Adult Education, basic course, 15 credits

Vuxenpedagogik, grundkurs, 15 hp


Main field of study


Course level

First cycle

Course type

Single subject course


Helena Colliander

Course coordinator

Martin Lundberg

Director of studies or equivalent

Sofia Nyström


ECV = Elective / Compulsory / Voluntary
Course offered for Semester Weeks Language Campus ECV
Single subject course (Half-time, Day-time) Autumn 2024 202434-202503 Swedish Linköping, Valla

Main field of study


Course level

First cycle

Advancement level


Intended learning outcomes

On completion of the course, the student should have improved knowledge and understanding of:

- conditions for adult learning - knowledge and learning in relation to adults
* describe and problematise adult learning, orally and/or in writing

Course content

The course consists of three parts. Lifelong learning and changing adult education - this part covers adult learning and lifelong learning as policy areas, and also adult education changing over time. Different contexts for adult learning are problematised

Learning in adulthood - this part covers the adult student and the prerequisites for lifelong learning and participation in adult education. The importance of the adult's everyday life, earlier experiences of studies, ethnicity, gender and disabilities for the studies is problematised in the course.

Knowledge, learning and education perspectives - in this part, different knowledge, learning and education perspectives connected to different contexts of adult learning are problematised

Teaching and working methods

Lectures are alternated with seminars and reflection and tutoring sessions. The contents of the course are processed with varied individual and collective working methods. A central element is field studies connected to the theoretical contents.


The course is examined continuously through oral and written assignments in seminars, individually and in groups.

Applies to all courses regardless of grading scale.

  • Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.

If the course has a three-graded grading scale (U - VG), following applies:

  • Students who have passed an examination may not retake it in order to improve their grades.

The following applies to courses that include a compulsory component:

  • If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.

If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.  

An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.


Two grade scale, older version, U, G

Other information

Course revised 2020-04-02; Dnr LiU-2020-01361

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.

The course is conducted in such a way that there are equal opportunities with regard to sex, transgender identity or expression, ethnicity, religion or other belief, disability, sexual orientation and age.

If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.

About teaching and examination language

The teaching language is presented in the Overview tab for each course. The examination language relates to the teaching language as follows: 

  • If teaching language is Swedish, the course as a whole or in large parts, is taught in Swedish. Please note that although teaching language is Swedish, parts of the course could be given in English. Examination language is Swedish.
  • If teaching language is Swedish/English, the course as a whole will be taught in English if students without prior knowledge of the Swedish language participate. Examination language is Swedish or English (depending on teaching language).
  • If teaching language is English, the course as a whole is taught in English. Examination language is English.


Institutionen för beteendevetenskap och lärande
Code Name Scope Grading scale
STN1 Written Exam 7.5 credits U, G
OBL1 Seminar 3 credits U, G
SRE1 Written and oral presentation 4.5 credits U, G


Fejes, Andreas, Muhrman, Karolina, Nyström, Sofia, (2020) Om vuxenutbildning och vuxnas studier : en grundbok. Upplaga 1 Lund : Studentlitteratur, [2020]

ISBN: 9789144133294

Larsson, Staffan, (2013) Vuxendidaktik : fjorton tankelinjer i forskningen om vuxnas lärande. 1. utg. Stockholm : Natur & kultur, 2013

ISBN: 9789127120006


Bjursell, C., Tre perspektiv på livslångt lärande. Encell rapport 1:2020 2020

http://hj.divaportal. org/smash/get/diva2:1389452/FULLTEXT01.pdf

Boeren. E., Gender differences in formal, non-formal and informal adult learning, Studies in Continuing Education, 33(3), s. 333-346. 2010
Cincinnato, S., De Wever, B., Van Keer, H., & Valcke, M., The influence of social background on participation in adult education: Applying the cultural capital framework. Adult Education Quarterly, 66(2), 143-168 2016
Colliander, H., Nordmark, S, Dahlstedt, M. & Fejes, A., Komvux i svenska för invandrare: möjliggörande eller begränsande för social inkludering? Centrum för kommunstrategiska studier 2022
Eriksson, L., Folkhögskolan i en globaliserad värld, Utbildning & Demokrati 11(2), s. 53-68. 2002
Fejes, A., Vad står begreppet livslångt lärande för? Hur ser den internationella diskussionen ut? s. 6-12. I Seminarium för livslångt lärande. Utbildningutskottet. 2019

Flynn, S., Brown, J. Johnson, A. & Rodger, S., Barriers to Education for the Marginalized Adult Learner, Alberta Journal of the Educational Research 57(1), 43-58. 2011
Gustavsson, B., Vad är kunskap?: en diskussion om praktisk och teoretisk kunskap. Stockholm: Statens skolverk. (VALBAR) 2002
Hägerström, J., Genus, etnicitet och klass – inte det ena utan de andra, I Hägerström, J., Petersson, A., Plantin, H. och Yebibo, B. I Mångkulturalism i teori och praktik, s. 7-24. 2002
Hugo, M., Hedegaard, J., Folkhögskolans stödjande roll vid psykisk ohälsa: Ett deltagarperspektiv. Jönköping: Högskolan för lärande och kommunikation 2022
Merriam, S. B., Adult learning theory: Evolution and future directions. In Contemporary theories of learning (pp. 83-96). Routledge. 2018
Nilholm, C., Perspektiv på specialpedagogik. Lund: Studentlitteratur. s. 20-23. 2007
Ostrouch-Kaminska1, J. & Vieira, C. C., Gender Sensitive Adult Education: Critical Perspective, Revista Portuguesa de Pedagogia 50-51, s. 39-55. 2016
Paldanius, S., Att delta eller att inte delta, är det frågan. Larsson, S., & Olsson, L.-E. (2006). Om vuxnas studier. Lund: Studentlitteratur. 2006


Det kan eventuellt tillkomma någon ytterligare kortare text som går att komma åt via nätet eller delas ut vid träffarna.
Sjöström, J. & Tyson, R. (2022). Didaktik för lärande och bildning. Liber
Valbar litteratur

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