The ability to teach - Recognition of professional activities in adult education

Teachers, lecturers, trainers - in other words educators - make a major contribution to the quality and success of continuing education programmes. At the same time, the definition of "being able to teach in adult education" is not precise. Overall, professional teaching activities do not receive sufficient recognition. As a result, the DIE prepares basics for the development of a cross-provider recognition procedure for the competences of teachers in adult and continuing education - in short: GRETA.

What is GRETA's purpose?

The project contributes greatly to developing the potential recognition of teachers' competences. It focuses on a competence model to cover all basic adult educational competences, which are required for effective teaching. The project takes typical situations for teachers in adult and continuing education as a starting point.

What issues does GRETA cover?

  • Which competences are relevant for teaching activities and how can they be operationalised for recognition?
  • Which validation procedures are suitable for the acknowledgement of non-formally and informally acquired teacher's competences?
  • Can existing qualification programmes be accredited?
  • What are the challenges connected to the individual professionalization strategies?

Based on this model, acknowledgement procedures are described and necessary concepts and tools are developed. They are intended for teachers as a perspective of acquiring an acknowledged certificate in two ways:

# 1: Participation in continuing educational programmes, which were accredited based on the competence model.

# 2: Validation with an acknowledgement process for non-formally and informally acquired competences.

How does GRETA proceed?

The research and development project elaborates tools and procedures for the acknowledgement of teachers' competences on an academic basis and in cooperation with teachers, continuing education providers and project partners. It pursues a multi-methodological approach consisting of material and literature analyses, group discussions, expert and subject interviews: Thus, existing competence portfolios, curricula for train-the-trainer programmes, relevant literature and completed project findings are included. Key issues such as teachers' knowledge and skills, are the topic in both group discussion and expert interviews with managing staff in continuing education institutions. The findings are evaluated and presented to practitioners.

What are GRETA's objectives?

The findings lead to an acknowledgement procedure for teachers' competences, which take an analysis of chances and risks into account.

Interim result:

The competence model, which was developed based on a permanent exchange between research and practise, is presented in the following article (only available in German)

Who does GRETA address?

  • Teachers, trainers, instructors, teamer, and lecturers of adult and continuing education.
  • Providers of continuing education
  • Managing and planning staff

Who does GRETA cooperate with?

To develop a widely accepted acknowledgement system, the project is conducted in close cooperation with eight Federal and umbrella associations from all essential fields of adult and continuing education. The cross-provider approach is new to this field and intended to support the project's success significantly. Partners:

Association of German Educational Organisation (AdB)

National Committee Work and Life (AuL)

National Association of Providers of Vocational Education and Training (BBB)

German Protestant Consortium for Adult Education (DEAE)

German Association for University Continuing and Distance Education (DGWF)  

German Adult Education Association (DVV)

Association of Continuing Education Organisations (DVWO)

Association of German Private Schools (VDP)


Head of Project: Prof. Dr. Josef Schrader, Dr. Peter Brandt

Project Coordinator: Dr. Anne Strauch

Research Associate: Brigitte Bosche

Research Associate: Marlis Schneider

Qualified Assistant: Daniel Hägele



Letzte Änderung: 17/08/2017