A specific type of adult education, often delivered by academic experts and within academic institutions, is so-called ‘capacity building’. Based on already existing expertise and skills within (or at least: familiarity with) a subject matter, capacity building seeks to substantiate such knowledge and expand such skills. Much post-university professional education is in fact capacity building. Academic teachers have increasingly become involved in such activities and contributed to a deeper understanding of such contents by their research and involvement in policy analysis and development. Academic institutions in many countries have, on the other hand, embraced a less ‘pure science’ and more application-oriented approach which has led to the development of a variety of new disciplines within the remit of the social sciences, such as security sector governance and management studies. As opposed to and distinct from the regular university education which seeks to build the intellectual structures for scientific endeavors, capacity building often is based on the pre-existence of such structures and contents (having been ‘built’ as part of a person’s academic background) and proposes to further develop this knowledge into applicable skills and ‘capacities’ to understand and do. In this article the authors seek to analyze and identify the place of capacity building in adult education through their background of long experience as security sector experts. Special attention is given to the role of senior management and political endorsement of such programs. Furthermore, capacity building needs to define what constitutes ‘good practice’ in a given field of knowledge. Outreach to and cooperation with international organizations – provided they remain relevant and operational – can enhance the authority of such documentation and analysis.
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.