Presentation by Anita Jakobsone, International expert in adult education, Latvia. Lund September 2017

1. Anita Jakobsone Dr. Phil
28.09.2017, Lund

2.  Introduction of an adult educator as a new
profession in the education systems of
transition countries
 Elaborating and piloting of competences based
training programms for adult educators (ToT)
 Integration of international experience in LLL
and AE within national contexts
 Adult educators competences in demand

3.  Importance of NGOSs in introduction of
lifelong learning (LLL) and non-formal adult
education (AE) in the education systems
 Enabling understanding of particularity of
adult education and adult educators roles
 Establishing of professional associations
 Incorporation of adult educators occupation
in the State register of professions

4.  Proactivity in application of competences
based approach in definition of adult
educators professional profile (before the
passage to competences based approach in
the whole education systems in transition
countries)

5.  Main challenge: introduction of competencies
and needs based training programms
 Involvement of adult educators from NGOs,
other non-formal AE sectors (training of civic
servants; in-service training for teachers,
policemans, medicine personnel, prison
education etc.)

6.  Involvement of adult educators from NGOs,
other non-formal AE sectors (training of civic
servants; in-service training for teachers,
policemans, medicine personnel, prison
education etc.)
 Utilization of international experience in
elaboration of curricula, teaching and
learning materials

7.  Utilization of international experience in
elaboration of curricula, teaching and learning
materials
 Co-operation between adult educators of
Nordic and Baltic countries as well as of EU
and Eastern neighbours countries

8.  Development of national glossary of core
terms: synhronization of national and
international definitions
 Introduction with «new» concepts (values of
AE, learning cycle, group dynamics, teachers
roles, civic participation, history and politics
of AE and LLL etc.)
 To phase in bachelor degree, master degree
programms for adult educators
 Elaboration and publication of teaching and
learning materials in national languages

9.  Curriculum GlobALE - cross-cultural core
curriculum for the training of adult educators
worldwide. It was developed jointly by the
German Institute for Adult Education (DIE) and
DVV International, the Institute for
International Cooperation of the German Adult
Education Association. In five modules, it
describes the relevant skills needed to lead
successful courses and provides guidance on
their practical implementation.
https://www.dvv-
international.de/en/materials/curriculum-
globale/

10.  Development of democracy and civic
participation
 Support in values orientations
 Facilitation of changes management
 Implementing of transformative learning
 Efficient team work and collaboration
 Communication with tolerance to diversity
and differences
 Critical thinking

11.  Common international agenda – different
historical contexts in the development of adult
educators competences
 For discussion:
- What kind of adult educators competences
are important for the dialogue with learners on
values orientations?
- Is it necessary to keep focus on
transformative learning in all kind of learning
programms?

12. Thank you for attention!