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Liberal adult education - civil society and NGO’s

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Presentation by Anita Jakobsone, International expert in adult education, Latvia. Lund September 2017

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Liberal adult education - civil society and NGO’s

  1. 1. Anita Jakobsone Dr. Phil 28.09.2017, Lund
  2. 2.  Introduction of an adult educator as a new profession in the education systems of transition countries  Elaborating and piloting of competences based training programms for adult educators (ToT)  Integration of international experience in LLL and AE within national contexts  Adult educators competences in demand
  3. 3.  Importance of NGOSs in introduction of lifelong learning (LLL) and non-formal adult education (AE) in the education systems  Enabling understanding of particularity of adult education and adult educators roles  Establishing of professional associations  Incorporation of adult educators occupation in the State register of professions
  4. 4.  Proactivity in application of competences based approach in definition of adult educators professional profile (before the passage to competences based approach in the whole education systems in transition countries)
  5. 5.  Main challenge: introduction of competencies and needs based training programms  Involvement of adult educators from NGOs, other non-formal AE sectors (training of civic servants; in-service training for teachers, policemans, medicine personnel, prison education etc.)
  6. 6.  Involvement of adult educators from NGOs, other non-formal AE sectors (training of civic servants; in-service training for teachers, policemans, medicine personnel, prison education etc.)  Utilization of international experience in elaboration of curricula, teaching and learning materials
  7. 7.  Utilization of international experience in elaboration of curricula, teaching and learning materials  Co-operation between adult educators of Nordic and Baltic countries as well as of EU and Eastern neighbours countries
  8. 8.  Development of national glossary of core terms: synhronization of national and international definitions  Introduction with «new» concepts (values of AE, learning cycle, group dynamics, teachers roles, civic participation, history and politics of AE and LLL etc.)  To phase in bachelor degree, master degree programms for adult educators  Elaboration and publication of teaching and learning materials in national languages
  9. 9.  Curriculum GlobALE - cross-cultural core curriculum for the training of adult educators worldwide. It was developed jointly by the German Institute for Adult Education (DIE) and DVV International, the Institute for International Cooperation of the German Adult Education Association. In five modules, it describes the relevant skills needed to lead successful courses and provides guidance on their practical implementation. https://www.dvv- international.de/en/materials/curriculum- globale/
  10. 10.  Development of democracy and civic participation  Support in values orientations  Facilitation of changes management  Implementing of transformative learning  Efficient team work and collaboration  Communication with tolerance to diversity and differences  Critical thinking
  11. 11.  Common international agenda – different historical contexts in the development of adult educators competences  For discussion: - What kind of adult educators competences are important for the dialogue with learners on values orientations? - Is it necessary to keep focus on transformative learning in all kind of learning programms?
  12. 12. Thank you for attention!

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