It is difficult to compare the qualifications of Adult Educators in Europe as there has been little transparency so far.The flexi-path project aims to provide better comparability of the qualifications of Senior Adult Educators. This English language publication describes the ideas behind the project and explains the theoretical background.The book also introduces a toolkit for self-evaluation, based on the competence profile for Adult Educators at level 6 (Bachelor) and 7 (Master) of the European Qualifications Framework (EQF). The toolkit is also an instrument for the evaluation of competences, identification of training needs as well as offering a new perspective on the assessment and recognition of non-formally acquired qualifications.
Mục lục
Teil I: Kontext
-Erwachsenenbildung und Professionalität – Wie entsteht die Flexi-Path Idee?
-Erwachsenenbildner in Europa: Ihre Beschäftigungsfelder
-Erste Schritte in Richtung Professionalitätsentwicklung der Erwachsenenbildung in Europa – einige Projektbeispiele
-Vom EQF und SQF: Entwicklung eines Qualifikationsrahmens für den Sektor Erwachsenenbildung
Teil II: Das Flexi-Path Projekt
-Ausbildungs- und Professsionalisierungswege: eine vergleichende Analyse als theoretische projektgrundlage
-Die Zielgruppe und die Erstellung eines gemeinsamen Kompetenzprofils
-Der Entwurf eines Self-Evaluation Toolkit
-Die Toolkit Testphase und ihre Ergebnisse
Zusammenfassung und Ausbildung
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The Context
I.I. Adult Learning and Professionalisation – Why Flexi-Path?
II.II. Professional Profiles and Adult Education in Europe
1.III. Initial Stages towards Adult Educational Professional Development
2.IV. EQF/SQF: Towards a Sectoral Qualification Framework in Adult Education
About the Flexi-Path Project
3.I. Training and Professionalisation Pathways: a Comparative Analysis
4.II. The Target Group and the Common Competences Profile
5.
The Instrument and the Testings
6.III. Competence Validation by means of a Self-Evaluation Toolkit
7.IV The Testing Sessions – practical examples
he Testing Session
8.Conclusion and Perspectives
Towards a new form of Validation of Adult Education Competences
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