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

Who are they? Teachers / trainers Guidance and counsellors Managers Programme planners Administrative staff Media / ICT staff

Repertoire of activities

Changing working contexts

Key competences

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

Repetoire of activities

Set of key competences

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:

Thank you for your attention! Bert-Jan Buiskool