1. EPALE 20x20 powered by Pecha Kucha

2. Dr Nadia Maria Vassallo

3. Active Citizenship Upskilling Work-and-career learning
Further qualifications
Upskilling or
Reskilling
Personal development
Active Citizenship
“Adult learning covers the entire spectrum of what we learn after leaving initial education and training. This includes work- and career-oriented learning, obtaining new qualifications, up-skilling or re-skilling for employment, but also learning for personal development and active citizenship.”

4. Adult Learning Competitiveness Social Inclusion Challenges attractive
inclusive
accessible
flexible
Adult Learning
Competitiveness
Social Inclusion
“Adult learning promotes competitiveness, employability and social inclusion. [ ] But many challenges remain to make it an attractive, inclusive, accessible and flexible learning option.”

5. In 2016, the proportion of persons aged 25 to 64 who participated in education or training was 10.8 %
Lower Secondary Education
Tertiary Level Education
61.3%
21%
Persons with a tertiary level education reported the highest participation rates (61.3 % for the EU-27 in 2011), while those having completed at most lower secondary education were the least likely to have participated (21.8 %). It is important to instil the value of education at a young age. The longer learners stay in education the higher is the probability that they will continue to seek learning throughout their life trajectories.

7. Commonly cited obstacles to participation in education and training
50%
no need of training
20.9 %
Family responsibilities
18%
Conflict with work schedules
Commonly cited obstacles to participation in education and training were:
no need of training (50.0 %);
lack of time due to family responsibilities (20.9 %);
and conflict with work schedules (18.0 %).

8. Give Clear Progression
On the job training and flexible programmes of study, blended programmes, flipped classroom are possible options
Programmes which are:
Accessible
Flexible
Relevant
Recognised
Give Clear Progression

9. Learning Social Individual individual Formal Informal
Classroom training, organised group activities, webinars
Individual
Online courses, distance learning programmes
Networking chats online
individual
Reading blogs, books, surfing and anything where there is no premeditated learning plan
Formal
Informal
There needs to be a more balanced approach to learning with different possible routes, but efforts should be made to recognise innovative approaches and come up with established and agreed upon parameters with quality structures in place that recognition and parity of esteem between the different routes.

10. Lifelong learning trajectories need to be appreciated and acknowledged so that further engagement lifelong learning is encouraged.
“learning does not belong to individual persons, but to the various conversations of which they are a part”
McDermott 1999

11. able to achieve the learning outcomes Engagement
Effectiveness
able to achieve the learning outcomes
Engagement
emotional and mental energy learners are willing to expend
Efficiency
Resources invested in the development and implementation
How well learners are able to achieve the learning outcomes for a course
The emotional and mental energy that learners are willing to expend during a learning experience
Resources invested in the development and implementation of an instructional activity.

12. Adult learning is self-directed/autonomous
actively involved in the learning
make choices relevant to their learning objectives
assume responsibility for their own choices.
be proactive in making decisions and in contributing to the process.
Educators, have to facilitate the process of goal-setting.

13. Adult learning utilises knowledge & life experiences
Learners bring to their current placement past knowledge, opinions, and experiences.
Educators encourage learners to connect their past experiences with their current knowledge-base and activities.

14. Adult learning is goal-oriented
Learning is characterized as goal-oriented and intended learning outcomes should be clearly identified.
Real-life situations, particularly in relation to the specific concerns of the learner are important.
Align the learning activities such that these objectives are fulfilled within a certain period of time.

15. Adult learning is relevancy-oriented
relate the assigned tasks to their own learning goals.
Activities should directly contribute to achieving their personal learning objectives, to inspire and motivate them to engage in projects and successfully complete them.

16. Adult learning highlights practicality
Help students to apply the theoretical concepts learned inside the classroom into real-life situations.
It is very important for educators to identify appropriate ways and convert theoretical learning to practical activities!

17. Adult learning encourages collaboration
Adult learners thrive in collaborative relationships with their educators. When learners are considered by their instructors as colleagues, they become more productive. When their contributions are acknowledged, then they are willing to give their best work.

18. ROLE of ADULT TEACHERS in SUPPORTING CAREER PLANNING
Adult education teachers can support career planning activities through instructional activities and by serving as a source of information. Our vision in supporting their learning should be holistic.

19. Workplace Analysing and interpreting learning experiences
Current accurate information
Contacts with workers and work settings
Analysing and interpreting learning experiences
Provide current and accurate information about their specific occupational field, including opportunities for contacts with workers and work settings.
Assist students in analysing and interpreting their learning experiences in terms of the workplace.
Hence we need to stay up to scratch with knowledge, skills and competences related to our field of study.

20. Prepare Learners for employment
Assist in identification of occupations
Plan and provide instruction that prepares individuals to enter, progress, and transfer among jobs in an occupational field or career cluster.
Assist individuals in identifying a wide range of occupations to which their vocational instruction is applicable.

21. Encourage employers to provide information that will expand awareness of career opportunities (Herr and Cramer, 1979).

23. THANK YOU