an international reference framework for the training of adult educators and trainers concept and...
TRANSCRIPT
An International Reference Framework for the Training of Adult Educators and Trainers
Concept and Structure Susanne Lattke, DIE, Germany
Regional Summer Academy of Eastern Neighbour countries, Lviv, 2-9 June 2015
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kann
• Basic qualification of teachers and trainers in adult education
Curriculum globALE – What is it?
• Corresponding to EQF level 5
A cross-cultural core curriculum for the training of adult educators
• Aimed at new teachers or teachers with some experience but without any systematic training
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kann
Aims:
• To enhance professionalization of adult educators by providing a common reference framework
• To support adult education providers in the design and implementation of train-the-trainer programmes
• To foster knowledge exchange and mutual understanding between adult educators worldwide
Curriculum globALE - Aims
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kann
Co-operation project
German Institute for Adult Education (DIE)• R & D work on professionalisation, competence
frameworks in adult education in national and international contexts
dvv international • Development cooperation, support for building of adult
learning structures worldwide
Curriculum globALE Background
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kann
• 2011-2013: Development of first version and dissemination
Curriculum globALE – Timeframe
• From 2014: Piloting and evaluation
• 2015/16: Work on revised/enhanced version and development of supporting material
• Spring 2016: Conference
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kann
A word of caution on the notion „curriculum“!
Curriculum globALE – Characteristics
Example: CEDEFOP Definition of “curriculum”:
“The inventory of activities implemented to design, organise and plan an education or training action,
including
the definition of learning objectives, content, methods (including assessment) and material, as well as arrangements for training teachers and trainers.”
(Terminology of European education and training policy, 2014)
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kann
CG = a reference framework rather than a detailed, prescriptive curriculum!!
Curriculum globALE – Characteristics
CG defines:
• learning outcomes / competencies to be achieved
• certain (quality) standards concerning the training provision, e.g.
• qualification of trainers
• inclusion of practical work / linking theory and practice
• tailoring of training to the needs of trainees / taking into consideration existing competencies
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kannv
Curriculum globALE – Characteristics
CG gives suggestions concerning:
• topics / content areas to be covered
• methods for teaching, assessment
• learning/teaching materials, literature
• format and time frame of training
Implementation of CG requires adaptation to local circumstances in each case!
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kann
• Modularisation
Curriculum globALE – Key Characteristics
• Competence orientation
• Flexiblity concerning implementation
• Allowing adaptation to local needs
• Allowing for RPL
• Commitment to adult learning principles
• Practice orientation
Overview of Curriculum globALE
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kann
• Learning outcomes / competencies to be achieved
Curriculum globALE – Module structure
• Suggested topics / content areas to be covered
• Literature suggestions
• Suggestions concerning teaching methods
• Notes on the role of practical application and reflection
• Notes on linkages with the other modules
• Recommended scope of training
Each module describes …
Detailed suggested timeframe
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kann
Training Design Example – Module 1 Overview
Time Day 1 Day 2 Day 3 Day 49.30 - 11.00
A.Welcome, Introduction, expectations, objectivesGeneral overview
E.CONNECTINGMain Topic of this day: Why AE??Individual perspectives: Lifespan development, transitions and crises
I.CONNECTINGMain Topic of this day: education system and AEEducation system: its main characteristics and components
M.CONNECTINGMain Topic of this day: Working in Adult EducationTeaching, arranging, facilitating: trainers in Adult Education
11.00 – 11.30
Coffee / Tea
11.30 – 13.00
B.Learning adults: experiences, settings and terms
F.Individual perspectives: Lifespan development and Adult Education
J.Adult education as part of the education system: history and actual situation
N.Managing Adult Education
13.00 – 14.30
Lunch
14.30 – 16.00
C.Adult education: terms and structure
G.Socio-economic perspectives: Adult Education, labor market and politics
K.Research and theory in Adult Education I
O.Competences, obligations and possibilities of adult educators
16.00 – 16.30
Coffee / Tea
16.30 – 17.30
D.Roots and history of Adult EducationEvaluation: why and how?
H.Adult education today and tomorrow: Lifelong Learning in modern societies
L.Research and theory in Adult Education II
P.Working in Adult Education: preparing field interviews
17.30 – 18.00
Evaluation & Preparation of further learning
Author: PD Dr. Markus Höffer-Mehlmer
Module 1 Approaching Adult education - Time Table
Wie Bildungsforschung nützlich werden kannWie Bildungsforschung nützlich werden kann
Training Design Example – Module 1 Detailed Plan
Author: PD Dr. Markus Höffer-Mehlmer
Module 1 Approaching Adult education - Instructional Plan
Session Learning objectives Contents Methods Material Comments
a. Welcome
Introduction,
expectations,
objectives,
general overview
Start the relationship with other participants and trainers
Formulate and discuss expectations
Know the programs details
Articulate and evaluate personal experiences in the field of Adult Education
Know administrative and housekeeping arrangements and adapt them if convenient and possible
Introduction
Expectations
Group dynamics
Course objectives and structure
Presentation
Duo-interview
Presentation round
Discussion
Résumé and/or amendment
Course timetable
General objectives written on flipchart
Flipchart, markers, masking tape
If some participants know each other, you should mix the interview-duos
b. Learning adults: experiences, settings and terms
organize participants’ experiences with adult learning using the conceptual terms formal, non-formal and informal learning
knowing the consequences of the terms and being able to use them as conceptual frames
…
Exchange about learning experiences
Organizing the experiences using central terms …
Introduction
Small group / duo work: „learning experiences in my life“ …
Small paper sheets/paper cards, pin board, Flipchart, markers, …
You should give room to collect different experiences and to combine them with theories and empirical findings…
Wie Bildungsforschung nützlich werden kann
Currently available in eight languages…• Albanian• Arabic• English• German• Macedonian• Russian• Spanish• Serbian
Languages of CG
Wie Bildungsforschung nützlich werden kann
Additional modules• Management in Adult education (Sefika
Alibabic, Belgrade University)• Education in emergencies - Conflict analysis
and conflict transformation (Steffen Emrich, Germany)
Plans for further modules: • Literacy• VET• Second Chance
Further development of CG - Additional Modules
Wie Bildungsforschung nützlich werden kann
Implementation - State of the Art 1
Implementation in progress
Country Modules Implementing organisation
Time Notes
Uzbekistan all DVV International (with international trainers)
04/2013 – 09/2014
Kirgistan 2,3,4 DVV International 2014 CG graduates from Uzbekistan have been employed as trainers
Croatia all Agency for Vocational education and training and Adult Education
started 2015
Macedonia all DVV International, university
2015-16 CG version for Macedonia developed, involving three levels
Wie Bildungsforschung nützlich werden kann
Implementation - State of the Art 2
Some further ongoing activities
Latin America Working group working on Latin American version of CG
Ecuador University of Cuenca working on integration of CG in planned Master’s programme in Adult Education
Afghanistan ANAFAE working on integration of CG in existing programmes structures
Laos Translation of CG in course, search for partners ongoing
Wie Bildungsforschung nützlich werden kann
Example of a CG Adaption: Macedonia
Introductory module
M1: Approach to AE
M3: Comm./group dynamics
M4 Methods of AE
M5: Planning, Organisation, Evaluation
M2: Adult learning/teaching
Optional Module(s)
Macedonian CG Level 1
Introductory module
M1: Approach to AE
M2: Adult learning/teaching
Macedonian CG Level 2
M3: Comm./group dynamics
M4 Learning techniques in AE
M5: Planning, Organisation, Evaluation
Optional Module• Adult literacy• Professional didactics• Intercultural Education• Penological didactics• Mentoring and tutoring
CG FrameworkMacedonian CG Level 3
Introductory module
M1: Approach to AE
Module AE Management
Optional Module• HRM• VET• Andragogical networks• Project Management• Marketing• Alternative forms of
financing
Wie Bildungsforschung nützlich werden kann
Thank you for your attention…
www.curriculum-globale.de