Quality for Adult Educators?
2010 (English)In: Communication, Collaboration and Creativity. : Researching Adult learning. / [ed] Horsdal, Marianne (red.), Odense: University Press of Southern Denmark , 2010, 117-145. p.Chapter in book (Refereed)
Starting point for this paper is the current discourse relating to quality and professional development (professionalization) of teachers and trainers, with particular focus on the vastly diverse and multifaceted field of adult education. The issues discussed are closely connected to a project initiated by the German Institute of Adult Education in 2005 - “Qualifying the Actors in Adult and Continuing Education (Q-ACT)”. Designed to utilize the concepts of the Delphi Method, the Q-ACT is undertaken in several European countries with the aim of answering the research guestion: Which core competencies should be included in a comprehensive (that is covering all different fields of Adult and Continuing Education) qualification frame for teachers in Adult and Continuing Education?
Underlying principles in mentioned discourse and project are examined from a Swedish popular education perspective along with the following guestions:
What kind of competences or key qualifications is reasonable to require from an adult educator today? Is it feasible to consider a frame of core competences for all sorts of adult educators comparable and compatible within the emerging European-wide education area? What are the possibilities and what are the risks behind a process of standardizing the qualifications of adult educators?
Over the time, the field of adult and continuing education have quantitatively expanded, being a priority area of considerable societal investments in learning and competences, in order to encounter the demands of life long learning in contemporary societies. Compared with the formal school system, relatively little attention has been paid on the qualifications needed by the staff to successfully perform their tasks in relation to the qualitative improvement of adult learning activities.
The questions in this paper are highlighted from the Swedish adult education point of view supplemented with some reflections and comments, which the expert panel expressed during the initial phase of Q-Act project´s implementation inSweden.
The review also makes an effort to critically examine the contemporary education policy discourse by the possible consequences for non-formal adult education when a thinking influenced from a market oriented vocabulary will have an impact on its realm.
Place, publisher, year, edition, pages
Odense: University Press of Southern Denmark , 2010. 117-145. p.
adult educator, quality, professionalisation/professionalism, competencies
vuxenutbildare, kvalitet, professionalisering/professionalism, kompetenser
Research subject Education
IdentifiersURN: urn:nbn:se:su:diva-71327ISBN: 978-87-7674-503-5OAI: oai:DiVA.org:su-71327DiVA: diva2:484722
ProjectsQf2Teach – ”Qualified to Teach”
Texten presenterades ursprungligen som paper på The Third Nordic Conference on Adult Learning, 22-24 april 2009, i Odense – Danmark. 2012-01-272012-01-272012-01-27