Skills and competences of adult educators: learning experiences with senior citizens
Conference Paper
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abstract
Due to the increasing importance given to lifelong and intergenerational learning,
adult educators are taking on new roles and their work is gaining greater impact,
especially in a general context of financial and social crisis. Therefore it is important
to respond to the educational challenge of an ageing population in Europe and to
help in the provision of pathways to improve adults’ knowledge, competences, culture
and education.
Involving a rich assortment of actors and contexts, adult education has an
heterogeneous nature, engaging people, working with adults in exploring issues of
intergenerational competence. In addition, such professionals (or volunteers!) ought
to identify the competences required for adult education and to find ways in which
their performance may be developed. The improvement of these skills and
competences will help increasing seniors access and in widening participation and
motivation in adult education, thus making the learning experience of adults more
relevant, enjoyable and fun.
On the one hand, the recognition and feedback given by participants and the
experience of working is decisive for the development of specific skills and
competences for professionals in the adult learning sector; on the other hand,
competence profile of adult educators is complex and involves a multi-dimensional
set of skills, personal attitudes and values as well as knowledge and understanding.
The need for more information on adult education justifies more action research and
action learning in this field. Therefore, the aim of this communication is to present
some experiences in adult education, in the context of non-formal and
intergenerational learning, focused on various and different aspects of the teaching
and learning process and also on how to improve the skills and competences of adult
educators in their actual practice.
Trying to find a fine answer to the question “What is the importance of learning
experience with senior citizens and its contribution for professional development?”
we intend to describe, analyse and reflect different training intergenerational contexts
in non-formal adult education and identify the factors that influence teacher and
learning work that can contribute to professional development. The need for a proper
emphasis on diversity and on motivating adults, using different learning methods,
styles and techniques assuming the expertise and background of the learners is
being taken into suitable consideration.
