Below you will find a list of published material (journal articles, books, proceedings and study reports) that can be of interest to all adult educators and trainers. The material only refers to documented research in the area of adult education and VET in Europe with specific focus on adult educators and trainers. In some cases -as in study reports and published research that is the result of an EU funded programme- this material is accessible for downloading. Certain material is licensed and it cannot therefore be downloaded. In these cases the full citation and a relevant link for possible access to the material is provided. A short description of the publication is included. Site members and ESREA|ReNAdET supporters are encouraged to contribute with their knowledge and expertise to the dissemination of any type of research (empirical, biographical, historical, comparative, etc.) that focuses on issues that are relevant to adult educators and trainers in Europe (i.e. professionalisation, education methodologies, teaching material, working conditions, identity issues, policy research, etc.) at a national or a trans-national level. Material in European languages other than English is also very welcome as long as a short description in English is provided. All contributions must be submitted to email@example.com and must include the following:
|General presentation of documented research and relevant published material|
The professional development and the improvement of the quality of adult learning staff have been recognised as a priority at European level. However, at European and national levels there is not always a clear view of the competences needed to fulfil the professional tasks in adult learning, partly due to the diversity of the field. In several European countries, competence profiles and standards for adult learning staff (referred to as adult learning professionals) have been developed and implemented, although their scope of application differs considerably between institutional and regional levels. Therefore, the European Commission decided to finance a study on key competences for adult learning staff. The aim of this study is to come up with a set of key competences which can functions as a reference for Europe and which can be used by Member States on a voluntary basis.
The aim of this study is to provide a deeper understanding of the state of professionalisation and professional development of the different groups of practitioners working in Non-Vocational Adult Learning across Europe (trends and developments). The findings are used to identify key issues and problems as well as areas where action is most urgently needed to make adult learning professions more attractive.
This is the result of a Europe-wide study on Trainers in Vocational Education and Training (VET). The study concerns a part of this field of study. The focus has been on: Instructors and trainers working in (labour market) training institutions supported by governments and public authorities, often with a strong focus on social inclusion and basic occupational competences; Instructors and trainers working in other organisations, such as chambers of commerce, sectoral training institutions or privately-run training companies and providers that focus on upgrading technical competences, training in communication skills and so forth. The study embraces a segment of the total group of vocational trainers and instructors. The reader should keep this in mind when reading this report, and the annexes. The aim of this study is to provide an overview of this area of VET, which until now has not been researched as such. The findings are used to identify key issues and problems as well as areas where action is most urgently needed to make working in this specific field of VET more attractive. VET staff play a key role in making lifelong learning a reality. They are the ones who transfer knowledge, competences and skills to the learners. However, not a lot is known about this particular group of practitioners. At European level, there is a lack of information about various aspects of the profession, such as how staff members are recruited, what competences/skills/qualifications they are expected or required to possess, what their specific roles and tasks are, what their employment status is, how their professional development is organised, how staff are assessed and how attractive the profession is. To improve the body of knowledge concerning this field of activity the European Commission commissioned a study on Trainers in VET in Europe. This study has been executed by Research voor Beleid in partnership with PLATO (University of Leiden), both established in Leiden in the Netherlands. For the execution of the country studies and the composition of the country reports the research team made use of cluster/country experts. Overall, the research team?s opinion is that this study has triggered an intensive and stimulating professional debate. It has allowed us to gain an insight into ways of stimulating Vocational Education and Training and it has strengthened the bonds within an incomplete professional network. : http://www.esrea-renadet.net/VETTrainers.pd