Adult educators have often acquired expertise within a subject area in the course of their initial studies, but often lack formal preparation for teaching adults prior to entering the profession and at its outset. Hence, it is worth questioning how prospective adult educators prepare them-selves to perform according to high quality standards in a changing working environment. With the increased interest in lifelong learning and adult education, the qualifications of those teaching adults becomes increasingly relevant. While a number of studies have focused on the quali-fication of adult educators and their need for competences, the question of initial education of those willing to enter the field of adult education has hitherto been rather limited.
In recent years, the concern about the need to qualify adult educators is shared among practitioners, academics and researchers. This is exemplified on the one hand, by the creation of ad-hoc training modules aimed at adult educators and, on the other hand, by the flourishing of national and cross‐national studies, which shed light on the influences of societal, educational and occupational contexts within which professional development among adult educators occurs. However, a relatively limited attention has been paid to the role of higher education insti-tutions on the initial education and training of adult educators‐to‐be, when compared to other fields of education (e.g. primary and secondary education). Furthermore, while a number of policies emphasise the quality of adult education and training provision, little attention is paid within current policy discourses on the role of higher education in the initial education and pre‐service training of prospective adult educators.
biennial meeting focuses on the important yet less discussed role of
higher education insti-tutions in both delivering academic programmes
that provide relevant cognitive and profession-al skills and competences
to future adult educators, and in being more actively involved in the
current dialogue with regard to the professionalisation paths of adult
educators and trainers.
A limited number of papers (max. 50) will be presented. Interested contributors may choose –but are not limited to– from the following shortlist of sub-themes:
• Initial education and training of adult educators and trainers in higher education envi-ronments.
• Types of programmes that are or can be provided by higher education institutions for the development of relevant professional competences by adult educators.
• The role of universities as validating agencies of existing psycho-pedagogical compe-tences for in-service adult educators.
• Ways in which adult education policies and initial education and training opportunities for prospective adult educators affect the role of higher education institutions in terms of academic orientation and programme delivery.
• Existing social and cultural factors within higher education institutions that influence the formation of initial competences and qualifications of adult educators.
• Higher education institutions as stakeholders in decision making processes concerning adult education.
• Development of conduits among policy-makers and academics with regard to the professionalisation of adult educators.
Proposals are invited for full paper only. Paper proposals should be sent as an attached file [either in *.doc, *.docx, or *.pdf format]. They should not exceed one A4 or 1000 words; they must include a title and keywords, but not the author/s name/s, affiliation or institution/s. Please send in a separate sheet your professional / personal data (name, institutional affiliation, phone, fax and mail). All abstracts for opinion papers must be submitted by July 14th 2015 (extended date) to the following email addresses: [email protected] and [email protected]
All paper proposals will be blind reviewed by the scientific committee. Acceptance will be confirmed by August 30th 2015. Final versions of full papers (no more than 6000 words including references) must be submitted by Monday 19th October 2015. Paper presentations must not exceed 20 minutes in time length. The meeting presentations will be organised based on the Open Space method and will include flow sessions and learning cafés. Learning café is a simple, effective, and flexible format for hosting large group dialogue. Each flow session will have 4 to 6 cafés and participants can visit all of them in one session. The café hosts will share their ideas with all the participants. The learning café hosts have 20 minutes max. for presenting their pa-pers and the same amount of time for a round-table discussion with participants. Then they will receive new participants in their café, they will present their papers again and hear the next round of participants’ thoughts. Learning café hosts will keep notes from the discussion for later on conclusions. They may also use handouts or other presentation techniques in the café e.g. computers, posters, photos, i-Pads etc. They can bring their handouts with them to the event.
An ad-hoc interactive workshop focusing on teaching issues in higher education institutions will also be organised. This workshop will have as a theme „Teaching Narratives“ and it will be provided by a small number of selected participants who will be able to organise their teaching experience in a narrative and/or interactive format by using a coopeartive approach with all other participants. Essentialy this workshop will focus on a single successful interactive teaching experience with adult educators in higher education context. Colleagues who are interested in participating in this workshop are requested to submit separately to their paper proposals, an A4 page describing their teaching narrative or story that will be enacted interactively, or a relevant video.