The Adult Educator's Competences and Competence Development
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Presentation by Jonas Sprogøe, ph.d., Lund September 2017
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The Adult Educator's Competences and Competence Development
- 1. The Adult Educator’s Competences and Competence Development Report written by Sprogøe, Vetterlain, Marquard & Vangdrup Presentation, NVL/Nordplus-conference, Lund 27/9 2017 Jonas Sprogøe, ph.d.
- 2. In this presentation, I will: - Provide some background for the survey and the report - Present some of the key findings and related questions - Initiate and facilitate a process that gives more input for the future work of NVL/Nordplus
- 3. Outset The Nordic countries all have a well-established and broad-based adult education system aimed at developing, adapting and strengthening adult competences to a rapidly changing society and labour market. The Nordic Council of Ministers, NMR, has a vision of the Nordic region as a strong knowledgeable region, with well- functioning education, research and innovation environments across borders.
- 4. Why this survey? Nordic reports show that at system level there is a lack of attention to and support of adult educators, with regards to competence development, qualifications and professionalism NMR has a wish to extend the knowledge of the need for adult educators’ competence development The purpose of the survey? The report supplements the findings and conclusions of previous reports by mapping the competence needs that the adult educator has experienced him or herself. Clarify the adult educator’s approach to joint Nordic education initiatives within adult learning A tendency analysis to provide perspectives and questions on the adult educator’s competences and competence needs Provide basis for recommendations for further work on the competence development of Nordic adult educators
- 5. Who is this survey about? Adult learning and competence development take place in various settings; e.g. educational institutions, professional organisations, private and public workplaces as well as civil society The term ‘Adult Educator’ covers several roles: e.g. teacher, facilitator, consultant, advisor and volunteer coordinator. How have we done the survey? A questionnaire has been sent to a wide range of adult educators within private, public and civil society frameworks through already known Nordic networks in Norway, Sweden, Denmark, Iceland and Finland, as well as the autonomous territories with an invitation to forward the questionnaire to other relevant persons A broad definition and a large number of respondents and broadly distributed
- 9. Being able to treat adult participants as adults To have knowledge about adults’ learning and learning processes To have updated subject specific knowledge To have updated practice experiences Being able to communicate Being able to structure and plan Being able to use information and communication technology Being able to relate constructively to the resistance of adults Being able to use activating working methods Being able to give guidance to adults Being able to work in intercultural contexts
- 10. Key findings and questions Adult educators generally consider all selected 11 competencies important Especially subject specific competences, adult educational and didactic skills are considered highly important But also relational skills is given high importance ICT and intercultural competence is rated the least important
- 12. Key findings and questions The majority believes that it will ‘to a large extent’ or ‘to some extent’ strengthen their work if they improve at the specified competences Pedagogical and didactical skills are considered very important to strengthen Subject-specific knowledge and practical experiences would strengthen their work Supplementary areas of competence are mentioned as relevant areas for competence development
- 14. Key findings and questions The 11 areas of competence are prone to enhance one’s work, although some differences appear 45% of employees in public sector rate that it to a high degree would strengthen their work to improve “treating the adult as adult”, wheras only 25% of self- employed (consultants etc.) think the same. Privately employed rate the need for improving communication competence higher than other sector groups Self-employed rate the need for improving ICT-competences lower than employees in public sector. The differences between the employment groups, could call for a differentiation in focus and scope of competence development
- 16. Key findings and questions Respondents are predominantly positive toward joint Nordic competence development activities Subject-specific relevance and adult educational relevance are stated to be of particular importance The uniformity of the Nordic countries as well as the diversity of the countries is used as a reason for the value of joint transnational competence development
- 17. Process in two steps Individually Fill out the competence sheet – just 2-3 minutes What do you consider the most important competences in relation to adult education? What are your most important competence development needs? In groups Discuss the question at the table Please note answers, reflections and comments on flip- charts
- 18. • The cards in the same colour have the same questions – Red card is about culture and intercultural competences – Green card is about the respondents rating of a need for adult pedagogy and didactics – Yellow card is about creating subject-specific courses across borders – Blue card is about the Nordic dimension and how this can be used for future development of courses and education • The answers are used as input in the process of the possible development of a joint nordic competence development aimed at adult educators
- 19. THANK YOU FOR YOUR INPUT AND YOUR ATTENTION
- 20. Competence sheet What do you consider the most important competences in relation to adult education? Please, prioritize the competences according to importance Being able to treat adult participants as adults To have knowledge about adults’ learning and learning processes To have updated subject specific knowledge To have updated practice experiences Being able to communicate Being able to structure and plan Being able to use information and communication technology Being able to relate constructively to the resistance of adults Being able to use activating working methods Being able to give guidance to adults Being able to work in intercultural contexts What are your most important competence development needs? Please, prioritize which competences could strenghten your work as an adult educator, if developed Being able to treat adult participants as adults To have knowledge about adults’ learning and learning processes To have updated subject specific knowledge To have updated practice experiences Being able to communicate Being able to structure and plan Being able to use information and communication technology Being able to relate constructively to the resistance of adults Being able to use activating working methods Being able to give guidance to adults Being able to work in intercultural contexts
- 21. Question Please, share some insights from the Competence Sheet, then discuss: Which significance should culture be given in the teaching situation, and does it require specific competences to teach in intercultural settings? How can Nordplus/NVL work with this area on a joint Nordic level? Please provide 2-3 concrete suggestions
- 22. Question Please, share some insights from the Competence Sheet, then discuss: How may we interpret the respondents’ relatively high weighting of the importance of strengthening their competences within the areas of adult education and didactics? How can Nordplus/NVL work with this area on a joint Nordic level? Please provide 2-3 concrete suggestions
- 23. Question Please, share some insights from the Competence Sheet, then discuss: Which challenges and potentials can there be when organizing subject-specific courses or competence development aimed at professional groups across borders? How can Nordplus/NVL work with this area on a joint Nordic level? Please provide 2-3 concrete suggestions
- 24. Question Please, share some insights from the Competence Sheet, then discuss: How may we interpret the particular ‘Nordic-ness’, and how can that be used as an outset for organizing, doing and branding transnational competence development activities? How can Nordplus/NVL work with this area on a joint Nordic level? Please provide 2-3 concrete suggestions
Notas del editor
- I have the pleasure of presenting the report The Adult Educators Competences and Competence Development on behalf of the authors.
- This presentation consists of three parts. First I will provide a little background for the survey and the report to give some context Then I will present some of the key findings, and present some of the related questions that arose from our analysis. And finally, I will facilitate a process that gives us more input for the future work of deciding if and how to develop competence development for adult educators in the Nordic countries.
- The outset or the background for the report and our analysis are twofold: 1: we already have a well-established adult education system, and as such are already used to adapt to chanigng conditions, changing societies and labour markets. So the report is not a contribution to establishing or making up any such systems, but can build on and nuance the already existing debate on adult education in the Nordic countries. 2: and the report can be seen as one of many contributions to fulfilling the vision of the Nordic Council of Ministers of the Nordic region as a strong knowledgable region with strong education, research and innovation environments across borders. With these two perspectives in mind, I will explain more in detail why’s and how’s of the report.
- 1 When reading through various other reports, is appears, that at a systems level, there is a lack of attention to and support of adult ecucatiors, with regards to competence devlopment. And with the afore mentioned societal and demographic changes, there are new demands for competences for the adult educator, as well as on an instittutional level. And of course it is in the interest of Nordic Council of Ministers to know more about these demands to meet future needs for competent adult educators. 2 So the purpose of the study was to build on and supplement previous reports by focusing on the competence needs from a practitioners perspective. We wanted to know more about the adult educators’ own experiences with and needs for competence development. Also, we wanted to know more about the experiences with and needs for joint Nordic education and competence development. And we wanted to provide new perspectives and ask new questions to the adult educator’s competences and competence needs. The purpose of all this is to provide basis for recommendations for further work on the competence development of Nordic adult educators.
- 1 We have used a broad definition of the adult education; one that covers teacher, facilitator, consultant etc. We have done so to acknowledge that adult education takes place in a variety of settings – from formal education in educational institutions to more informal contexts in private and public workplaces, 2 We have sent the questionnaire to a wide range of adult educators with in the different settings with an invitation to pass it on. Some of you have probably received it and passed it on to colleagues and networks. In total more than 800 people started the questionnaire and more than 500 have completed the entire set of questions. WE have tested for these inconsistencies in the analysis.
- So to reiterate, the special feature of this study is that we ask about the practitioners’ own experiences and needs. The survey is a tendency analysis that provides a number of perspectives on the adult educator’s competences and competence needs, as well as posing new questions that may be subject to further investigation or be subject to more research and further
- The study focuses on four themes: The respondents’ experience of the importance of different competences for working with adult learning heir own competence needs This is what we call a competence dimension, and it highlights the competences considered important and to what extent the respondents consider a need to be developed Then we have a target group dimension where we explore: 3) Competence needs in relation to sector affiliation, e.g are there differences to the questions whether you are puiblic or privately engaged, whether your are in formal or informal adult education. 4) And we inverstigate conditions for participation, including the respondents’ experiences with Nordic cooperation on competence development and if there are any conditioning factors that needs to be considered. All this should is meant to provide a closer understanding of how to plan and organise competence development in relation to form, content and target group.
- But let me introduce the different dimensions.
- We have asked the respondents to score a number of competences in relation to how important they are for their work as adult educators. I will not go into too much detail with the numbers, as it can be a very boring presentation. But based on the reading of another report on Nordic adult education, namely The Nordic Adult Educator (Marquard and Sørensen) from 2011, we derived these 11 competences.
- The key findings. We have not asked the respondents to compare the competences, but they generally consider all selected 11 competencies important But also relational skills is given high importance (meeting the adult as adults and guidance) It raises a number of questions that can be used in subequent research on joint Nordic adult educators competence development.
- We have also asked the repsondents to what extent they believe that improving the 11 selected competencies would strengthen their work as adult educators. In other words, we have tried to find out what competences could lead to better adult educators. Supplementary areas of competence, such as knowledge of target group problems, didactical tools, educational management and transfer and jobmarket, are mentioned as relevant areas for competence development – in the report you can see some examples of the suggestions, that people give.
- In terms of target group we have analysed how different target groups have responded to the different questions in order to look for variations, that might be considered when planning for competence development.
- The key findings relate to how different groups have responded to the need for improving certain competences. 1 In general: The 11 areas of competence are prone to enhance one’s work, although some differences appear: 45% of employees in public sector rate that it to a high degree would strengthen their work to improve “treating the adult as adult”, wheras only 25% of self-employed (consultants etc.) think the same. Privately employed rate the need for improving communication competence higher than other sector groups Self-employed rate the need for improving ICT-competences lower than employees in public sector. 2 The differences between the employment groups, could call for a differentiation in focus and scope of competence development
- The last focus area of survey is about the wish for and conditions for participating in joint Nordic competence development
- 1 Nice to know that respondents are positive towards joint Nordic Competence development. It gives a sound base to work from, I think. 2 Of particular important is stated subject-specific relevance and adult educational relevance. `Whether it is important for the employer is rated lower, as is location, price and duration. 3 We also asked the repondents to elaborate on the value of joint Nordic competence development, and two stated reasons stands out: the uniformity of the Nordic countries are used as argument, as well as the diversity.
- Hvilken betydning bør kultur tillægges i undervisningssituationen, og kræver det særlige kompetencer at undervise i interkulturelle sammenhænge?
- Hvordan kan man forstå respondenternes relativt høje vægtning af vigtigheden af at blive bedre til voksenpædagogik og –didaktik?
- Hvilke udfordringer kan der være ved at tilrettelægge specifikke fagkurser eller kompetenceudviklingsforløb rettet mod faggrupper på tværs af landegrænser?
- Hvori består det særligt nordiske, og hvordan kan dette bruges som afsæt for tilrettelæggelse, afvikling og markedsføring af fælles tværnationale kompetenceudviklingsaktiviteter?