The adult educator in Europe – professionalisation challenges and the alternative of validation of learning outcomes

Sava, Simona; Lupou, Raluca

doi:10.1016/j.sbspro.2009.01.392

Cited by 9 publications

(9 citation statements)

References 2 publications

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“…Due to a societal transformation in which innovations and knowledge are becoming increasingly valued, the adult education sector in the EU has expanded, and there are demands that the education should meet the expectations of the labour market. Furthermore, the current focus on lifelong learning implies that formal, non-formal, and informal opportunities for learning must be strengthened (Sava & Lupou, 2009, p. 2228. In this context, Nicoll and Edwards (2012) illustrate how three common discourses of the adult educator, namely the teacher as a technical expert, a competent worker and a reflective practioner, are used to activate particular types of professional identity and practice.…”

Section: The Profile and Conditions Of An Adult Educatormentioning

confidence: 99%

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Being and Becoming a Teacher in Initial Literacy and Second Language Education for Adults

Colliander¹

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Section: The Profile and Conditions Of An Adult Educatormentioning

confidence: 99%

“…In other locations it relies on community-based initiatives, with more or less support from the state (see e.g. Sava & Lupou, 2009). The titles of the people who teach in a LESLLA setting imply different roles.…”

Section: Leslla Education In Swedenmentioning

confidence: 99%

Being and Becoming a Teacher in Initial Literacy and Second Language Education for Adults

Colliander¹

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“…Egyrészt nemzetközi színtéren sem beszélhetünk egységes kiképzési rendszerről, amely a felnőttnevelési szakembereket a terület szakszerű ellátására készítené fel. Minden országban más-más megoldások születtek a formális képzési rendszerre, azonban azok elismerése más nemzetállamokban gyakran problémába ütközik (Németh, 2017;Knox & Fleming, 2010;Zafiris & Papadimitriou, 2015;Sava & Lupou, 2009). Másrészt, a felnőttnevelési szakembereknek nincs egységes elnevezésük, amelynek oka lehet a szakemberek körének definiálási nehézsége is.…”

Section: A Felnőttnevelési Szakemberek Formális Kiképzési úTjai Magyaunclassified

A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

Beszédes¹

2020

OpE

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A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

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“…The expertise required in the various European countries in order to ensure certain standards of quality is different, as are the qualifications required (initial education and training of adult educators) for further education (cf. Lifelonglearning UK, 2007;Milana, 2010;Nuissl & Egetenmeyer, 2009;Sava & Lupou, 2009). At the moment key competences and competence profiles (consisting of activities, context, competences) are being discussed on a European level (Buiskool et al, 2010).…”

Section: Conditions On the Meso Level Particularly Target Group And mentioning

confidence: 99%

The role of adult educators towards (potential) participants and their contribution to increasing participation in adult education - insights into existing research

Hippel

Tippelt

2010

RELA

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Increasing participation in adult education and addressing certain (disadvantaged) target groups is not only a professed aim of educational politics on both the national and the international level, but also a pedagogical goal. Target group and participant orientation are fundamental concepts in this process. This article discusses results of a recent German research project which examined the perspective of adult educators. The question is raised as to how far adult educators believe that target groups and participant oriented quality and the promotion of competences among adult educators may contribute to an increase in enrolment in further education. By examining the attitudes of adult educators with regard to target groups and participant orientation possible ways of improving target group participation and participant orientation on the institutional level are suggested. Furthermore, the article touches upon research questions, asking how research on potential participants and actual participants could be linked to research on educational programmes and the profession

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The adult educator in Europe – professionalisation challenges and the alternative of validation of learning outcomes

Cited by 9 publications

References 2 publications

Being and Becoming a Teacher in Initial Literacy and Second Language Education for Adults

Being and Becoming a Teacher in Initial Literacy and Second Language Education for Adults

A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

The role of adult educators towards (potential) participants and their contribution to increasing participation in adult education - insights into existing research

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