Percorrer por autor "Boffo, Vanna"
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- Regulations and working conditions for trainers in adult education: A comparative glancePublication . Boffo, Vanna; Kaleja, Kathrin; Fernandes, JoanaAdult education is a fundamental and strategic part of the new strategies for Europe. Education, learning, lifelong and lifewide learning are the central pivots for a sustainable, smart, and creative growth of people for the future, a very close future, as a mid-term horizon. Thus, the training of the trainers appears to be one of the most important points of research and practice fields in adult education, and it is possible to say that the beginning and continuous training of adult educators, adult teachers, trainers, guides, and coaches/ mentors is a sensitive and central point for professionalisation. This chapter focuses on the qualitative pathways for the training of adult trainers from a comparative perspective. The authors describe the differences at the legislative level and the variations in the training situation in three European countries: Italy, Germany, and Portugal. The aim of the article is to confirm the initial hypothesis: Although trainers are highly regarded in the development of societies, economies, and people, their working conditions and job situations seem to be underestimated (reflected namely
- The curriculum of study programmes for adult educators: the study cases of Italy, Germany and PortugalPublication . Boffo, Vanna; Kaleja, Kathrin; Sharif-Ali, Khulud; Fernandes, JoanaIn this comparative case study, the authors take two different types of perspectives into account: one perspective centres on the competences associated with adult education trainers; the second perspective focuses on an approach to the trainers’ curriculum in adult education, regarding their differences and similarities. The body of European research on competences is large. After more than ten years of studies and projects, we have some common frameworks and precise directions. In particular, the path lead by Knowles (1997) in the 1970s marked an important aspect: the adult educator is not a teacher but a guide and facilitator, both in a formal learning context and in an informal or non-formal situation. From a curriculum point of view, we can identify a German and an Italian effort in building up a common core curriculum in adult education, which includes contents and ECTS perspectives. In Portugal, the trainer’s profile and curriculum have evolved a lot: he/ she is no longer just someone who has the pedagogical ability to communicate a certain type of knowledge and evaluate learning outcomes but an inspiring and creative guide. The comparison further shows a similar perspective regarding the competences of an adult educator in the countries considered.