To achieve a proper direction for this study, we have to take into account the diverse char- acteristics of the field of adult learning and the changing expectations for it. We need to de- fine the parameters of the study. Our focus is on the practical working conditions in the field, specifically in relation to the subfield of non-vocational adult learning and the people working in this field.
2.3.1 Non vocational adult learning
As described earlier this study focuses on adult learning professions in the field of Non- Vocational Adult Learning (hereafter referred to as NVAL). By NVAL we mean adult learning – formal and non-formal – not directly linked to the labour market.12 This definition also encompasses initiatives that are indirectly related to (or supportive of) vocational devel- opment (such as basic skills, languages, ICT and personal competences that contribute to employability).
Formal NVAL is generally provided in or through the systems of schools, colleges, uni- versities and other formal education institutions, and is attended by adults who often left uninterrupted initial education without mainstream school or other qualifications and who now wish to gain these qualifications in later life. Formal NVAL, particularly at up- per secondary levels, is generally publicly funded as a form of continuing or further edu- cation or, to use a deficit model, “second chance”, “palliative”, “recovery” or “compensa- tory” education and training.
Non-formal NVAL is provided in education and training institutions, but more often takes place outside and alongside mainstream systems of education and training. It can be seen as a social movement and social educational activity without a direct link to the la- bour market, generally not requiring specific qualifications to enter and engaged in by the learner for personal, social, civic and cultural purposes.13
Although a theoretical differentiation is made between non-vocational and vocational adult learning, there are many adult learning providers whose programmes include courses or
12Formal learning encompasses learning typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner’s perspective. Non-formal learning activities are also organised and have a major learning component. In contrast to formal learning, however, the non-formal learning activities do not lead to certification. The point has also been made that in non-formal learning environments, learning is a subsidiary activity to support the primary task of an organisation (Communication from the Commission “Making a European Area of Lifelong Learning a Reality”, 2001)
13 Eurydice Study (2007), NVAL in Europe, Executive Summary of National Information on Eurybase, Working Document.
training in both categories. We therefore decided not to make a strict distinction in this re- port between providers of vocational adult learning on the one hand and providers of NVAL on the other hand, but to take a pragmatic view based on the programme of the individual provider. The field of NVAL is characterised by diversity in its form, content and the context in which it takes place. NVAL providers can be found in both the public and private sectors, and include educational institutions, firms, NGOs and commercial and community organisa- tions.
2.3.2 A wide variety of positions
The diversity of adult learning environments is also reflected in the variety of positions within these adult learning providers. Beside teachers and trainers, they also include man- agers, course planners, counsellors and administrative staff. The European research group on competences in the field of adult and continuing education in Europe identifies six areas of activity that are relevant for the professional development of adult learning – teaching, management, counselling and guidance, programme planning, support and media use posi- tions as described in the box below14.
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Teaching positions -The notion of teaching, the classic activity in adult learning, is changing: witha paradigm shift towards being learner-centred, the role of the teacher becomes more that of a coach, facilitator and moderator. New skills are required for planning the setting for new learning environments, for integration of learning techniques based on ICT (e-learning, blended learning) in the classroom, and for guiding and supporting adult learners in their professional learning processes. These new requirements are the more challenging because most courses in adult learning are not given by qualified adult educators but by schoolteachers lacking experience with adult learners, or experts with no educational background at all.
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Management positions - The range of positions included under the heading of management posi-tions has only recently become fully recognised as an adult learning activity field in many European countries. Managers of adult learning centres and institutions need the skills and competences to be good leaders, to manage educational and organisational quality, to develop their staff, to engage in educational marketing, to raise funds, to manage projects and hardware (buildings, infrastructure, etc.) and to maintain regional cooperation networks.
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Counselling and guidance positions - As stated in the description by the European researchgroup on competences in the field of adult and continuing education in Europe (2005), adult learners need support in analysing their learning needs and finding appropriate offers. This includes recogni- tion of prior and experiential learning, setting up and updating information systems and databases, checking information on learning offers, and guiding learners through their learning processes, counselling in the case of learning problems, evaluating achievements and validating individual com- petences.
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Programme planning positions - Programme planning positions can include programme planningand development activities, and the development of learning material within an educational institu- tion, focused on the consistency and quality of internal curricula. They may also involve a broader and more differentiated spectrum of activities and related competences such as programme planning in wider cooperation with local authorities, associations and other educational institutions, and the integration of adult learning into relevant parts of regional development programmes. In the last case the focus is on the external consistency of the curricula (to what extent does this kind of pro- gramme systematically match the needs of stakeholders and society?)
45
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Support positions - Support positions have never been a main concern for professional develop-ment in adult learning. Support staff provide technical, administrative and organisational support for adult learning. This support includes such diverse activities as answering telephone enquiries from potential learners, administering course registration and preparing classroom equipment. These staff members may not regard themselves as, or be regarded as, adult educators, but their activities di- rectly affect the quality of adult learning provision. The non-educational, purely administrative, tech- nical or other roles are considered to be beyond the scope of this study.
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Media use positions - A distinct, rapidly-growing field of activity involves the production and use ofteaching software, cooperation with IT experts and the development of teaching and learning oppor- tunities with interactive media and on the internet. Another important field of media use is publicity. The accessibility of adult learning depends to a high degree on the visibility of the wide range of op- portunities. The presentation of these opportunities in various (old and new) media is therefore an important task.
In this study we followed this classification as closely as possible and tried to discover the required paths of those holding the positions studied through initial training, selection and continuing professional development, as well as the conditions required to ensure that quality is enhanced, maintained and guaranteed.
2.3.3 Methodological approach
The activities carried out within our research project took place in three phases between January and November 2007 (see box below).
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An inception phase (January - February) in which the research design was amended and opti- mised. In this phase the research team reviewed relevant documents and reports and spoke to a number of people working in various organisations active in the field of Non-Vocational Adult Learn- ing in Europe.·
An interim phase (March – July) in which secondary data was gathered and analysed at the coun- try level. The country quick scans were meant to give an overview of the main features of the sys- tems, the providers and the practitioners active in the 32 countries studied. Furthermore, the quick scans were intended to allow for the selection of a subset of countries to be included in an in-depth phase of the study in which the focus would be narrowed further.·
An in-depth phase (July – November) covering a selection of 1515 countries. In this phase secon-dary data was amended with additional information from literature, statistics, interviews with pro- viders and policy makers, and interesting initiatives (a minimum of five per country). The selection of countries was made in agreement with the European Commission and strove to maintain a broad (Europe-wide) perspective, both geographically and with regard to differences in societal organisa- tion. In each of the selected countries three interviews were planned with respondents representing key categories of NVAL providers. Thus 45 interviews would be included covering the mainstream practices of adult learning in Europe. The 45 interviews with key persons and experts representing adult education and learning providers together cover the professional contexts and practices of thousands of practitioners active in adult education and learning throughout the selected countries. The categories of providers have been selected bearing in mind that together they represent main- stream adult education and learning in Europe. Initiatives or practices included as good practices or examples have been selected along the same lines. In addition to the aim of covering the main- stream, some initiatives have been included because they may be considered promising and point towards newly identified trends.
15 Belgium, Bulgaria, Denmark, Estonia, Finland, France, Germany, Greece, Italy, Poland, Romania, Slovenia, Spain, Sweden, United Kingdom.
Expert support group
In order to cover all 32 countries in this study the research team cooperated with experts of the ESREA network (European Society for Research on the Education of Adults). All the cluster experts worked according to a format which was developed by the research team. In total 10 clusters were formed on the basis of linguistic as well as territorial criteria. An expert in the field of adult education was nominated as coordinator for each cluster16. These experts had a dual role in the project:
To execute and coordinate the research activities at national level;
To consult the core team with regard to the methodology and content of the study.Two expert meetings were organised with the cluster experts. The first meeting was to
discuss and analyse the country quick scans. The experts were also asked to develop addi- tional hypotheses and assumptions that gave direction to the in-depth phase of the study. Furthermore, potential countries were discussed for the selection of countries in the next phase of the study. At the second meeting with the cluster experts, the analyses of the in- depth studies were discussed in order to gain a deeper understanding of the outcomes and of their impact on future policies, strategies, approaches and models.
2.3.4 Additional report with “raw data”
This report is based on 32 country studies executed by country experts in the field of non-vocational adult learning, resulting in 32 country reports. In 15 of these countries an in-depth study was organised where secondary data was amended with additional informa- tion from literature, statistics, interviews with providers and policy makers, and interesting initiatives. As a result we have 15 country reports with a more in-depth view of the profes- sional development of NVAL staff (and 17 quick scan reports). In addition, the country ex- perts delivered a detailed description of an interesting initiative in each of the 15 selected countries. Because the country reports differ in their volume, quality and richness of data, we decided not to include them all in the annex of the underlying report. All the country reports are included in a separate document.