an international reference framework for the training of adult educators and trainers concept and...

An International Reference Framework for the Training of Adult Educators and Trainers

Concept and Structure Susanne Lattke, DIE, Germany

Regional Summer Academy of Eastern Neighbour countries, Lviv, 2-9 June 2015

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• Basic qualification of teachers and trainers in adult education

Curriculum globALE – What is it?

• Corresponding to EQF level 5

A cross-cultural core curriculum for the training of adult educators

• Aimed at new teachers or teachers with some experience but without any systematic training


Aims:

• To enhance professionalization of adult educators by providing a common reference framework

• To support adult education providers in the design and implementation of train-the-trainer programmes

• To foster knowledge exchange and mutual understanding between adult educators worldwide

Curriculum globALE - Aims


Co-operation project

German Institute for Adult Education (DIE)• R & D work on professionalisation, competence

frameworks in adult education in national and international contexts

dvv international • Development cooperation, support for building of adult

learning structures worldwide

Curriculum globALE Background


• 2011-2013: Development of first version and dissemination

Curriculum globALE – Timeframe

• From 2014: Piloting and evaluation

• 2015/16: Work on revised/enhanced version and development of supporting material

• Spring 2016: Conference


A word of caution on the notion „curriculum“!

Curriculum globALE – Characteristics

Example: CEDEFOP Definition of “curriculum”:

“The inventory of activities implemented to design, organise and plan an education or training action,

including

the definition of learning objectives, content, methods (including assessment) and material, as well as arrangements for training teachers and trainers.”

(Terminology of European education and training policy, 2014)


CG = a reference framework rather than a detailed, prescriptive curriculum!!


CG defines:

• learning outcomes / competencies to be achieved

• certain (quality) standards concerning the training provision, e.g.

• qualification of trainers

• inclusion of practical work / linking theory and practice

• tailoring of training to the needs of trainees / taking into consideration existing competencies

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CG gives suggestions concerning:

• topics / content areas to be covered

• methods for teaching, assessment

• learning/teaching materials, literature

• format and time frame of training

Implementation of CG requires adaptation to local circumstances in each case!


• Modularisation

Curriculum globALE – Key Characteristics

• Competence orientation

• Flexiblity concerning implementation

• Allowing adaptation to local needs

• Allowing for RPL

• Commitment to adult learning principles

• Practice orientation

Overview of Curriculum globALE


• Learning outcomes / competencies to be achieved

Curriculum globALE – Module structure

• Suggested topics / content areas to be covered

• Literature suggestions

• Suggestions concerning teaching methods

• Notes on the role of practical application and reflection

• Notes on linkages with the other modules

• Recommended scope of training

Each module describes …

Detailed suggested timeframe


Training Design Example – Module 1 Overview

Time Day 1 Day 2 Day 3 Day 49.30 - 11.00

A.Welcome, Introduction, expectations, objectivesGeneral overview

E.CONNECTINGMain Topic of this day: Why AE??Individual perspectives: Lifespan development, transitions and crises

I.CONNECTINGMain Topic of this day: education system and AEEducation system: its main characteristics and components

M.CONNECTINGMain Topic of this day: Working in Adult EducationTeaching, arranging, facilitating: trainers in Adult Education

11.00 – 11.30

Coffee / Tea

11.30 – 13.00

B.Learning adults: experiences, settings and terms

F.Individual perspectives: Lifespan development and Adult Education

J.Adult education as part of the education system: history and actual situation

N.Managing Adult Education

13.00 – 14.30

Lunch

14.30 – 16.00

C.Adult education: terms and structure

G.Socio-economic perspectives: Adult Education, labor market and politics

K.Research and theory in Adult Education I

O.Competences, obligations and possibilities of adult educators

16.00 – 16.30

Coffee / Tea

16.30 – 17.30

D.Roots and history of Adult EducationEvaluation: why and how?

H.Adult education today and tomorrow: Lifelong Learning in modern societies

L.Research and theory in Adult Education II

P.Working in Adult Education: preparing field interviews

17.30 – 18.00

Evaluation & Preparation of further learning

Author: PD Dr. Markus Höffer-Mehlmer

Module 1 Approaching Adult education - Time Table


Training Design Example – Module 1 Detailed Plan

Author: PD Dr. Markus Höffer-Mehlmer

Module 1 Approaching Adult education - Instructional Plan

Session Learning objectives Contents Methods Material Comments

a. Welcome

Introduction,

expectations,

objectives,

general overview

Start the relationship with other participants and trainers

Formulate and discuss expectations

Know the programs details

Articulate and evaluate personal experiences in the field of Adult Education

Know administrative and housekeeping arrangements and adapt them if convenient and possible

Introduction

Expectations

Group dynamics

Course objectives and structure

Presentation

Duo-interview

Presentation round

Discussion

Résumé and/or amendment

Course timetable

General objectives written on flipchart

Flipchart, markers, masking tape

If some participants know each other, you should mix the interview-duos

b. Learning adults: experiences, settings and terms

organize participants’ experiences with adult learning using the conceptual terms formal, non-formal and informal learning

knowing the consequences of the terms and being able to use them as conceptual frames

…

Exchange about learning experiences

Organizing the experiences using central terms …

Introduction

Small group / duo work: „learning experiences in my life“ …

Small paper sheets/paper cards, pin board, Flipchart, markers, …

You should give room to collect different experiences and to combine them with theories and empirical findings…

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Currently available in eight languages…• Albanian• Arabic• English• German• Macedonian• Russian• Spanish• Serbian

Languages of CG


Additional modules• Management in Adult education (Sefika

Alibabic, Belgrade University)• Education in emergencies - Conflict analysis

and conflict transformation (Steffen Emrich, Germany)

Plans for further modules: • Literacy• VET• Second Chance

Further development of CG - Additional Modules


Implementation - State of the Art 1

Implementation in progress

Country Modules Implementing organisation

Time Notes

Uzbekistan all DVV International (with international trainers)

04/2013 – 09/2014

Kirgistan 2,3,4 DVV International 2014 CG graduates from Uzbekistan have been employed as trainers

Croatia all Agency for Vocational education and training and Adult Education

started 2015

Macedonia all DVV International, university

2015-16 CG version for Macedonia developed, involving three levels


Implementation - State of the Art 2

Some further ongoing activities

Latin America Working group working on Latin American version of CG

Ecuador University of Cuenca working on integration of CG in planned Master’s programme in Adult Education

Afghanistan ANAFAE working on integration of CG in existing programmes structures

Laos Translation of CG in course, search for partners ongoing


Example of a CG Adaption: Macedonia

Introductory module

M1: Approach to AE

M3: Comm./group dynamics

M4 Methods of AE

M5: Planning, Organisation, Evaluation

M2: Adult learning/teaching

Optional Module(s)

Macedonian CG Level 1

Introductory module

M1: Approach to AE

M2: Adult learning/teaching

Macedonian CG Level 2

M3: Comm./group dynamics

M4 Learning techniques in AE

M5: Planning, Organisation, Evaluation

Optional Module• Adult literacy• Professional didactics• Intercultural Education• Penological didactics• Mentoring and tutoring

CG FrameworkMacedonian CG Level 3

Introductory module

M1: Approach to AE

Module AE Management

Optional Module• HRM• VET• Andragogical networks• Project Management• Marketing• Alternative forms of

financing


Thank you for your attention…

www.curriculum-globale.de

http://www.curriculum-globale.de/

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