,

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as with adult education, the focus

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people with intellectual disabilities in general

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or for people with learning difficulties,

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that this adult education was developed

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in the 1980s,

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and in some cases even earlier,

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within the context of disability services.

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And that general adult education,

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adult education centers,

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other institutions only began to take place with the announcement

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the Convention on the Rights of Persons with Disabilities

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also see their area of responsibility here

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and are currently endeavoring, in some cases,

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to actually fulfill this remit.

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So we are dealing with a

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I assume, as a rule

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internal form of disability assistance

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of adult education.

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And the experiences

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gained with it

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in the field of special education

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in the 80s and 90s and the first decade

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now the 2000s, is

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that it is better than nothing,

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but that adult education should be established in a meaningful way

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in general offerings

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in general offerings,

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offering structures.

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If the Convention on the Rights of Persons with Disabilities is taken seriously,

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this should also be implemented.

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Because Article 24 on education states that

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that we are very determined

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to include lifelong learning

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and adult education

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into an inclusive education system

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.

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This requirement, this demand

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on the part of the Convention on the Rights of Persons with Disabilities

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also means, of course,

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that people with profound intellectual and multiple disabilities

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must be included,

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must be included from the outset.

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That is not actually the case,

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but the orientation

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that exists.

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And we now have this question,

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what tasks arise

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for the employees

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at the educational institutions,

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we must also ask

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what educational institutions are

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to provide adult education for these individuals,

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then we can think, on the one hand,

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of the few areas

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in which such real

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general adult education work

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is carried out

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for people with profound intellectual and multiple disabilities.

00:18:05.206 --> 00:18:09.166
And we can try to

00:18:09.166 --> 00:18:13.366
develop concepts towards

00:18:13.366 --> 00:18:15.366
inclusive adult education,

00:18:15.366 --> 00:18:17.486
but which is not yet feasible at the moment

00:18:17.486 --> 00:18:20.046
because the necessary structures are lacking.

00:18:20.046 --> 00:18:22.226
Not only are the structures lacking,

00:18:22.226 --> 00:18:26.106
there is also a lack of awareness and the corresponding

00:18:26.858 --> 00:18:29.918
the corresponding interest

00:18:29.918 --> 00:18:32.338
and many other things are lacking.

00:18:32.338 --> 00:18:34.998
Above all, the dilemma

00:18:34.998 --> 00:18:37.978
of adult education is also

00:18:37.978 --> 00:18:40.458
a fundamental principle of adult education.

00:18:40.458 --> 00:18:42.158
That is, namely, voluntariness.

00:18:42.158 --> 00:18:45.798
The voluntary nature of adult education means

00:18:45.798 --> 00:18:54.678
that people without disabilities

00:18:54.678 --> 00:18:59.290
are generally not interested

00:18:59.290 --> 00:19:03.130
in a course offered together

00:19:03.130 --> 00:19:06.530
with people with profound intellectual and multiple disabilities.

00:19:06.530 --> 00:19:09.770
So here we need to look at

00:19:09.770 --> 00:19:13.070
how we can ultimately realize this task of inclusion

00:19:13.070 --> 00:19:16.290
can ultimately be achieved.

00:19:16.290 --> 00:19:19.090
I think

00:19:19.090 --> 00:19:22.970
slow steps have already been taken,

00:19:22.970 --> 00:19:24.770
small steps have been taken

00:19:26.594 --> 00:19:29.974
But it is still far too little.

00:19:30.148 --> 00:19:38.228
What adult education opportunities are currently available for people with profound intellectual and multiple disabilities?

00:19:38.722 --> 00:19:42.302
In the specific and official documents

00:19:42.302 --> 00:19:44.162
on adult education

00:19:44.162 --> 00:19:46.002
that currently exist,

00:19:46.002 --> 00:19:48.882
there is only one reference in recent publications

00:19:48.882 --> 00:19:52.462
in my view, to appropriate adult education

00:19:52.462 --> 00:19:55.822
to appropriate adult education

00:19:55.822 --> 00:19:58.842
for people with profound intellectual and multiple disabilities,

00:19:58.842 --> 00:20:02.342
who generally do not have the ability to speak.

00:20:04.482 --> 00:20:08.822
The Dreiländereck adult education center in the Görlitz area,

00:20:08.822 --> 00:20:10.462
i.e. the border triangle

00:20:10.462 --> 00:20:13.142
Czechia, Poland, Germany.

00:20:13,142
There is an adult education center association

00:20:15,602
and an initiative

00:20:16.702 --> 00:20:19.482
which developed an adult education center for people with disabilities

00:20:19.482 --> 00:20:21.822
in the 1990s,

00:20:21.822 --> 00:20:23.482
which obviously still exists today

00:20:23.482 --> 00:20:24.822
still exists in this form

00:20:24.822 --> 00:20:26.502
and where efforts are being made to

00:20:26,502 - -> 00:20:29,282
actually

00:20:29.282 --> 00:20:31.062
address this group of people.

00:20:32.226 --> 00:20:33.846
However, at the moment I lack

00:20:33.846 --> 00:20:36.526
very specific descriptions

00:20:36.526 --> 00:20:38.706
to be able to say

00:20:38.706 --> 00:20:42.886
that this concept or this offer

00:20:42.886 --> 00:20:45.826
is actually one

00:20:45.826 --> 00:20:46.966
within the framework

00:20:46.966 --> 00:20:51.166
of general adult education.

00:20:51.166 --> 00:20:55.746
We have many initiatives

00:20:55.906 --> 00:20:57.386
in the field of disability assistance,

00:20:57.386 --> 00:20:59.026
which deal with disabled people

00:20:59.026 --> 00:21:02.446
with profound intellectual and multiple disabilities.

00:21:02.446 --> 00:21:05.406
I am thinking of the workshop,

00:21:05,406 - -> 00:21:06,386
learning,

00:21:06.386 --> 00:21:07.926
for example here in Berlin.

00:21:07.966 --> 00:21:12.686
But these are now offers

00:21:12.686 --> 00:21:14.426
that usually

00: 21:14:426 --> 00:21:19.086
take place in the context of disability assistance.

00:21:19.086 --> 00:21:25.146
And the aim of adult education here would be

00:21:25,826 - -> 00:21:28,346
to be able to proceed inclusively

00:21:28,346 - -> 00:21:32,686
and to be able to work with these people in the area of

00:21:32.686 --> 00:21:36.786
general adult education.

00:21:36.786 --> 00:21:40.446
And of course, that is not in sight yet.

00:21:40.446 --> 00:21:44.806
But we also have to take the initiative here.

00:21:44.806 --> 00:21:47.106
So we have to think in this direction.

00:21:47.106 --> 00:21:50.346
When it comes to

00:21:50.346 --> 00:21:55.046
actually learning about adult education

00:21:55.522 --> 00:21:59.262
in an exemplary manner,

00:21:59.262 --> 00:22:03.222
it would make the most sense

00:22:03.222 --> 00:22:06.042
for this group of people,

00:22:06.222 --> 00:22:09.722
to look into the relevant

00:22:09.722 --> 00:22:12.202
publication options.

00:22:12.202 --> 00:22:13.382
That means

00:22:13.382 --> 00:22:15.182
we have the journal

00:22:15.182 --> 00:22:17.442
Adult Education and Disability,

00:22:17.442 --> 00:22:19.522
which is published twice a year

00:22:19.522 --> 00:22:22.562
and in which relevant examples

00:22:22,562
00:22:22.562 --> 00:22:26.590
are also presented repeatedly.

00:22:26.590 --> 00:22:30.570
By society

00:22:30,570 - -> 00:22:32,070
Adult Education and Disability

00:22:32.070 --> 00:22:33.770
this magazine is published,

00:22:33.770 --> 00:22:35.190
which deals with this issue.

00:22:35.190 --> 00:22:38.570
In concrete terms, of course, one can always

00:22:38.570 --> 00:22:43.070
refer back to the relevant programs

00:22:43.070 --> 00:22:43.710
that exist.

00:22:43.710 --> 00:22:50.230
In Berlin, there is the Erwin Action Group,

00:22:50.230 --> 00:22:52.950
which means inclusive adult education,

00:22:53,698
--> 00:22:56.738
a corresponding brochure,

00:22:56,738
 --> 00:23:00.058
which is produced in cooperation between Lebenshilfe

00:23:00.058 --> 00:23:03.058
and the adult education centers in Berlin.

00:23:03.058 --> 00:23:04.898
All available courses

00:23:04.898 --> 00:23:06.118
are listed here.

00:23:06.118 --> 00:23:09.058
However, for this group of people,

00:23:09.058 --> 00:23:14.818
no suitable courses available at present.

00:23:15.298 --> 00:23:21.438
There is further literature available.

00:23:22.722 --> 00:23:27.482
But specifically on this issue

00:23:31.874 --> 00:23:34.314
we are required and urged

00:23:34.314 --> 00:23:35.494
to strive

00:23:35.494 --> 00:23:39.374
to find feasible ways.

00:23:39.374 --> 00:23:44.014
If we now also see adult education

00:23:44.014 --> 00:23:48.174
as adult education

00:23:48.174 --> 00:23:50.074
as a public responsibility

00:23:50.074 --> 00:23:54.074
and look at adult education centers here

00:23:54.074 --> 00:23:56.754
as the responsible address

00:23:56.754 --> 00:23:59.194
for this type of education,

00:23:59.200 --> 00:24:01.734 
we have

00:23:59.194 --> 00:24:01.734
we

00:24:02.082 --> 00:24:07.202
when we look at this group of people,

00:24:07.202 --> 00:24:12.542
there are no specific offers available.

00:24:12.542 --> 00:24:17.822
Exceptions are those offers

00:24:17.822 --> 00:24:20.942
which are made within the framework of disability assistance

00:24:20.942 --> 00:24:23.202
,

00:24:23.202 --> 00:24:24.942
for example

00:24:24.942 --> 00:24:26.422
the Macherei, the Lernerei.

00:24:27.302 --> 00:24:34.738
The offerings of the Dreiländereck adult education center.

00:24:34.738 --> 00:24:40.898
That would need to be examined more closely in this context.

00:24:40.898 --> 00:24:42.318
I haven't gotten around to that yet.

00:24:42.318 --> 00:24:45.118
But that would be a task

00:24:45.118 --> 00:24:46.958
to simply take a look here

00:24:46.958 --> 00:24:53.598
to what extent these

00:24:53.598 --> 00:24:57.598
actually meet the requirements

00:24:57.598 --> 00:24:59.958
of inclusive adult education.

00:24:59.958 --> 00:25:04.890
Because inclusive adult education

00:25:04.890 --> 00:25:06.410
actually means

00:25:06.410 --> 00:25:10.230
that open access exists

00:25:10.230 --> 00:25:14.470
and that, of course, and this is always the hurdle

00:25:14.470 --> 00:25:19.350
and the dilemma of this claim

00:25:19.350 --> 00:25:20.970
including adult education,

00:25:20.970 --> 00:25:23.810
that here, too, there is an exchange

00:25:23.810 --> 00:25:27.030
with people without disabilities,

00:25:27.030 --> 00:25:28.670
on the participating side.

00:25:28.670 --> 00:25:35.118
And not only in this concept of course leadership,

00:25:35.118 --> 00:25:37.078
not course leadership.

00:25:37.398 --> 00:25:40.658
I think

00:25:40.658 --> 00:25:44.238
that you are actually interested now

00:25:44.238 --> 00:25:48.718
with your questions about very specific information

00:25:48.718 --> 00:25:53.718
and very specific examples

00:25:53.718 --> 00:25:57.698
from the field of disability assistance.

00:25:57.698 --> 00:26:01.042
So, for you here

00:26:01.042 --> 00:26:04.062
the main thing right now is

00:26:04.062 --> 00:26:06.382
to get your bearings,

00:26:06.382 --> 00:26:12.262
how such services

00:26:12.262 --> 00:26:16.002
in the field of disability assistance

00:26:16.002 --> 00:26:20.042
have been provided and organized to date.

00:26:23.362 --> 00:26:27.842
Here, for example, reference could be made

00:26:27.842 --> 00:26:30.802
to initiatives

00:26:30.802 --> 00:26:36.282
such as those offered by Macherei and Lernerei.

00:26:36.282 --> 00:26:43.182
And there are some institutions

00:26:43.182 --> 00:26:45.822
that offer internal

00:26:45.822 --> 00:26:48.402
adult education,

00:26:48.402 --> 00:26:50.802
see themselves as adult education providers.

00:26:52.546 --> 00:26:53.686
However, the question always arises

00:26:53.686 --> 00:26:55.286
to what extent this form

00:26:55.286 --> 00:27:00.266
of adult education meets the objectives

00:27:00.266 --> 00:27:02.406
of publicly accountable

adult education.
00:27:02.406 --> 00:27:04.466

00:27:04.466 --> 00:27:06.566
So I see problems there.

00:27:06.566 --> 00:27:10.906
So my expectation of adult education is that

00:27:10.906 --> 00:27:13.426
it should be inclusive

00:27:13.426 --> 00:27:15.326
and oriented,

00:27:15.326 --> 00:27:23.930
in which the competencies of adult education

00:27:23.930 --> 00:27:26.030
are actually used

00:27:26.030 --> 00:27:32.670
and reflection at a basic level

00:27:32.670 --> 00:27:36.290
is possible for all course participants.

00:27:36.290 --> 00:27:38.250
This means

00:27:38.250 --> 00:27:42.890
that I am concerned with processes of elementary education,

00:27:42.890 --> 00:27:47.610
which always have something to do with

00:27:47.610 --> 00:27:49.790
that, as mentioned before,

00:27:51.010 --> 00:27:55.230 
a certain distance is possible 00:27:55,230

00:27:51.010 --> 00:27:55.230
it is possible to take a certain distance

00:27:55.230 --> 00:27:58.290
from one's own problems and questions,

00:27:58,290
00:27:58.290 --> 00:28:01.130
which exist for me due to my current life situation

00:28:01.130 --> 00:28:03.210
.