REPORT:  WORKSHOP B6

Training the Post-CONFINTEA Adult Educator

 

Task of the Workshop

 

The successful implementation of the policies, programs and practices envisioned by CONFINTEA V depends in large measure on the availability of knowledgeable, skilful and socially committed educators of adults.   The quality of initial and continuing training for the educators of adults is therefore crucial.  The Workshop sought to identify key issues in developing training for the post-CONFINTEA educator of adults, and to propose strategies for future action from an international perspective.

 

MAIN PERSPECTIVES

 

Adult learning is central to adults as they seek to transform their life circumstances and exercise greater control over their lives.  The educators of adults are key agents in the realization of adult learning, but their concerns and training needs are often neglected.  The Workshop agreed that the issue of training deserved a high degree of emphasis and attention, and that the voice of the educators of adults needs greater prominence in national and international organizations and meetings.

 

The educators of adults work in a wide variety of organizational and social contexts as they organize, teach and support adults in their learning activities.  While this diversity of roles and situation reflects the reality of adult learning settings, it presents significant conceptual and practical problem in terms of the training of those who educate adults.  One example is that not everyone who works with adults in learning activities identifies themselves as an educator of adults.

 

Related to this perspective, the Workshop recognized that the concept of ‘professionalisation’ is problematical with respect to the development processes by which the educators of adults become proficient in their work.  Nevertheless, it is clear that the development of expertise is important and that this is based on a defined body of knowledge, skills and values includes areas such as adult learning and development, instructional strategies, program planning, and social analysis, and provides the basis for the training of the educators of adults.  Training needs can be met by applying these areas in particular contexts.

MAIN TOPICS

 

Important in the development and provision of training for educators of adults are issues of access related to language and culture.  Language difference create artificial barriers to knowledge such that educators of adults working in different language settings but similar work settings, do not communicate or have mutual access to publications, journals, and training opportunities.  Regional and international cooperation can help to overcome these barriers.

 

Secondly, attention must be given to ensuring that training meets a variety of needs varying from university-level academic preparation to workshops strengthening the skills of activists in social movements.  The needs of those working in the non-formal sector require particular attention.  Regional and international cooperation can help to develop the diversity of training opportunities required to meet the broad spectrum of needs.

 

Thirdly, differences in local contexts relating to culture, national policies and economics, create a need to ensure that training is relevant within the framework of the local situation.  Training activities developed in one situation may not be relevant within other contexts.  Consequently, enhancing the capacity for research, knowledge production and materials development are essential to the training of educators of adults in order to ensure that it is relevant to the requirements of local contexts.  Regional and international cooperation can help to overcome local constraints in the provision of local training, and also to generate the broad perspectives necessitated by globalization.

 

Fourthly, some kind of organizational structure would help to provide a central point for international cooperation.  Although the idea of an international training institute was considered, it was felt that a coordinated program of activities (including virtual training) would be more realistic than a new institution.  It was noted that the UNESCO Institute of Education has adopted training as one of its thematic programs and could be the key agency in this regard.  ICAE should play a role in representing the non-governmental sector’s interests, and in supporting UIE and other initiatives.

 

RECOMMENDATIONS

 

1. That ICAE establish a network to focus on the training of the educators of adults, and provide a radical improvement in this important area.  The role of the network would be to carry forward and elaborate the issues raised in the workshop
2. That ICAE support initiatives, such as those of the UNESCO Institute of Education, that promote the training of educators of adults