THE CHANGING PROFESSIONAL PROFILE OF THE ADULT EDUCATOR

THE CHANGING PROFESSIONAL PROFILE OF THE ADULT EDUCATOR IN EUROPE Magda Trantallidi Hellenic Ministry of Εducation General Secretariat for adult education magda@gsae. edu. gr

Content of the presentation 1. Goal and objectives 2. Source of evidence 3. The globalisation of adult education 4. Variables of change in adult education and training 5. Variables of change in the profession of the adult educator 6. Changing roles and shifting identities 7. Emerging key issues 8. Conclusions

1. Goal § To discuss the changing roles and shifting identities of the adult educator in a changing socio-economic context § To highlight the emerging key issues for adult education professionals in Europe.

Objectives Ø to highlight the global changes Ø to discuss their impact on the adult education and training scene Ø to examine the changes in the roles and functions of the adult educator Ø to discuss their demand for new competences Ø to highlight the key issues and trends in Europe Ø to draw some preliminary conclusions

2. Source of evidence Ø Two thematic studies (2000) of the training of trainers network (Ttnet) within CEDEFOP (European Centre for the development of vocational training) Ø IMITATE pilot project (1997 -99)-Innovative methods in teaching adults today in Europe-under SOCRATES I programme IMITATE has involved twelve countries, with varied adult education systems and practices (Nordic countries, Germany, United Kingdom, Switzerland, Italy, Spain and Greece).

3. The globalisation of adult education Ø Globalisation processes affect adult education in two ways: § from above § from below two different driving forces, which operate at the same time and create different dynamics, bring about profound changes in the adult education scene.

Globalisation ‘from above’ processes § International organisations (e. g. OECD, the World Bank) § Supra-national entities (e. g. the European Union institutions) Ø propose and coordinate strategies and policies, which impact on adult education agendas Ø These policies articulate, mainly, human-capital perspectives The dominant paradigm of these processes is the economic value and utility of adult education, which is assessed for effectiveness, efficiency and quality.

Globalisation “from below” processes Ø Globalisation processes open up possibilities for democratic influence from grass roots movements Ø Globalisation processes can build on the existing social capital of local realities and construct “a global civil society” Ø Global issues may form part of a global agenda for social action The dominant paradigm, in this case, is an holistic approach for adult education, based on humanistic ideology and democratic values.

The process of global integration of national markets seems to impact on the globalisation of adult education, that is, the re-configuration of adult education goals and practices.

4. Variables of change in adult education and training • The changing nature of the State-Market and civil society • The demographic trends • The rapid development of ICT • The vocationalisation of adult education • The commodification of adult education • Pressures for homogenised mass culture • New learning divides / social exclusion

5. Variables of change in the profession of the adult educator Ø Four major new functions: § Educational and training functions § Organising and engineering functions § Management and marketing functions § Counselling and guidance functions

Ø Understanding globalisation and having the ability to explain global transformations and to sensitise the learners on global issues is a core competence/function of the adult educator, in order to Conceptualise Contextualise Operationalise adult learning

The variables of change in adult education are the main factors which affect the new functions and activities of the adult educator.

New functions and activities üAdvise individuals and institutions/coach learning processes üDevelop concepts of continuing training/structure a course üRealise training programmes and courses üPlan organisational and financing devices/administrate a course üOffer training programmes according to determined needs/plan and publish own courses üConceptualise and analyse standard values and functions in adult education/recognise own competences üLead and manage personnel and teams/lead groups and processes üEvaluate and innovate concepts in adult education/evaluate outputs

New functions demand new transferable competences • Adaptability • Autonomy • Communication • Flexibility • Initiative • Mobility • Relational skills

Ø Competences are constructed on the basis of: § Internal resources § External resources Ø Several different competences may make use of the same resource.

Internal resources ügeneral knowledge and culture üspecific knowledge of the work context üprocedural knowledge üexperiential knowledge ütechnical skills üpractical skills üinterpersonal skills üpersonal qualities or aptitudes üpsychological resources

External resources üpersonal networks üdocumentation üinformation networks üexpertise networks üdiversified tools

Engineering of training is the combination of : • Pedagogical • Technical • Social • Corporate • Relational • Managerial skills Transferable competences seem to be generic; therefore, up-skilling and multi-skilling should aim at developing the ability to construct appropriate competences by combining internal and external resources.

6. Changing roles and shifting identities From the traditional role of: To the new roles of: Educator Teacher Trainer Tutor Instructor Supervisor Assessor Facilitator Mediator Mentor Coach Adviser Negotiator Organiser Writer Designer Demonstrator Project leader Evaluator

Globalisation seems to impact on the professional roles and the formulation and re-formulation of the multiple and shifting identities of the adult educators.

7. Emerging key issues Ø Professionalisation of the adult educators Ø Accreditation of prior learning and competences Ø Quality Assurance – Standardisation Ø Innovation in teaching and learning Ø Cross-cultural training /intercultural learning Ø Continuing professional development in a LLL perspective

Professionalisation of the adult educators Ø two “macro” typologies of approach • top-down, where a regulatory framework is adopted at national level (e. g. United Kingdom) or at regional level (e. g. Italy) • bottom-up, where the initiative is taken by individual institutions, companies and associations rather than a general collaboration (e. g. France).

Accreditation of prior learning (APEL) and competences • A movement of the accreditation of prior learning and of work experience has been developed, recognising the worth of learning wherever it has taken place and however it was gained • Accreditation, therefore, is considered as an element in the qualification of the adult educator • Validation, encompassing identification-assessment and recognition of non-formal learning, becomes a key factor of professionalisation and a consequence of LLL approaches.

Quality Assurance – Standardisation Ø Standardisation is linked to three defining factors: • the processes • the models • the results/products Ø Total Quality Management (TQM) approaches are gradually initiated in adult education provision, as part of a broader macro-economic trend to deliver high quality goods and services Ø Organisations are assessed according to quality norms and on the basis of the input-output models of evaluation.

Innovation in teaching and learning Ø ICT encourage a new training paradigm that combines individual and organisational learning, in formal and nonformal settings, at national and/or transnational contexts ØYet, distance learning should not substitute attendance training, because the latter may enhance interpersonal, social and cultural competences.

Cross-cultural training /intercultural learning Ø Learning from practice in other cultural contexts can give new insights towards developing pedagogical practices and multiplies the possibilities to give solutions to problems that adult educators confront Ø Cross-cultural knowledge and competences prepare for the needs of an increasingly international professional life in a global economy, improve foreign language proficiency and can establish international personal and professional networks.

Continuing Professional Development (CPD) Ø Globalisation processes seem to affect the CPD of adult educators in terms of: § Content (new knowledge, skills, competences) § Methods (attendance, distance, mixed, self-directed) § Organisation (modular, tailor-made/individual, learning organisation) § Delivery (private, public, social/national, transnational, international) § Evaluation-assesssment (internal, external, self-evaluation) § Funding (self-financing, shared with employer/public, European grants and loans) § Validation (formal, non-formal learning/national systems/transnational standards)

8. Conclusions Ø Global transformations impact on the adult education scene and affect the traditional functions and roles of the adult educators Ø Globalisation appears to affect the CPD of adult educators and to impact on its content, methods, organisation, delivery, funding, assessment and validation Ø Movements within E. U. policies to professionalise CPD include common qualifications, training, accreditation standards and procedures according to global imperatives for quality, efficiency and effectiveness Ø Mobility schemes should be seen as a key element of professionalising CPD Ø Adult educators’ continuing education should have global and lifelong dimensions and appears to be a core key issue in LLL policies.