AN ASPECT OF HUNGARIAN AND SERBIAN ADULT EDUCATION
AN ASPECT OF HUNGARIAN AND SERBIAN ADULT EDUCATION

Summary/Abstract: Lifelong learning (LLL) can address key socio-economic challenges such as increasing competitiveness and employment, equal opportunities and quality of life. For LLL to become a reality, adult educators have a crucial role to play (Farkas, 2014). Differentiated activities and competences place specific demands on the professionalism of adult educators, which results in a balancing act between several logics of action when working at the interface. For adult educators to continuously reconcile the economic, bureaucratic, and professional requirements of their daily work, a concept known as "hybrid professionalism" is essential (Noordegraaf, 2015). The aim of this paper is to provide an insight into and comparison of adult education in Hungary and Serbia, and to examine the activities, competences and related professionalism of adult educators who provide professional development for early childhood educators. The research seeks answers to the following questions: What are the main activities and competences developed by adult educators? What are the differences and similarities between the two countries? How can the hybrid professionalism of adult educators be understood? The research included semi-structured expert interviews with a Serbian and a Hungarian adult educator, as well as the analysis of the legal regulations of adult education (Zakon o obrazovanju odraslih, 2013, Felnőttképzési törvény, 2013) as well as the regulation and government decree regulating teacher training courses (Pedagógus-továbbképzési kormányrendelet, 2024). As the education systems of both countries show the basic characteristics of the continental type, many similarities are found in terms of areas, activities and competences. The differences are due to the different economic and governance systems in the two countries. Adult education and training typically encompass a wide range of practices that are interwoven with many other areas. The link between the theory of hybrid professionalism and the practice of adult education is confirmed by the interviewees presented.

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