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 policiesEmployment

Civil society

Thos

e w

ho w

ant Those w

ho need

Lear-ning

society

Inno-vation

Employability

Social in-

clusion

Knowledge economy

Knowledge society

Auto

nom

y an

d pe

rson

al re

spon

sibi

lity

State responsibility and outreach

I nnovationDeveloping

competences serving a high level value in

the value chain

EmployabilityObtaining necessary

skills and competences for

employability

Learning societyObtaining skills and

competences in areas of own interest

Social inclusionObtaining necessary

skills and competences to

participate in society

Im-proving society/making LLL a reality

Who are they?

• Teachers / trainers• Guidance and counsellors• Managers• Programme planners• Administrative staff• Media / ICT staff

Repertoire of activities

Need assessment

Counselling and guidance activities

Programme development

activities

Administrative support activities

ICT support activitiesAdult learning

Professional

Preparation of courses

Facilitation of learning

Monitoring and evaluation

Financial management

Human resource management

Management of the quality

Marketing and PR

Network activities

Changing working contextsExpertise Content

Basic skills, Languages, Technology, Personal competence, Age related training, Health, Sports, Culture, Crafts, Communication,

Needs

Supp

ly/O

ffer

By p

rivat

e ag

encie

s, loc

al au

thori

ties,

NGO

s, lo

cal

lear

ning

cen

tres

, vo

lunt

eer

organ

isatio

ns,

scho

ols,

et

c.

SUPPLY/ OFFER Training Coaching Supervision Mentoring Manuals Action Open and distance education Virtual learning environment Courseware SUPPLY/ OFFER

DEMAND Basic education Preparing for work Re- training/schooling Personal empowerment Special skills training Cultural interest Political activity Creative needs Domestic needs Sports DEMAND

Dem

and Disadvantaged groups, re

-entering professionals, special groups, elderly, m

igrants, interest groups, returnees to lear

ning, the unemployed, etc.

Provision

Lectures, workshops, training sessions, demonstrations, activities,

circles, group work, study circles, projects, assignments, simulations etc.

Methods/ formats

Goals

Key competences

Context

Activity 1

Activity 2

Activity 3

Activity 4

… (etc)

Generic A1

Generic A2

Specific B1

Specific B2

Specific B3

… (etc)

… (etc)

Activity 5

Activity 6

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

Context

Learning/teaching

Programme/programme development

Institutional organisation/management

Leadership/CPL

Repetoire of activities

ActivitiesContext

Teaching activities

Counselling and guidance activities

Programme development activities

Management actvities

Administrative support activitiesMedia use

support activities

Professional

Set of key competences

B1 Competence for assessment of prior experience, learning needs, demands, motivations and wishes of adult learners

B2 Competence in designing an adult learning process

B3 Competence in facilitating the learning process for adult learners

B4 Competenceto continuously monitor and evaluate the adult learning process in order to improve it on an ongoing basis

B5 Competence in advising on career, life, further development and if necessary, the use of professional help

B6 Competence in designing and constructing study programmes

B7 Competence in management of financial resources and assess the social and economic benefits of the provision

B8 Competence in managing human resources in an adult learning institute

B9 Competence in managing and leading the adult learning institute in general and managing the quality of provision

B10 Competence in marketing and public relations

B11 Competence in dealing with administrative issues involving adult learners and adult learning professionals

B12 Competence in facilitating I CT-based learning environments and support adult learning professionals and adult learners in using these learning environments

ActivitiesContext

Generic competences:A1 Personal competence: being a fully autonomous lifelong learnerA2 I nterpersonal competence: being a communicator, team player and a networkerA3 Professional competence: being responsible for the further development of adult learningA4 Expertise (theoretical/ practical knowledge: being an expert in a field of study/ practice*A5 Didactical competence* *A6 Competence in empowering the adult learners A7 Competence in dealing with heterogeneity and diversity in groups

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:

B1 Competence for assessment of prior experience, learning needs,

demands, motivations and wishes of adult

learners

B2 Competence in designing an adult learning process

B3 Competence in facilitating the learning

process for adult learners

B4 Competence for continuously monitoring and evaluating the

adult learning process in order to improve the learning process

B5 Competentce in advising on career, life,

further development and possibly

professional help

B6 Competence in designing and constructing

study programmes

B7 Competence in management of

financial resources, financial streams in the adult learning

institute

B8 Competence in management of staff,

people management and human resources

B9 Competence in quality management and mission

development

B10 Competence in marketing and public

outreach

B11 Competence in dealing with administrative issues and

informing and supporting others

B12 Competence in facilitating I CT-based learning environments

and support

ActivitiesContext

Generic competences:A1 Personal competence: being a fully autonomous lifelong learnerA2 Interpersonal competences: being a communicator and team playerA3 Professional competence: being responsible for the further development of adult learningA4 Expertise (theoretical/ practical knowledge)*A5 Didactical competence* *A6 Competence in empowering adult learnersA7 Competences in dealing with diversity and groups

Thank you for your attention!Bert-Jan Buiskool (b.buiskool@research.nl)