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

Webinar Series on “The Good Adult Educator“ “Glocalisation – How the Curriculum globALE was localised in Laos to train adult educators”. 18.02.20 1

The International Council for Adult Education (ICAE ) – is a global netwo rk -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 18.02.20 2

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 18.02.20 3

Education for Everyone. Worldwide. Lifelong. Curriculum and Competence Framework for Adult Educators Curriculum GlobALE Katarina Popovic ICAE Secretary General 18.02.20 4

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 other potential trainers 5

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 6

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 7

Aims • 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 8

Curriculum GlobALE • 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 9

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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) 11

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...! 12

Next steps: 13

• 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 14

Quality assurance! (SDG4!) Strengthening the field! Networking, cooperating, various stakeholders! 15

Implementing Curriculum globALE Education for Everyone. Worldwide. Lifelong. A case from Laos and results of a survey at DVV International February 2020 Uwe Gartenschlaeger, DVV International 16

Training of Master Trainers in NFE Purpose: Ownership Secure support Ensure Impact 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 18.02.20 17

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: Other Low number of trainings reasons Low attendance exist as well!!!! High drop out rate 18.02.20 18

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 18.02.20 19

Training of Master Trainers in NFE Partners and their roles DVV Regional Office: • Coordination of 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 18.02.20 20

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 18.02.20 21

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 1 August 2016 Implement with Peer Review/Visits Sept- Nov Elective Module 1: Gender Training October 2015 Continuing Individual Trainings December 2016 (M3) Group Dynamics and (M1) Approaches to February 2017 Adult Learning (M1) Approaches to Adult Learning and (M5) June 2017 Planning, Organising & Evaluating plus elective Module Soft Skills 22

Training of Master Trainers in NFE Lessons Learnt and Challenges • 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 18.02.20 23

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 New project: Training cycle for CLC Managers and: • Training design (no CG) Community of practice • Partners / experts • Social Media • Meetings and Trainings • Common project work • Outreach 18.02.20 24

Some results of a survey on the use of CG in DVV International 18.02.20 25

DVVI Survey: Main benefits of CG • 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. 18.02.20 26

DVVI Survey: Main critical issues 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 18.02.20 27

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. 18.02.20 28