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

Andreas Ahrens; Jelena Zascerinska; Inga Dora G. Markussen

doi:10.17770/er2022.2.6964

Authors

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

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.

Supporting Agencies

Project “ICE training methods for a greener future, inspiring online classrooms” supported by Nordplus Adult 2021. Project number NPAD-2021/10054.

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