Categories of distinction in programme planning

Abstract

The paper provides an analysis of the categories of distinction seized by programme planners in adult and continuing education and the underlying reasoning arguments to reasoning them. The analysis of 14 interviews shows that in their target group orientation, programme planners make use of the categories gender, migration experience, age, educational needs and dis/ability. The categories of distinction are based on their attribution as individual characteristics, as characteristics for grouping individuals, as characteristics of shared expectations and as occupation- and employment-related characteristics. The findings point to a need for encouraging awareness and critical reflection about categories of distinction.