Challenges for European Educators and Managers - SPI on Challenges for... · Challenges for European Educators and Managers 2. Adult Education in Europe It is acknowledged that Europe

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503718-LLP-1-2009-1-PT-GRUNDTVIG-GMP

Challenges for European

Educators and Managers

Challenges for European Educators and Managers

December 2011


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CESSIT Partners:

SPI Ana Solange Leal E-mail: [email protected] URL: http://www.spi.pt

RPIC-ViP, s.r.o. Eva Homolová E-mail: [email protected] URL: http://www.rpic-vip.cz

E.N.T.E.R. Petra Kampf E-mail: [email protected] URL: http://www.enter-network.eu

DIT John D. Byrne E-mail: [email protected] URL: http://www.dit.ie

AHE Justyna Rodej E-mail: [email protected] URL: http://www.ahe.lodz.pl

LAEA Sarmite Pilate E-mail: [email protected] URL: http://www.laea.lv

ASSOCIATED PARTNER:

APTES Claudia Gonzalez e-Mail: [email protected] URL: http://www.aptes.ch

mailto:[email protected]

http://www.spi.pt/


http://www.rpic-vip.cz/


http://www.enter-network.eu/


http://www.dit.ie/


http://www.ahe.lodz.pl/


http://www.laea.lv/


http://www.zen3.net/aptes/

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TABLE OF CONTENTS

1. Introduction .......................................................................................................................... 4

2. Adult Education in Europe .................................................................................................... 5

3. Forthcoming Challenges ....................................................................................................... 7

3.1. #1 - Curriculum Design ................................................................................................. 7

3.2. #2 - Holistic Approach .................................................................................................. 8

3.3. #3 - Lifelong learning ................................................................................................... 9

3.4. #4 – Qualification of educators .................................................................................. 10

4. Conclusions ......................................................................................................................... 13

Appendices .................................................................................................................................. 14

Contributes from adult educators and managers ................................................................... 14

References ................................................................................................................................... 16

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1. Introduction

This report is produced under the planned activities of WP6 Exploitation of the CESSIT project.

It aims at presenting an overview of the educational scenario in Europe and the future

perspectives regarding its evolution. Based in current reality, this report presents a set of

challenges to be taken into consideration by both educators and training managers to increase

adult training attractiveness and effectiveness.

This report has been elaborated in the basis on the feedback collected among educators and

training managers involved in various CESSIT events (e.g. national workshops, final seminar)

and on a desk research focused in the priorities of UE towards a inclusive society and

innovative strategies adopted in adult learning framework.

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2. Adult Education in Europe

It is acknowledged that Europe intends to become a knowledge-based society and therefore

the relevance of improving educational and training frameworks are top priorities addressed

by the European Commission in its more recent policies. Education and training have a

fundamental role to play in achieving the „Europe 2020” objectives of smart, sustainable and

inclusive growth, notably by equipping citizens with the skills and competences which the

European economy and European society need in order to remain competitive and innovative,

but also by helpingto promote social cohesion and inclusion”1.

Within the objectives related to education and training, the following ones stand out2:

provision of large-scale second chance initiatives to tackle the problem of too many low-skilled

adults in Europe, addressing in particular the problems of early school leavers, people with

literacy problems and those adults who lack the functional skills required in modern society;

efficient ways to finance adult learning in a time of budgetary austerity; and a sound evidence

base to inform further development and reforms.

In 2000, the European Commission launches the Grundtvig programme focused on Adult

Education and on the enhancement of adult population qualifications and competences. The

specific aims of the Grundtvig programme are to3:

increase the number of people in adult education to 25 000 by 2013, and improve the

quality of their experience, whether at home or abroad;

improve conditions for mobility so that at least 7 000 people per year by 2013 can

benefit from adult education abroad;

improve the quality and amount of co-operation between adult education

organisations;

1 Council conclusions on the role of education and training in the implementation of the “Europe 2020”

strategy (2011/C 70/01), Officla Journal of the European Union.

2 Commission Staff Working Paper “Action Plan on Adult Learning: Achievements and results 2008-

2010”, (2011): http://ec.europa.eu/education/grundtvig/doc/sec271_en.pdf

3 http://ec.europa.eu/education/lifelong-learning-programme/grundtvig_en.htm

http://ec.europa.eu/education/grundtvig/doc/sec271_en.pdf

http://ec.europa.eu/education/lifelong-learning-programme/grundtvig_en.htm

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develop innovative adult education and management practices, and encourage

widespread implementation;

ensure that people on the margins of society have access to adult education, especially

older people and those who left education without basic qualifications;

support innovative ICT-based educational content, services and practices.

All over Europe, important changes can be identified in these aspects as summarised below4:

Target groups: the learners populations are changing through demographic

developments (such as increasing migration, greater life expectancy, higher levels of

educationand a willingness to assume more of the costs by participants in their own

learning process).

Content: issues, like environment and health have become more important, just like

the areas of management, economics and new media. New fields of activity, such as

educational counselling, supervision and coaching may be added. The range on offer

has also become more greatly differentiated in the language area.

Teaching methods: educators of adults have to create learning situations that fit with

the learners who are as group increasingly heterogeneous and self-directed. They have

to be aware that there is not just one way to reach the expected learning outcome.

More learner-oriented methods, new forms of methodological change, and the

combination of different learning locations and learning methods are more and more

important. Moreover, e-learning, is coming to play a significant role among the

methodological tools used in the NVAL field.

The same is true for other types of professional activities. Management staff, for

example, has to be aware of the great variety of organisational forms and of the

different approaches that can be applied. They have to deal with changing contexts

like the decline / increase in government spending on adult learning and they have to

reflect the aims of their organisation in the light of the needs of their target groups /

learners. Complexity and diversity also characterise the task profile of administrative

4 ALPINE – Adult Learning Professions in Europe - A study of the current situation, trends and issues,

Final Report (2008): http://ec.europa.eu/education/more-information/doc/adultprofreport_en.pdf

http://ec.europa.eu/education/more-information/doc/adultprofreport_en.pdf

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staff who have to cooperate with trainers, programme planners and with the

management, and who act at the interface between the institutions and its clients.

3. Challenges

Having in consideration the findings from CESSIT project and the feedback collected among

adult educators and training managers during the project activities, it has been clear that there

are four main challenges in the European educational context.

3.1. #1 - Curriculum Design

The basis of any educational and/or training initiative consists in a curriculum which describes

the contents to be approach, but also the objectives to achieve, the methodologies to be used

for delivering and assessing the learning results. As target-groups are different and present

diverse needs, a unique curriculum can have great results with one group and come up as

catastrophe in another one. Therefore, designing effective curriculums is a big challenge for

adult educators and training managers.

This is more important when dealing with adult learners. Adults need to know why they should

learn something. (...) They want to know the reason they need to learn something or how it will

benefit them5. In fact, conversely to younger learners, adults have a lifetime experience and

gain several knowledge and competencies in their life history. Therefore, when participating in

a learning programme, adults need to consider it as relevant and as something that will result

in an added-value to his/her personal and professional growth and development.

For that reason, this challenge corresponds to the need of adult educators and training

managers develop and define flexible programmes and course curriculums, so it can be

adapted and built according to the specific characteristics and background of each learning

group. This means, the curriculum should include core content to be deployed to all groups

and then additional content to be selected according to the learners specificities. The flexible

part of the curriculums can include different exercises, case-studies, practical hints and tips,

among other things that allow adult educators to promote within the sessions experiences

5 Fidishum, D. Andragogy and Technology: Integrating Adult Learning Theory as we Teach with

Technology.

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which stimulate situations where the student will encounter a need for the knowledge or skill

presented6. In addition, Fidishum7 stresses also the relevance of having learner’s inputs into

the development of lessons or in the prioritization of topics covered as it can contribute to

increase their sense of ownership regarding the learning process.

Thus, if some of the contents are facultative and able to be selected according to the learning

group, adult educators can allow this group to choose, for instance, the kind of exercises and

practical activities they would like to explore in the sessions. This possibility can have positive

impact also in the motivation of adult learners, who will be regarded as active in their own

learning pathway.

Nevertheless, this adaptability of the curriculum demands more flexible adult educators and

training managers. On the one hand, adult educators need to have the ability to respond and

react rapidly to the needs of the learners and be able to apply and explore the different

activities/exercises/case studies/topics selected by the group. On the other hand, training

managers need to be open to present flexible curriculums, based on problems rather than

subjects8, to their clients and motivate their trainers to adopt those curriculums, as well as

having the availability to provide the necessary resources to implement these flexible

pathways.

3.2. #2 - Holistic Approach

Nikolai Grundtvig was one of the most relevant thinkers arguing about the importance of a

holistic approach to education, in which emotional, social and cognitive intelligence are

promoted and developed9. Thus, the enhancement of all the aspects of the human being

should be at the core of all educational and training systems.

6 Idem.

7 Idem.

8 Lacefield, R.S. (1999). Adult Education in Practice – Teaching Methods and Course Structure. Waycross

College.

9 Submuth, R. Present and future challenges for adult learning – the pioneering role of Grundtvig.

Speech of the President of the German Adult Education Association and Former President of the

German Federal Parliament at the Grundtvig 10th

Anniversary Conference.

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The rapidly change that characterizes today’s world demands for more flexible people, whose

competences and knowledge supports them coping with constant change and uncertainty.

Thus, there is a calling for new skills which many people don’t have developed yet and those

who have find it hard to get them recognised. This means, that educational and training

contexts can no longer focus only in the development of technical competences or hard skills.

Those skills called soft are increasing in importance and are close related with the ability of

developing relationships with others as well as self-esteem and self-confidence. In other

words, besides know-how, people need to learn how to know-how-to-be.

In addition, adult learning usually takes place in a variety of environments in and outside

formal education and training systems and includes learning for personal, civic, social and

employment-related purposes10. Having this in mind, adult educators shall promote a learning

setting where people feel comfortable in sharing their life experiences, so they can learn from

them and also from the experience of others. Programmes and activities shall embrace the

already existent knowledge and competences and work from there forward. In this sense,

adults will feel recognized and, potentially, will be more open to new information.

In this sense, it is important that in designing the educational curriculums and programmes,

adult educators and training managers have the concern in ensuring a holistic approach, so the

entire self of adults can be enhanced and developed.

3.3. #3 - Lifelong learning

As mentioned before today’s world is synonym of continuous change and emergence of new

challenges. Thus, continuous learning and self-development are essential for coping with the

current demands of life. As such, it is crucial to promote lifelong learning in our societies and

support its implementation, as it is about completing, updating, and reviewing and certifying

the knowledge acquired and required by people of all ages and of divergent experience11. So,

lifelong learning is one of the ways, if not the most important, people can access in order to

gain the necessary tools and instruments that will allow them to respond effectively in all areas

of their lives: personal, familiar, professional, etc. It is necessary to end with old myths that say

that people of a certain age are “to old to learn”.

10

Idem.

11 Idem 9.

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Learning is an ability that exists in all people during their entire life. Nevertheless, physiological

and psychological differences between younger and adult learners should be taken into

consideration when designing a training programme and establishing the learning

methodologies to be used. For adult learners, internal priorities are more important.

Incentives such as increased job satisfaction, self-esteem and quality of life are important in

giving adults a reason to learn12. The objectives of younger learners differ from these and

therefore the approach to be applied in the educational scenario must be different from that

used for older learners.

Also the availability for being involved in learning processes are divergent, as adult learners in

their majority need to comply with familiar and professional responsibilities. These two

aspects of their lives influence a lot their willingness to be involved in a learning process. Thus,

the structure and way of delivery of the learning programme should also be designed in a way

that can motivate adult educators to participate in it. As alternatives, adult educators and

training managers can suggest programmes of short duration or/and programmes with

components of distance learning, which might contribute for managing daily commitments

more easily.

In addition, it is important to promote the benefits of lifelong learning among adult learners

and to let them understand the added-value it can bring to their lives and personal

development. This can be achieved by communication campaigns, but even more by the

demonstration of good practices examples to which adult learners can identify themselves

with.

Finally, it needs to be made clear to all, as stated in the Official Journal of the European Union,

that education and training have a fundamental role to play in achieving the “Europe 2020”

objectives of smart, sustainable and inclusive growth13.

3.4. #4 – Qualification of educators

Educators are the most important quality input factor in adult education14, as they are one of

the main actors in the educational setting and play a major role in the achievement of adult

12

Idem 5.

13 Council conclusions on the role of education and training in the implementation of the “Europe 2020”

strategy, Official Journal of the European Union, (2011/C 70/01).

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education objectives. As describes previously, the context of adult education is quite

demanding as well as the needs of adult educators are very different from those of younger

learners. In this sense, the competences required for a successful educator are many and

diverse15.

One of the constraints existent in Europe is the lack of a common description of the

competences and skills an educator should possess. Each country has its own description and

system of recognizing the competences of an educator.

Nevertheless, it is easy to understand that one of the main things an educator needs to be able

to do when working in adult education contexts, is to understand the contexts in which

learners live and how they make sense of their lives16. This is justified by the already mentioned

fact that adult learners are moved by the sense of usefulness of the learning programme to

their lives, this is, they need to understand the importance of learning a given subject and how

that knowledge will represent a benefit. Besides, they also want to present what they know

already and to be recognised for it. Moreover, adult educators are successful when17:

view themselves as participating in a dialogue between equals,

are open to change and new experiences,

are genuine in entering into personal relationships with learners,

acceptance and trust the learner as a person of worth.

So, considering these competences required for an adult educator it is undeniable the

importance of continuous improvement and updating of knowledge from the side of the adult

educator himself. By being involved in lifelong learning initiatives besides personal and

professional growth and development, the adult educator will be reflecting the behaviours one

needs to motivate among adult learners, and therefore, he/she can be seen as a role model.

All these aspects are important also for training managers. As responsible persons for ensuring

the quality and effectiveness of the learning programmes, it is of their interest to have the

most qualified educators to deliver those programmes. Thus, they should promote this

14

Global Report on Adult Learning and Education, UNESCO Institute for Lifelong Learning.

15 Note: more information regarding this topic can be consulted in the report on Key competences for

adult learning professionals http://ec.europa.eu/education/more-information/doc/2010/keycomp.pdf

16 Idem 14.

17 Idem 8.

http://ec.europa.eu/education/more-information/doc/2010/keycomp.pdf

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philosophy of regular updating and recycling of competences among the adult educators they

work with.

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4. Conclusions

In an ageing society as the European, adult education plays an important role to ensure people

are equipped with the necessary skills and competences to face the rapidly changes of today’s

world. Adult education is per si one big challenge for those involved in it: educators, managers,

learners, policy makers, etc.

In order to promote innovation and competitiveness of societies and at the same time

enhance social cohesion and inclusion, governments need to invest in policies that foster the

attractiveness of adult education programmes and initiatives. On a more bottom-top

approach, there are some things key-actors, as adult educators and training managers, can do

to support the development and success of those programmes and initiatives.

In this report, four main challenges have been briefly described but that clearly present what

can be done by these key-actors:

1. Creation and establishment of more flexible and adaptable curriculums, considering

the specificities of adult audiences;

2. Implement an holistic approach that enhances the full development of the human

being, this is, promoting its emotional, cognitive and intelligence growth;

3. Foster the qualification of adult educators so they can be fully equipped for dealing

with such demanding target-groups;

4. Promote the importance and benefits of lifelong learning.

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Appendices

Contributes from adult educators and managers

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References

ALPINE – Adult Learning Professions in Europe - A study of the current situation, trends

and issues, Final Report (2008):


Commission Staff Working Paper “Action Plan on Adult Learning: Achievements and

results 2008-2010”, (2011):




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Challenges for European Educators and Managers - SPI on Challenges for... · Challenges for European Educators and Managers 2. Adult Education in Europe It is acknowledged that Europe