Flexi-Path is part of a group of European projects that have already made some contributions to investigating what notion of competence can be applied to adult education (VINEPAC Project - Validation of informal and non-formal psycho-pedagogical competencies in adult educators, 2006-07), to putting together common curricula for Masters in Adult Education (EMAE Project, 2004-2007) and to outlining an adult education training system (Q-Act Project - Qualifying adult learning in Europe, 2008). While taking the results obtained in the previous projects as a starting point, Flexi-Path has set itself three goals: 1) to sum up the existing adult education qualification structures in the countries taking part in the Project also with relation to the study programmes on offer; 2) to draw up a common outline for a Masters in Adult Education programme that can provide general indicators for the knowledge, tools and competences needed for EQF level 7; 3) to build a self-assessment tool starting from the previous projects (VINEPAC and EMAE) to enable all professionals working in the various sectors of adult education to perform self-appraisal also as regards the competences and tools they have learnt in the workplace. After illustrating some of the general course of the Flexi-Path Project, the aim of this contribution is to analyse the results that can be considered as answering the first two objectives described above. As the brief project outline demonstrates, at the international level there is no recognition of a common skills profile for the figure of adult educator, whether meant as someone who works with people in teaching assignments at many different levels and directions, or seen as a training designer in contexts of institutional policy, or considered as the figure who manages adult educational or training services. Who are the trainers or educators in the field of adult education in Europe today? If the importance of this professional figure were not acknowledged, of course there would be little interest in defining their role.

Training and Professionalisation Pathways: A Comparative Analysis / V. Boffo. - STAMPA. - (2010), pp. 39-52.

Training and Professionalisation Pathways: A Comparative Analysis

BOFFO, VANNA
2010

Abstract

Flexi-Path is part of a group of European projects that have already made some contributions to investigating what notion of competence can be applied to adult education (VINEPAC Project - Validation of informal and non-formal psycho-pedagogical competencies in adult educators, 2006-07), to putting together common curricula for Masters in Adult Education (EMAE Project, 2004-2007) and to outlining an adult education training system (Q-Act Project - Qualifying adult learning in Europe, 2008). While taking the results obtained in the previous projects as a starting point, Flexi-Path has set itself three goals: 1) to sum up the existing adult education qualification structures in the countries taking part in the Project also with relation to the study programmes on offer; 2) to draw up a common outline for a Masters in Adult Education programme that can provide general indicators for the knowledge, tools and competences needed for EQF level 7; 3) to build a self-assessment tool starting from the previous projects (VINEPAC and EMAE) to enable all professionals working in the various sectors of adult education to perform self-appraisal also as regards the competences and tools they have learnt in the workplace. After illustrating some of the general course of the Flexi-Path Project, the aim of this contribution is to analyse the results that can be considered as answering the first two objectives described above. As the brief project outline demonstrates, at the international level there is no recognition of a common skills profile for the figure of adult educator, whether meant as someone who works with people in teaching assignments at many different levels and directions, or seen as a training designer in contexts of institutional policy, or considered as the figure who manages adult educational or training services. Who are the trainers or educators in the field of adult education in Europe today? If the importance of this professional figure were not acknowledged, of course there would be little interest in defining their role.
2010
9783763947348
Flexible Pathways Towards Professionalisation: Senior Adult Educators in Europe
39
52
V. Boffo
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/402128
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