Webinar Series on The Good Adult Educator Glocalisation How the - - PowerPoint PPT Presentation

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“Glocalisation – How the Curriculum globALE was localised in Laos to train adult educators”. Webinar Series on “The Good Adult Educator“

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The International Council for Adult Education (ICAE) – is a global network -advocating for youth and adult learning and education (ALE) – It was created in 1973 and has 7 regional bodies - representing more than 800 NGOs – regional, national and sectoral networks – in more than 75 countries – If you want to read up more: http://icae.global

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DVV International Journal Adult education and Development

Professionalization in adult education – The Good Adult Educator Currently we have more questions than answers. What makes a good adult educator? How do we train for that? Should we make adult education a compulsory element of initial teacher training? How to deal with the many teachers who are highly skilled but who have never taken qualifications in teaching? Read the journal here: https://www.dvv-international.de/en/adult- education-and-development/ Comment on the artilces here. http://virtualseminar.icae.global

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Education for Everyone. Worldwide. Lifelong.

Curriculum and Competence Framework for Adult Educators

Curriculum GlobALE

Katarina Popovic ICAE Secretary General

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Training for adult educators – different models and approaches

• 1. Not doing much and leave it to other

actors...

• 2. Engage teachers trained for school /

children education

• 3. Do it at the university level - pre-service

training

• 4. Organise additional training /

(re)qualification for existing teachers and

• ther potential trainers

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Global programme for adult trainers

• „Do we need it? What for?“
• „Is it possible? – Adult education is

too heterogenious and contextualised for that!“

• It is both:
• needed
• possible

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Co-operation project of:

• German Institute for Adult Education (DIE)
• dvv international
• UIL, Hamburg

Concept:

• Modularised curriculum
• Competence orientation
• Flexiblity concerning implementation and PLA
• Allowing adaptation to local needs (70% + 30%)
• Commitment to adult learning principles

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• To enhance professionalization of adult

educators by providing a common reference framework

• To support adult education providers in the

design and implementation of train-the-trainer programmes

• To foster knowledge exchange and mutual

understanding between adult educators worldwide

Aims

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• Basic qualification of teachers and trainers in

adult education

• Corresponding to EQF level 5
• Aimed at new teachers or teachers with some

experience but without any systematic training

Curriculum GlobALE

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• The Module 0: Introduction (presenting main ideas and

experiences with CG and contextualising its implementation)

• Module 1: Approaching adult education (basic knowledge

and information about adult education and lifelong learning)

• Module 2: Adult learning and adult teaching (learning

theories)

• Module 3: Communication and group dynamics in adult

education (communication in adult teaching and dealing with the learning group)

• Module 4: Methods of adult education (variaty of methods

used in adult education)

• Module 5: Planning, organisation and evaluation in adult

education (learning / training design and 5-steps cycles in teaching adults)

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Main conlusions until now

• It is possible to have cross-cultural curriculum

– global framework, global competencies and standards.

• There is a need for common foundation and

professionalisation

• Participants become ALE leaders and/or

advocates in the respective countries

• It improves quality of ALE
• Results depend very much on quality of

trainings, organisation, monitoring...!

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Next steps:

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• Further elaboration and adaptation
• Develop additional modules
• Enrich the resources, develop

materials, digital tools

• Decide about the procedures
• Dissemination, promotion, piloting:

DVV, UIL, DIE, ICA

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Quality assurance! (SDG4!) Strengthening the field! Networking, cooperating, various stakeholders!

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Education for Everyone. Worldwide. Lifelong.

Implementing Curriculum globALE A case from Laos and results of a survey at DVV International

Uwe Gartenschlaeger, DVV International February 2020

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Training of Master Trainers in NFE Lao Policy Framework: ESDP 2016 – 2020 The quality of Non-formal Education is poor and the services of non- formal education are scattered around at local level due to the limited number of Non Formal Education centres at provincial and district level as well as the limited number of Community Learning Centres; Strategies 2 and 7 speak about Cap Building

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Purpose: Ownership Secure support Ensure Impact

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Training of Master Trainers in NFE The Challenges: Grassroots level

• Lack of qualified teachers and trainers at all segments of NFE
• Lack of qualified managers for CLCs, NFE centers

As a consequence: Low number of trainings Low attendance High drop out rate

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Other reasons exist as well!!!!

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Training of Master Trainers in NFE The Approach: Train Master trainers – and use them in a cascade system 30 Master trainers, representing different stakeholders: DNFE and NFEDC TVET/VEDI University NGOs DVV International staff

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Training of Master Trainers in NFE Partners and their roles DVV Regional Office:

• Coordination
• f all Activities
• Methodical support
• Translation and interpretation

DNFE:

• Permission and supervision as representatives of Lao government
• Communication with participants from government
• Key partner for roll out

NFEDC

• Lao Master Trainer
• Key Structure for roll out and follow up

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Training of Master Trainers in NFE RMIT Melbourne:

• Provide key facilitator
• Responsible for research component
• Monitoring and Evaluation

ASPBAE:

• Providing facilitators and resources
• Implementation of the Gender Module
• Disseminate project outcomes in their network

AVID Australian Volunteer

• Coaching and Mentoring at NFEDC

UNESCO Bangkok

• Provide facilitator
• Responsible for ESD Module

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MODULE Dates/ Deadlines

(M0) Introductory Module 16-17 December 2015 Task: Local Needs Analysis 21 March 2016 (M2) Adult Learning 4-8 April 2016 Task: Improvement of LNA 10 May 2016 (M4) Methods 24 – 28 May 2016 Individual trainings Implement with Peer Review/Visits 1 August 2016 Sept- Nov Elective Module 1: Gender Training October 2015 Continuing Individual Trainings December 2016 (M3) Group Dynamics and (M1) Approaches to Adult Learning February 2017 (M1) Approaches to Adult Learning and (M5) Planning, Organising & Evaluating plus elective Module Soft Skills June 2017

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Lessons Learnt and Challenges Training of Master Trainers in NFE

• CG is an excellent concept, can serve as a guiding red line – however, you should be

strict in adopting it to the local needs

• Language is a huge challenge (not only translation, but different concepts of society,

education and beliefs): success very much depends on the resources (funding and time) available for this

• Trainer team should include Lao trainers on equal level to create environment for

reception

• Search for and use already existing resources
• The sequence of the training concept creates a committed and passionate group of

participants, to be used for other purposes as well

• Coaching can help to tackle the implementation gap
• Roll out ensured through agreement with government partner, who is able to meet

requirements of ESDP etc. this way

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Let it grow Don’t be too strict in your planning - Ideas and opportunities come on the way:

• Australian volunteer
• Resource center
• ESD in NFE

and: Community of practice

• Social Media
• Meetings and Trainings
• Common project work
• Outreach

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New project: Training cycle for CLC Managers

• Training design (no CG)
• Partners / experts

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Some results of a survey

• n the use of CG in

DVV International

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• Better quality of trainings through more focused

development of the content

• Framework for TOT
• Networking (community of practice)

Moldova: The benefit is that DVV International has been perceived as a truly professional organization in area of AE, able to contribute to human resource development as part of building AE system in the country. DVVI Survey: Main benefits of CG

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Expensive and time consuming (especially for non- academics), this affects a sustainable institutionalisation) Too long for practioners No recognition of CG Especially the theoretical Module 1 is too difficult and euro-centristic DVVI Survey: Main critical issues

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Join our other webinars

• The role of continuing education in providing good adult

educators - Carole Avande Houndjo, Pamoja West Africa, Benin – “ Commenter: Vincent Houessou (Ministry in charge of literacy, Benin) 20. February, 16:00-17:00 CET (Webinar in French). Register here.

• It is not enough to fund teacher training, or to make the

field more attractive - Haldis Holst, Deputy General Secretary of Education International Commenter: Joke van der Leeuw-Roord, EUROCLIO Founder and Special Advisor 25. February, 15:00-16:00 CET (Webinar in English). Register here.

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WE ARE GRATEFUL FOR YOUR FEEDBACK!

https://forms.gle/9eTpg6CCs5Gnkn9 Q7

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FOR YOUR INFORMATION

Find all 54 Editions of the Adult Education and Development journal free of charge here: https://www.dvv-international.de/en/adult- education-and-development/editions/ Printed copies can be ordered (subject to availability) from info@dvv- international.de. Since 2014 ICAE has offered accompanying online seminars and webinars, the results are also available online and on http://virtualseminar.icae.global For any further questions get in touch with policy@icae.global.

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THANK YOU

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