In my opinion, the potential of the third TRANSIT trend report «The more flexible – The better?» is astonishing. It combines scientifically sound and informative knowledge in a coherent way with a determined concern for action and creation. In my contribution, I will try to describe what I mean.
When urgent social problems are analysed, they are often considered to be solved in the same breath. Half-finished and abbreviated answers are given. However, the path from analysis to diagnosis and from diagnosis to intervention and action, including the reflective links in between, is rarely straightforward. New experiences have to be incorporated into the planning of the path, while the path itself changes and goals have to be readjusted.
The pitfalls for educational organisations in responding to the challenges of sustainable (adult) education are real. At the School of Social Work (HSA) of the FHNW we are on the same path in the field of adult education and training. In the context of renegotiation between changing needs and the services we provide as an educational organisation, flexibility is an important focus of our development. The fact that this is not a one-way street with a strong appeal to us as an educational provider – in the sense of “make yourselves more flexible!” is an important indicator of this negotiation process.
With the participation of more than 50 programme leaders in adult education, the HSA FHNW is in the process of identifying needs and options for action regarding the further development and flexibilisation of programmes. The poster of the trend report provides the necessary orientation and is very helpful in moderating the process. The outlined social trends and implications for adult education provide a fruitful basis for negotiation, for example, in expert discussions with MAS programme leaders. Based on the experience and expertise of the programme leaders, it was thus possible to identify trends towards flexibility and to formulate the corresponding needs for change. In this way, it was possible to narrow down the fields of development in continuing education and to systematically identify starting points for planning measures and objectives.
On the long way between social analysis and measures of organisational development, we can draw a lot of value from the trend report for the benefit of adult education at the HSA FHNW. By successfully complementing scientific approaches and emphasising the design of transformations, it sets the necessary milestones for the development of projects in educational organisations. Furthermore, its comprehensive analysis calls for a strong social mandate for adult education: I treasure the solid argument that high-quality educational programmes and lifelong learning not only help the individual, but also strengthen society to ensure a more successful and inclusive future.
Adult education at the FHNW School of Social Work
Nico Scheidegger, Responsible for Continuing Education and Deputy Head of the University Centre HSA FHNW (LinkedIn)
