A “society in change” needs experts that are competent to support change processes at many places. This paper describes why Andragogy/Andragogues could play an important role in these changes. The aim is to widen the perception to the potential of Andragogy as a profession and to strengthen the identity of Andragogues.
For this, the concept of “lifelong learning” is complemented with the concept of “lifewide learning,” reminding that adult learning and education encompasses more than just teaching events. The methods are theory- and literature-reference, practical work (research and development), and empirical research.
Research confirms that Andragogues actually work successfully in a variety of functions and institutions, theories are available for a widened understanding of the role of Andragogues. As a result, it is claimed that the identity of Andragogues is not defined by specific institutions or one single function; a shared identity of Andragogues can be based on the role as “change specialist.”
Necessary for this is a change in perception of learning and the role of Andragogues. It also has consequences for the competencies that have to be included in the curricula for Andragogues.
This new and widened understanding of “lifewide learning” and the resulting tasks can contribute to a unifying identity of professional Andragogues.