TTop framework curriculum supports the training of educators
The Association of Estonian Adult Educators - Andras in cooperation with the Estonian Non-Formal Adult Education and project partners from Sweden, Greece, Portugal, Switzerland and Great Britain has prepared a framework curriculum for training the educators of adults. Or in other words, they have prepared a curriculum, based on which educators can be trained, or educators themselves can improve their skills independently.
The framework curriculum and materials connected with it are available on the web page of Andras: in Estonian and in English.
Erasmus+ project Taking to the Top – Adult Educators on the Journey (TTop; free translation educators of adults on their journey to the top) lasted for two years and its initiator was Andras.
“We have professional standards for adults and currently the number of qualified educators is over 400 people. This is the positive aspect. However, educators of adults need various skills for teaching key skills to adults. The aim of the output-based framework curriculum is to increase the professionalism of adult learners, decrease the fragmentation of adult training and harmonize the understanding of the quality of adult education,“ said Monica Marfeldt - the coordinator of the Andras project. “It is good if we have a general curriculum, which takes into account contemporary requirements: what should the educator need to know and be able to do when they go in front of the audience to teach. The final goal is that a person, who comes to the training would be satisfied and would acquire the necessary knowledge. “
Project partners
At the same time it is good to know what is happening in adult education in the other parts of the world and this is how the project came into existence. Among partners we had some old cooperation partners of Andras and some totally new ones. (Portugal – Aidlearn, Consultoria em Recursos Humanos Lda; Great Britain – Global Learning & Skills Partnership Global; Sweden – Hälsingland Education Association; Switzerland – Schweizerischer Verband für Weiterbildung; Greece – Thessaloniki Aristoteles University.)
What do the others do?
Before the first meeting all partners filled in a questionnaire to map the experience in adult education among the participating countries. "Experience and understanding is so different! In Estonia we are used that professional standards are the quality standards of adult educators. This is not the situation in all European countries and we tend to forget it, “ said Monica Marfeldt. Based on the responses a survey was prepared of all adult education systems of the project partners.
Discussions followed about modules, which should be included in the curriculum. “We reached the agreement in important issues and skills required from an adult educator. The final outcome was comprehensive and practical,“ said Monica Marfeldt with satisfaction.
TTOP framework curriculum is recommended
She stresses that the framework curriculum consisting of nine modules is not compulsory. It is a framework – a collection of recommendations, which the educators of adults in different countries should know. The framework curriculum also includes “Recommendations for the implementation of the framework”, which gives examples of trainings for different target groups. “Different modules can be taken from the framework curriculum and be used for specific purposes, and even for the improvement of one’s knowledge about the adult educators. The more widely the framework curriculum is applied, the better,” said Marfeldt.
Nine modules are as follows:
1. Acquisition of knowledge and learning methods for adults
2. Training methods and learning administration for adult learners
3. Models of consulting, counselling, coaching and mentoring in adult education
4. Methods, ways and facilities of assessment and appraisal in adult education
5. Cross-cultural communication and the development of the awareness of the variety of adult education
6. Financing
7. Implementation of ICT and digital competency for adult educators
8. The importance and needs of the local development activities
9. Personal and professional development of adult educators
The first four modules, which were generally comprehensive themes, were the responsibility of Greece. Switzerland prepared the fifth module – Increasing the multi-cultural awareness. Great Britain dealt with the principles of financing of adult education, Sweden and Estonia dealt with the competency of the adult educators, Portugal – the local development activity or how to activate learners through different activities. Estonia conducted the preparation of the module – Educators’ professional development.
Each module contains the description, the goal, the structure, the content, learning outcomes, recommended study methods and facilities, evaluation methods, samples of activities and recommendations.
Educators’ ICT skills might be better
The implementation of the curriculum in different countries of the European Union levels the attitudes of the adult educators and the comprehension of adult education. At the same time it enables to assess adult training in different countries. Where is the biggest niche for improvement among adult educator in Estonia? ”The level of educators according to areas is very different. From my point of view the educators’ digital skills are not good enough. The technology develops very fast. It is natural that one cannot be an expert in every area, but ICT is an area one has to follow constantly. Trying out even simpler things requires self-accomplishment. The more you can do, the more you can teach your adult students, “ said Monica Marfeldt.
