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The Adult Educator's Competences and Competence Development

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Presentation by Jonas Sprogøe, ph.d., Lund September 2017

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The Adult Educator's Competences and Competence Development

  1. 1. The Adult Educator’s Competences and Competence Development Report written by Sprogøe, Vetterlain, Marquard & Vangdrup Presentation, NVL/Nordplus-conference, Lund 27/9 2017 Jonas Sprogøe, ph.d.
  2. 2. In this presentation, I will: - Provide some background for the survey and the report - Present some of the key findings and related questions - Initiate and facilitate a process that gives more input for the future work of NVL/Nordplus
  3. 3. Outset The Nordic countries all have a well-established and broad-based adult education system aimed at developing, adapting and strengthening adult competences to a rapidly changing society and labour market. The Nordic Council of Ministers, NMR, has a vision of the Nordic region as a strong knowledgeable region, with well- functioning education, research and innovation environments across borders.
  4. 4. Why this survey?  Nordic reports show that at system level there is a lack of attention to and support of adult educators, with regards to competence development, qualifications and professionalism  NMR has a wish to extend the knowledge of the need for adult educators’ competence development The purpose of the survey?  The report supplements the findings and conclusions of previous reports by mapping the competence needs that the adult educator has experienced him or herself.  Clarify the adult educator’s approach to joint Nordic education initiatives within adult learning  A tendency analysis to provide perspectives and questions on the adult educator’s competences and competence needs Provide basis for recommendations for further work on the competence development of Nordic adult educators
  5. 5. Who is this survey about?  Adult learning and competence development take place in various settings; e.g. educational institutions, professional organisations, private and public workplaces as well as civil society  The term ‘Adult Educator’ covers several roles: e.g. teacher, facilitator, consultant, advisor and volunteer coordinator. How have we done the survey?  A questionnaire has been sent to a wide range of adult educators within private, public and civil society frameworks through already known Nordic networks in Norway, Sweden, Denmark, Iceland and Finland, as well as the autonomous territories with an invitation to forward the questionnaire to other relevant persons A broad definition and a large number of respondents and broadly distributed
  6. 6. Competence dimension
  7. 7. Competence dimension
  8. 8.  Being able to treat adult participants as adults  To have knowledge about adults’ learning and learning processes  To have updated subject specific knowledge  To have updated practice experiences  Being able to communicate  Being able to structure and plan  Being able to use information and communication technology  Being able to relate constructively to the resistance of adults  Being able to use activating working methods  Being able to give guidance to adults  Being able to work in intercultural contexts
  9. 9. Key findings and questions  Adult educators generally consider all selected 11 competencies important  Especially subject specific competences, adult educational and didactic skills are considered highly important  But also relational skills is given high importance  ICT and intercultural competence is rated the least important
  10. 10. Competence dimension
  11. 11. Key findings and questions  The majority believes that it will ‘to a large extent’ or ‘to some extent’ strengthen their work if they improve at the specified competences  Pedagogical and didactical skills are considered very important to strengthen  Subject-specific knowledge and practical experiences would strengthen their work  Supplementary areas of competence are mentioned as relevant areas for competence development
  12. 12. Target group dimension
  13. 13. Key findings and questions  The 11 areas of competence are prone to enhance one’s work, although some differences appear  45% of employees in public sector rate that it to a high degree would strengthen their work to improve “treating the adult as adult”, wheras only 25% of self- employed (consultants etc.) think the same.  Privately employed rate the need for improving communication competence higher than other sector groups  Self-employed rate the need for improving ICT-competences lower than employees in public sector.  The differences between the employment groups, could call for a differentiation in focus and scope of competence development
  14. 14. Target group dimension
  15. 15. Key findings and questions  Respondents are predominantly positive toward joint Nordic competence development activities  Subject-specific relevance and adult educational relevance are stated to be of particular importance  The uniformity of the Nordic countries as well as the diversity of the countries is used as a reason for the value of joint transnational competence development
  16. 16. Process in two steps Individually  Fill out the competence sheet – just 2-3 minutes What do you consider the most important competences in relation to adult education? What are your most important competence development needs? In groups  Discuss the question at the table  Please note answers, reflections and comments on flip- charts
  17. 17. • The cards in the same colour have the same questions – Red card is about culture and intercultural competences – Green card is about the respondents rating of a need for adult pedagogy and didactics – Yellow card is about creating subject-specific courses across borders – Blue card is about the Nordic dimension and how this can be used for future development of courses and education • The answers are used as input in the process of the possible development of a joint nordic competence development aimed at adult educators
  18. 18. THANK YOU FOR YOUR INPUT AND YOUR ATTENTION
  19. 19. Competence sheet What do you consider the most important competences in relation to adult education? Please, prioritize the competences according to importance Being able to treat adult participants as adults To have knowledge about adults’ learning and learning processes To have updated subject specific knowledge To have updated practice experiences Being able to communicate Being able to structure and plan Being able to use information and communication technology Being able to relate constructively to the resistance of adults Being able to use activating working methods Being able to give guidance to adults Being able to work in intercultural contexts What are your most important competence development needs? Please, prioritize which competences could strenghten your work as an adult educator, if developed Being able to treat adult participants as adults To have knowledge about adults’ learning and learning processes To have updated subject specific knowledge To have updated practice experiences Being able to communicate Being able to structure and plan Being able to use information and communication technology Being able to relate constructively to the resistance of adults Being able to use activating working methods Being able to give guidance to adults Being able to work in intercultural contexts
  20. 20. Question Please, share some insights from the Competence Sheet, then discuss:  Which significance should culture be given in the teaching situation, and does it require specific competences to teach in intercultural settings?  How can Nordplus/NVL work with this area on a joint Nordic level? Please provide 2-3 concrete suggestions
  21. 21. Question Please, share some insights from the Competence Sheet, then discuss:  How may we interpret the respondents’ relatively high weighting of the importance of strengthening their competences within the areas of adult education and didactics?  How can Nordplus/NVL work with this area on a joint Nordic level? Please provide 2-3 concrete suggestions
  22. 22. Question Please, share some insights from the Competence Sheet, then discuss:  Which challenges and potentials can there be when organizing subject-specific courses or competence development aimed at professional groups across borders?  How can Nordplus/NVL work with this area on a joint Nordic level?  Please provide 2-3 concrete suggestions
  23. 23. Question Please, share some insights from the Competence Sheet, then discuss:  How may we interpret the particular ‘Nordic-ness’, and how can that be used as an outset for organizing, doing and branding transnational competence development activities?  How can Nordplus/NVL work with this area on a joint Nordic level?  Please provide 2-3 concrete suggestions

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