The ability to teach - Recognition of professional activities in adult education
Instructors, lecturers, trainers - in other words educators - contribute greatly to the quality and success of continuing education programmes. At present, universal standards for the ability to teach in the field of adult education do not exist. In addition, professional teaching activities receive little recognition. The research and development project GRETA aims at creating a basis for cross-institutional recognition processes for the competences of adult and continuing educators, which is a big step towards professionalization in this educational field.
Which 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 educators' competences?
- How can interdisciplinary education programmes for eductors be directed at the competence model and consequential development opportunities be pointed out to providers?
- Which are the challenges connected to the individual professionalization strategies?
Which approach was chosen?
To develop a widely accepted acknowledgement system, the project closely cooperates 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. The research and development project elaborates tools and procedures for the acknowledgement of educators' competences on an academic basis and in cooperation with educators, continuing education providers and project partners. It pursues a multi-methodological approach consisting of material and literature analyses, group discussions, expert and subject interviews. The findings are evaluated and presented to practitioners.
The findings lead to an acknowledgement procedure for educators' competences, which take an analysis of chances and risks into account.
What is GRETA's intention? What achievements were already made?
The project is aimed at the professionalization and recognition of adult and continuing educators' competences. It is based on a competence model, which includes all competences required for teaching activities. The GRETA competence model is divided into competence aspects, competence fields as well as competence facets. It depicts all competences necessary for conducting good adult educational programmes.
The competence model is presented in the following article (only available in German)
The competence model can be used as the basis for different methods for assessing and strengthening educators' professional activities. The project describes two methods:
# 1: A portfolio to assess and analyse educators' informally and non-formally acquired competences. The results are outlined in a competence balance.
# 2: Continuing education and trainings correlate with the GRETA competence model and the contents are transparent. As a result, they are easier to locate for educators. In addition, general information is provided on methods to develop programmes based on competence orientation
# 1: How can educators account for their competences?
In many cases, educators gain competences non-formally and informally. They are often not aware of these not-certified and formally acknowledged competences. Based on the assessment tool Portfolio Plus, which was developed within the project, opportunities for documenting and assessing teachers' competences were created.
By dealing with individual skills and strengths in a portfolio, teachers are able to document their own competences in comparison to the standard provided by the GRETA competence model. Completed portfolios may be analysed by trained consultants. The results are collected in a balance of competences and reported back through consultation. The entire process is directed at enhancing further professionalization.
Following an intense development phase, PortfolioPlus was tested with 19 adult educators and four counsellors in a pilote project in 2017.
The following table depicts the assessment process from the educators perspective as tested in the project.
A sample balance can be viewed here:
# 2: How can continuing educational programmes be related to the competence model?
In addition to assessing adult educators' competences, project GRETA focuses on relating continuing and adult educational programmes to the GRETA competence model (mapping continuing education programmes). The project analyses the models' competences covered by the curriculum. The results are presented to interested providers and possibly collected in a data base for adult educators.
At present, the entire mapping process is evaluated in selected train-the-trainer programmes.
The following table illustrates the process workflow.
Who is targeted by the project findings?
- Instructors, trainers, educators, teamers and lecturers of adult and continuing education, who are interested in assessing and developing their competences.
- Providers of continuing education and training, who want to advance their interdisciplinary programmes for educators and compare them to the competence model.
- Managing and planning staff, who can apply the competence model or balance for recruiting educators.
Final project conference on October 6, 2017 in Bonn: Project GRETA draws a balance
In cooperation with eight continuing education associations, the German Institute for Adult Education - Leibniz Centre for Lifelong Learning (DIE) presents basics for developing a cross-institutional recognition process for educators' competences, which were developed in the project GRETA. The conference is scheduled for October 6, 2017 in Bonn.
- Lecture on professionalisation development of adult and continuing educators
- Interview on objectives and results of project GRETA
- Discussion on education policy perspectives of recognition practice
In addition, practitioners, researchers and politicians discuss implementation chances and risks in three panels. For further programme information and free registration click here
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)
Further information is available here
Dr. Anne Strauch