Abstract:Resumo O texto trata do processo de formação de educadores de adultos responsáveis pela implementação do reconhecimento e validação de adquiridos experienciais em Portugal. As investigações realizadas neste domínio revelam que, de forma geral, esses educadores não têm uma formação de base específica, no âmbito da educação formal, que os prepare para o desempenho profissional do processo de reconhecimento e validação de adquiridos experienciais, contudo assumem funções que exigem o domínio de metodologias inova… Show more
“…It should also be noted that this level was highlighted in the analysed texts, especially as the technicians interviewed and observed were young adult educators with little professional experience, particularly in the field of adult education (Dias 2009;Pereira 2010;Barros 2011;Dias 2011) or, when they had some professional experience, it had been acquired in other professional areas, such as teaching (Pereira 2009) or vocational education and training, culture and community intervention (Paulos 2014). Professional development was being conducted by means of successive adjustments (Martins 2012).…”
Section: Level Twomentioning
confidence: 96%
“…In parallel, several studies focusing on the activities of adult educators in the workplace were collected. These studies were published in books (Loureiro 2009;Barros 2011), scientific journal papers (Cavaco 2007;Paulos 2014Paulos , 2015Guimarães and Barros 2015) and integrated master dissertations and doctoral thesis (Cavaco 2009;Dias 2009;Loureiro 2009;Pereira L. 2009;Pereira N. 2010;Dias 2011;Martins 2012). This discussion highlights the fact that certain tasks and activity clusters are particularly valued in the legislation and in what adult educators effectively accomplish in their day-to-day work, namely within the scope of validation and 1…”
Section: Introductionmentioning
confidence: 94%
“…Although it is not possible to find a designated adult educator professional category in Portugal and other countries, nowadays there is a broad consensus that the work in adult education requires specific knowledge and skills, as well as responsibility on the part of the technicians that intervene in this domain (Lattke and Jütte 2014;Paulos 2014Paulos , 2015Guimarães and Barros 2015;Egetenmeyer et al 2019). In addition to the references in many policy documents to the importance of the quality of adult educators' work (European Commission 2015, among others), a debate has emerged, mainly of a theoretical nature, around the professionalisation of these educators.…”
Section: The Work Of Adult Educatorsmentioning
confidence: 99%
“…However, despite the existence of these degrees, weaknesses were still denoted in the social and academic recognition of adult education (Steiner 2014), reflected in the lack of an indication of the specific basic initial education required for recruitment. Thus, several authors (Cavaco 2007;Loureiro 2009;Barros 2011;Paulos 2014) reported in their studies that many of these recruited by centres promoting the recognition, validation and certification of competences since 2001, had basic training in a variety of areas, such as psychology, sociology, education sciences/education/ education and training and other fields, mainly of a social and educational nature. Therefore, many of these were not aware of the theoretical developments concerning adult education.…”
Section: New Occupationmentioning
confidence: 99%
“…The debate around adult educators has since gained new contours. These discussions have highlighted, among other issues, the innovative education and training methods targeting adults and their learning through a reflection on their biographies, as well as the impact of such methods on the work of these technicians (Cavaco 2007(Cavaco , 2009; the influence of the European Union's lifelong learning guidelines on the activities carried out by adult educators (Guimarães and Barros 2015); as well as the knowledge and learning developed in the workplace (Loureiro 2009;Loureiro and Cristóvão 2010;Paulos 2014Paulos , 2015.…”
Under the European Union lifelong learning guidelines, in the last two decades the Portuguese adult education policy has noted the emergence of new offers that have enabled the establishment of new occupations, tasks and activities for adult educators, such as those referring to guidance and validation within recognition of prior learning. Guidance and validation are developed on the basis of a wide range of tools (recommendations, guidelines, qualification frameworks, standards of competencies). This circumstance has allowed adult educators to become lifelong learning technicians as shown by the research conducted for the writing of this essay.
“…It should also be noted that this level was highlighted in the analysed texts, especially as the technicians interviewed and observed were young adult educators with little professional experience, particularly in the field of adult education (Dias 2009;Pereira 2010;Barros 2011;Dias 2011) or, when they had some professional experience, it had been acquired in other professional areas, such as teaching (Pereira 2009) or vocational education and training, culture and community intervention (Paulos 2014). Professional development was being conducted by means of successive adjustments (Martins 2012).…”
Section: Level Twomentioning
confidence: 96%
“…In parallel, several studies focusing on the activities of adult educators in the workplace were collected. These studies were published in books (Loureiro 2009;Barros 2011), scientific journal papers (Cavaco 2007;Paulos 2014Paulos , 2015Guimarães and Barros 2015) and integrated master dissertations and doctoral thesis (Cavaco 2009;Dias 2009;Loureiro 2009;Pereira L. 2009;Pereira N. 2010;Dias 2011;Martins 2012). This discussion highlights the fact that certain tasks and activity clusters are particularly valued in the legislation and in what adult educators effectively accomplish in their day-to-day work, namely within the scope of validation and 1…”
Section: Introductionmentioning
confidence: 94%
“…Although it is not possible to find a designated adult educator professional category in Portugal and other countries, nowadays there is a broad consensus that the work in adult education requires specific knowledge and skills, as well as responsibility on the part of the technicians that intervene in this domain (Lattke and Jütte 2014;Paulos 2014Paulos , 2015Guimarães and Barros 2015;Egetenmeyer et al 2019). In addition to the references in many policy documents to the importance of the quality of adult educators' work (European Commission 2015, among others), a debate has emerged, mainly of a theoretical nature, around the professionalisation of these educators.…”
Section: The Work Of Adult Educatorsmentioning
confidence: 99%
“…However, despite the existence of these degrees, weaknesses were still denoted in the social and academic recognition of adult education (Steiner 2014), reflected in the lack of an indication of the specific basic initial education required for recruitment. Thus, several authors (Cavaco 2007;Loureiro 2009;Barros 2011;Paulos 2014) reported in their studies that many of these recruited by centres promoting the recognition, validation and certification of competences since 2001, had basic training in a variety of areas, such as psychology, sociology, education sciences/education/ education and training and other fields, mainly of a social and educational nature. Therefore, many of these were not aware of the theoretical developments concerning adult education.…”
Section: New Occupationmentioning
confidence: 99%
“…The debate around adult educators has since gained new contours. These discussions have highlighted, among other issues, the innovative education and training methods targeting adults and their learning through a reflection on their biographies, as well as the impact of such methods on the work of these technicians (Cavaco 2007(Cavaco , 2009; the influence of the European Union's lifelong learning guidelines on the activities carried out by adult educators (Guimarães and Barros 2015); as well as the knowledge and learning developed in the workplace (Loureiro 2009;Loureiro and Cristóvão 2010;Paulos 2014Paulos , 2015.…”
Under the European Union lifelong learning guidelines, in the last two decades the Portuguese adult education policy has noted the emergence of new offers that have enabled the establishment of new occupations, tasks and activities for adult educators, such as those referring to guidance and validation within recognition of prior learning. Guidance and validation are developed on the basis of a wide range of tools (recommendations, guidelines, qualification frameworks, standards of competencies). This circumstance has allowed adult educators to become lifelong learning technicians as shown by the research conducted for the writing of this essay.
Não existe, de forma generalizada, a exigência de se ter uma formação académica especializada para se poder trabalhar na educação de adultos. Partindo desta realidade, há uma questão à qual temos procurado responder com base em várias investigações concretizadas ao longo dos anos: como é que aqueles que desenvolvem as suas atividades na educação de adultos aprendem e constroem os saberes necessários para efetuarem as suas funções? Neste artigo reflete-se sobre o relevo que os contextos de trabalho podem ter nesse processo. Os resultados a que temos chegado apontam quatro grandes dimensões implicadas em tal processo, tendo plena consciência que ele é mais vasto: a formação profissional contínua; a construção e reconstrução da aprendizagem e do saber; a transferência das aprendizagens e do saber, sua circulação e coletivização; e a dimensão temporal da aprendizagem e do saber. Mas, os resultados mostram-nos também que este património construído a espaços é frequentemente destruído, porque não há uma aposta política contínua na educação de adultos. Desta forma é difícil defender que há profissionais da educação de adultos, é difícil falar da existência generalizada de um dos que seria um dos seus traços identitários mais marcantes: um conhecimento, um saber específico que os distinga. Assim, a identidade profissional dos que trabalham na educação de adultos continua a ser ténue e o processo de profissionalização de difícil realização.
Objective: The successful development of a nation begins with community empowerment and village development. Many policies have been issued to develop villages, especially Law number 6 of 2014 concerning villages.
Theoretical Framework: However, implementation in the field still has many obstacles, this is due to the low quality of human resources in the village.
Methods: To overcome this problem, the village ministry-PDTT has issued a village past learning recognition (RPL) policy to support village Sustainable Development Goals (SDGs). However, there are many problems that occur. Thus, it is very urgent to have an in-depth study regarding village RPL policies at macro, meso and micro levels. The aim of this research is to analyze Village RPL policies in realizing SDGs through a policy triangle analysis approach.
Result: It shows that (1) the Village RPL policy was born due to the problem of low human resources and many villages with very underdeveloped status on the village development index (2) the process of formulating the policy was carried out using a participatory approach involving various stakeholders; central government, regional government, universities, and village officials and activists.
Conclusion: This research was only carried out in analyzing the formulation of the agenda setting and RPL policy formulation, there was no field implementation analysis and evaluation of the impact of Village RPL policies.
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