A Reference framework of key competences of adult learning professionals

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A Reference framework of key competences of adult
learning professionals

• Presentation by Simon Broek
• Research voor Beleid

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Background the study

• Action plan improve the quality of provision in
  the adult learning sector
• Study Adult learning professions in Europe
  (ALPINE)
• Need for a reference framework of competences
• Developing a common set of key competences
• Propose flexible and alternative pathways for
  transfer of competences

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Definition of competence

• Competences should be understood as a complex
  combination of knowledge, skills and
  abilities/attitudes, needed to carry out a
  specific (or a complex) task in a certain context
  leading to results.
• Knowledge should be understood as a body of
  facts, concepts, ideas, principles, theories and
  practices, that is related to a field of
  practice, work of study
• skills as a capacity learned or acquired through
  training, to perform actions by applying
  knowledge and
• abilities/attitudes as physical, mental or
  emotional capacity to perform a task

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Result the reference framework

• Two remarks as an introduction
• Difference between reference framework and
  competence profile
• Reference framework is abstract, competence
  profile concrete with regard to
• Activities
• Competences
• Context
• All activities should be covered on a
  institutional level

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Result the reference framework

• 2 levels of competences
• Generic competences (7)
• Specific competences
• Directly related to the learning process (6)
• Supportive for the learning process (6)
• The model will only mention the heading, the
  description contains information on knowledge,
  skills and attitudes

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Context
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Repetoire of activities
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Reference framework of key competences
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The content of the reference framework

• The description of each competence contains the
  following information
• Title
• Description of the competence
• Knowledge
• Skills
• Attitudes
• Empirical underpinning
• Contextual differences/clarifications
• Activities related to/supported by this competence

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What is specific for professionals in the adult
learning sector as opposed to initial education?

• Specificness is in the description, not in the
  headings
• More emphasis on diversity -gt Competence A7
  Dealing with diversity and groups
• More emphasis on motivating adults -gt Competence
  A6 Empowering adult learners
• Using different learning methods, styles and
  techniques -gt Included in A5, B2, B3, B6
• More emphasis on guidance -gt See B5
• Using the expertise and background of the
  learners -gt Competence A4

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A quick look at A6 Competence in empowering the
adult learners to learn and support themselves in
their development into, or as, fully autonomous
lifelong learners being a motivator

• Description The adult learning professional is
  competent in empowering the adult learners to
  develop themselves towards-, or as autonomous
  lifelong learners. The professional is able to
  use different styles and techniques to motivate,
  empower and inspire adult learners in their
  learning process and is able to make clear the
  relevance of the learning from a broader
  perspective. The adult learning professional is
  responsible for creating a stimulating learning
  environment for adult learners.
• Essential knowledge, skills and attitudes related
  to this competence
• Knowledge The adult learning professional
• has knowledge on methods and techniques to
  stimulate, motivate and empower adult learners to
  learn and develop themselves
• has knowledge of cultural differences of learners
  
• Skills The adult learning professional
• is able to motivate, stimulate and empower adult
  learners
• is able to communicate the relevance of the
  learning process within a wider perspective
• is able to bring in daily life
• Attitudes The adult learning professional
• is empathic
• is inspiring for adult learners

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The activities-competences matrix
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