key competences of adult learning staff bert-jan buiskool (research voor beleid / panteia)...
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Key competences of adult learning staff
Bert-Jan Buiskool (Research voor Beleid / PANTEIA)
Thessaloniki, 8 december 2011
The overall objectives
– To inform you about some recent research work of the European Commission
– The key competences AL staff (ideally) should have
– How to use the framework for developing (Grundtvig) courses
Rationale for improving the quality of staff
– Addressed in a wide range of policy documents on EU / national level
– Play an important role in the delivery of adult learning (besides systems / structures)
– Lead to efficient and effective learning systems– Positive correlation with qualified staff and learning outcomes
and drop out rates– Mobilisation strategy leading to increasing and widening
particpation– Gives professionals a sense of personal fulfilment– Positive effects on career development and package of
benefits– Providers are increasingly adopting more professional
approaches to management including quality assurance and measurement of impact
Contextualising adult learning policies
Employment
Civil society
Thos
e w
ho w
ant Those w
ho need
Lear-ning
society
Inno-vation
Employability
Social in-
clusion
Knowledge economy
Knowledge society
Aut
onom
y an
d pe
rson
al r
espo
nsib
ility S
tate responsibility and outreach
I nnovationDeveloping
competences serving a high level value in
the value chain
EmployabilityObtaining necessary
skills and competences for
employability
Learning societyObtaining skills and
competences in areas of own interest
Social inclusionObtaining necessary
skills and competences to
participate in society
Im-proving society/making LLL a reality
Who are they?
• Teachers / trainers• Guidance and counsellors• Managers• Programme planners• Administrative staff• Media / ICT staff
Repertoire of activities
Need assessment
Counselling and guidance activities
Programme development
activities
Administrative support activities
ICT support activitiesAdult learning
Professional
Preparation of courses
Facilitation of learning
Monitoring and evaluation
Financial management
Human resource management
Management of the quality
Marketing and PR
Network activities
Changing working contextsExpertise Content
Basic skills, Languages, Technology, Personal competence, Age related training, Health, Sports, Culture, Crafts, Communication,
Needs
Sup
ply
/O
ffe
r
By p
riva
te a
gencie
s,
local
auth
orit
ies,
NG
Os,
local
learn
ing
ce
ntr
es,
vo
lunte
er
orga
nisa
tio
ns,
sch
oo
ls,
etc
.
SUPPLY/ OFFER Training Coaching Supervision Mentoring Manuals Action Open and distance education Virtual learning environment Courseware SUPPLY/ OFFER
DEMAND Basic education Preparing for work Re- training/schooling Personal empowerment Special skills training Cultural interest Political activity Creative needs Domestic needs Sports DEMAND
De
ma
nd
Dis
adv
anta
ged
gro
up
s, re-e
nte
ring
pr
ofe
ssion
als
,
spe
cia
l gro
up
s, e
lde
rly, m
igra
nts
, inte
rest g
rou
ps,
retu
rne
es to
lear
nin
g, th
e u
ne
mp
loyed
, etc
.
Provision
Lectures, workshops, training sessions, demonstrations, activities,
circles, group work, study circles, projects, assignments, simulations etc.
Methods/ formats
Goals
Key competences
Context
Activity 1
Activity 2
Activity 3
Activity 4
… (etc)
Generic A1
Generic A2
Specific B1
Specific B2
Specific B3
… (etc)
… (etc)
Activity 5
Activity 6
Result: the reference framework• 2 levels of competences:
1. Generic competences (7)
2. Specific competences• Directly related to the learning process (6)• Indirectly related to the learning process (6)
• The model will only mention the heading, the description contains information on knowledge, skills and attitudes
Context
Context
Learning/teaching
Programme/programme development
Institutional organisation/management
Leadership/CPL
Repetoire of activities
Activities
Context
Teaching activities
Counselling and guidance activities
Programme development activities
Management actvities
Administrative support activitiesMedia use
support activities
Professional
Set of key competences
B1 Competence for assessment of prior experience, learning needs, demands, motivations and wishes of adult learners
B2 Competence in designing an adult learning process
B3 Competence in facilitating the learning process for adult learners
B4 Competenceto continuously monitor and evaluate the adult learning process in order to improve it on an ongoing basis
B5 Competence in advising on career, life, further development and if necessary, the use of professional help
B6 Competence in designing and constructing study programmes
B7 Competence in management of financial resources and assess the social and economic benefits of the provision
B8 Competence in managing human resources in an adult learning institute
B9 Competence in managing and leading the adult learning institute in general and managing the quality of provision
B10 Competence in marketing and public relations
B11 Competence in dealing with administrative issues involving adult learners and adult learning professionals
B12 Competence in facilitating I CT-based learning environments and support adult learning professionals and adult learners in using these learning environments
Activities
Context
Generic competences:
A1 Personal competence: being a fully autonomous lifelong learner
A2 I nterpersonal competence: being a communicator, team player and a networker
A3 Professional competence: being responsible for the further development of adult learning
A4 Expertise (theoretical/ practical knowledge: being an expert in a field of study/ practice*
A5 Didactical competence* *
A6 Competence in empowering the adult learners
A7 Competence in dealing with heterogeneity and diversity in groups
Difference Reference framework – job profile
– Reference framework abstracts from the context
– Job profile makes the competences concrete by putting them in a context
An example: Teacher in second chance education– Context– Activities– Competences
Context:Learning/teaching: Learners:
–No qualifications–25-40 years–Low skilled work–Unemployed
Educators:–Work with colleagues in a team–Contact with social partners
Programme/programme development:
–There is a fixed programme and curriculum–Emphasis on group work and learning to learn–Courses are during evening hours–Evaluation of result–Formal certificate–Programmes is developed together with social and local partners
Institutional organization/management:
–The institute has a lot of support staff–There a good working conditions and facilities–The work is divided regularly–Staff is selected making use of formal requirements–The teacher has a fixed position/part-time–Salaries are average–Out reach, marketing and intake are the responsibility of professionals
Leadership/CPL: –The mission of the institute is to educate low-skilled unemployed people and to provide basic skills–The organisation provides some opportunities for further development
Activities: Teaching, includes:
– Empowering, activating, motivating and encouraging the adult learner, being a challenger, inspirer of adult learners, and mobiliser of their motivations.
– Setting, negotiating and communicating the objectives of the course and to inform the adult learners on the structure of the learning process
– Relating the learning process to the living world and practice of the adult learner. This is achieved by making use of the prior knowledge and experience of the adult learner, by integrating real life contexts into the classroom.
– Creating a positive learning/development environment – Having awareness and understanding of diversity and having insight in the
problems that can occur from the diversity and anticipate to possible problems, involving the adult learner, the group and oneself
– Providing, or facilitating the acquisition of, relevant content in the learning process (knowledge, skills, insight, information and attitudes) Making the content accessible by means of explanation and attune and dose the content to the needs and abilities of the learners
– Managing the learning process: Monitoring, assessing and evaluating the learning process and the progress of the adult learners. Keeping track with the aims that have been set during the course and make changes in the course to improve the learning process, as well as management of time in the course
– Providing support and feedback as a two-way process to the learners (receiving and giving between the adult learning professional and the learner)
– Evaluating the context, the process and the outcomes of the learning process
Competences:
B1 Competence for assessment of prior experience, learning needs,
demands, motivations and wishes of adult
learners
B2 Competence in designing an adult learning process
B3 Competence in facilitating the learning
process for adult learners
B4 Competence for continuously monitoring and evaluating the
adult learning process in order to improve the learning process
B5 Competentce in advising on career, life,
further development and possibly
professional help
B6 Competence in designing and constructing
study programmes
B7 Competence in management of
financial resources, financial streams in the adult learning
institute
B8 Competence in management of staff,
people management and human resources
B9 Competence in quality management and mission
development
B10 Competence in marketing and public
outreach
B11 Competence in dealing with administrative issues and
informing and supporting others
B12 Competence in facilitating I CT-based learning environments
and support
Activities
Context
Generic competences:
A1 Personal competence: being a fully autonomous lifelong learner
A2 I nterpersonal competences: being a communicator and team player
A3 Professional competence: being responsible for the further development of adult learning
A4 Expertise (theoretical/ practical knowledge)*
A5 Didactical competence* *
A6 Competence in empowering adult learners
A7 Competences in dealing with diversity and groups
