Qualification of Adult Educators in Europe: Insights From the Portuguese Case

Paulos, Catarina

doi:10.13152/ijrvet.2.1.2

Cited by 11 publications

(22 citation statements)

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“…For example, the extensive ALPINE study (Research voor Beleid & PLATO, 2008) has revealed that the field of adult learning and education has been characterized by its fragmented trainings for its ALFs' professional development. This finding has been also confirmed by countryspecific studies within Europe, for example in Denmark and Sweden (Andersson et al, 2012;Milana & Larson, 2010) (Paulos, 2015), Bulgaria, Cyprus, Greece, and Turkey (Zarifis, 2009). Przybylska (2008) describes several common pathways (e.g.…”

Section: Adult Learning Facilitators' Professional Developmentmentioning

confidence: 65%

“…However, participation in these programmes is strongly dependent on individual decision (Buiskool et al., 2009; Milana & Larson, 2010; Przybylska, 2008; Research voor Beleid & PLATO, 2008); consequently, professional development of ALFs has been treated as an individual responsibility even though there should have been regulatory frameworks (Milana & Larson, 2010). This, indeed, has created the common situation that many ALFs enter into the field without any specialization in adult learning and teaching in numerous European countries (Čepić & Mašić, 2016; Gedvilienė et al., 2018; Kušić et al., 2015; Paulos, 2015; Research voor Beleid & PLATO, 2008).…”

Section: Adult Learning Facilitators’ Professional Developmentmentioning

confidence: 99%

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Revisiting competences of adult learning facilitators: Perspectives from the Mongolian context

Zagir

Dorner

2021

Journal of Adult and Continuing Education

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Competent adult learning facilitators play a vital role in improving the quality of adult learning programmes. This article thus explores common and core competences of adult learning facilitators from the perspective of key stakeholders, such as facilitators, adult learners and administrators. By synthesising previous international studies, we developed a survey and collected data in Mongolia ( n = 227). We identified adult learning facilitators’ common and core competences focusing on their teaching role. As found, areas of adult learners’ needs assessment, communication and motivation should be integrated in professional development programmes in order to aim for a better completion rate and higher participation of target audiences in adult learning programmes.

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Section: Adult Learning Facilitators' Professional Developmentmentioning

confidence: 65%

Section: Adult Learning Facilitators’ Professional Developmentmentioning

confidence: 99%

Revisiting competences of adult learning facilitators: Perspectives from the Mongolian context

Zagir

Dorner

2021

Journal of Adult and Continuing Education

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“…He found that unified recognition processes were unlikely due to the unmanageable heterogeneity of professional roles and competences to be recognized. Paulos (2015) focused on the EU's contribution to the definition of adult education policy at a country level. Using the example of education policy structures in Portugal, the author explained that the professionalization of adult educators in Portugal was in a process of alignment.…”

Section: European Vet Policy and Cross-country Comparisons In The Eumentioning

confidence: 99%

Mapping Research on European VET Policy With a Systematic Literature Review Method: A Pilot Study

Scheuch

Bohlinger

Bieß

et al. 2021

IJRVET

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Purpose: A systematic literature review has neglected for years in both national and international vocational educational and training (VET) policy research. Recently, scholarly interest in and the need for such a review has increased rapidly. This review introduces the application of the systematic literature review method, with a focus on research work completed in European VET policy. Approach: To investigate the value and applicability of the systematic literature review method in European VET policy research, we conducted a pilot study following the guidelines and procedures presented by Gessler and Siemer. Findings: First, the process of conducting a literature review and its major methodological steps are described, followed by a descriptive analysis of the sample and characteristics of the studies reviewed. Second, initial insights into the research methodology and the topics that emerged during its application are presented. Altogether, we documented a first attempt to systematize research on European VET policy, including lessons learned from conducting a systematic literature review. Conclusion: The review revealed that although research on international European VET policy research has increased in recent years, hardly any systematization of the current research has been proposed. Instead, most research has been limited to identifying specific country-related factors. By comparison, we propose a systematic approach to reviewing research on European VET policy, being well aware of the strengths and limitations of the proposed method and the results. Thus, this systematic review presents a substantial starting point and research agenda for further studies on this topic.

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“…What are the implications of the instability of work contexts on their professional identity? It is important to note that the instability of working conditions experienced by adult educators can lead them to a process of disinvestment both in terms of attending continuing education programmes and in terms of the involvement with their professional activity (Paulos, 2015). Reflecting on these questions and a subsequent attempt to respond them may contribute to having adult educators better prepared to work in times characterised by instability and uncertainty.…”

Section: Final Remarksmentioning

confidence: 99%