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ADULT EDUCATION IN THE LLP GRUNDTVIG SECTOR:
TRENDS, EXPECTATIONS AND NEEDS
M. Tereseviciene
R. Szekely A. Rutkiene
The “lifelong learning” concept has become part of daily, not just political or scholarly, discourse in Europe and the world. It is agreed that, under the conditions of changing environment, the obvious changes caused by science and technology, the changing economic, social and political conditions, the society faces the need of change, i.e. of continuous learning. We are changing our world faster than we ever did; therefore, we need to change faster than we had ever done.
In-service training is one possibility for adult educators to get new competences and share experiences. Learning is a complicated phenomenon, and, since it is a lifelong process that takes place in the situation of change, the demands for a learner - and raised by the learner - are ever increasing. There is an ongoing discussion how to help a lifelong learner in the world of constant external, as well as internal, stress, requirements and expectations (Edwards, 1997; Merrics, 2001; Zemaitaityte, 2007).
It has been observed that adult educators work in multitudes of areas, because adults learn in diverse contexts. These observations have also been recorded in international documents that analyze and construct visions of lifelong learning, such as A Memorandum on Lifelong Learning (2001), Never too Late to Learn (2006). The idea that the 21st century learner is in need of complex assistance of a new generation adult educator has become the basis of the international comparative research. Moreover, the professionalization of adult educators’ work is considered to be one of the main impetus towards further development of the culture of lifelong learning. As it is emphasized in the declaration of German Adult Education Association1 (19 June 2007): “The DVV <...> welcomes the initiative by the Federal and Land Governments to draw up a National Qualifications Framework in association with adult and continuing education providers.” It is evident that professionalization of adult educators’ activities is associated with a number of issues, which include state level decisions and international practices. This paper provides an analysis of the participation adult educators in In-Service Training (1ST) activities funded under the EU life-
1 Towards the European Adult Education Action Plan. “It is always a good time to learn”. Declaration by the General Assembly of the DVV on the occasion of the German Presidency of the EU Council, Leverkusen, 19 June 2007.
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long learning program by Grundtvig sector between 2001 and 2010. The research has been generated in line with the methodology, outcomes, deliverables, timelines presented in the West of Scotland Colleges’ Partnership’s (WoSCoP) response to the public open tender EAC/50/2009. The Action Plan on Adult Learning (2007) aims at removing the barriers that prevent adults from engaging in learning activities and at improving the quality and efficiency of the adult learning sector. A specific action that has been identified in the Action Plan as being of vital importance, namely, improving the quality of education provision in the adult learning sector, provides the context for this study. Whilst many factors impact on the quality of provision - policy imperatives, resource allocations, infrastructure, organization and governance - it may be reasonably argued that the key factor is the quality of the staff involved. In-service training and continuing professional development has and continues to play a vital role in enhancing the quality of adult education staff - not only teachers and trainers but managers and administrators, guidance personnel, mentors and others involved in delivering or opening up learning opportunities for adults.
Grundtvig, as a sectoral program of the Lifelong Learning Programme, has provided and keeps providing European support for the 1ST of adult education staff. Grants are awarded to enable individual teachers and other staff in adult education to take part in an in-service training activities which take place in another country participating in the Grundtvig project.
The program supports all categories of adult education staff to attend structured training courses, ranging in length from 5 days to 6 weeks, in another country: these courses being characterized by a European focus reflected in the subject matter and the profiles of the trainers and participants involved.
Methodology. Collection of Existing Data. A questionnaire for the online survey of Grundtvig beneficiaries was designed by an expert team. The questionnaire went through three revisions following feedback on the design and content from the main stakeholders (all National Agencies, DG EAC, EACEA, a random selection of providers) and on-line testing confined to the expert team. The survey was promoted through various actions: (a) An e-mail inviting grant beneficiaries to take part in the action; it was sent to National Agencies with a request to forward it to all beneficiaries for whom contact details were available; (b) A similar e-mail invitation to participate distributed via the EACEA mailing list to approximately 800 organizations, with a request to forward it to their networks; (c) An e-mail invitation disseminated through a number of national and European networks; (d) A similar invitation was sent to all 1,108 providers included in the study database
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with a request to forward it to former participants in their in-service training activities.
Participation in Grundtvig In-Service Training. During the period covered by the study (2001-2010), approximately 19,000 applications for funding were received in total, including in-service training courses, non-formal training, conferences, seminars, visits and exchanges. Of these, an approximate 10,900 applications, i.e. around 57%, were approved and the beneficiaries subsequently attended an in-service training activity. 1,047 replies were retained for detailed analysis.
Respondents to the Survey. The sample that has taken part in the survey is demographically representative of the adult education sector as a whole, at European level. The respondents are mostly women in the age bracket 35-54, living in urban areas. The great majority have higher university degree and some type of pedagogical training (frequently a not completed teacher’s qualification) and, very rarely, competences in the field of adult education. The geographic coverage of the survey included respondents of 26 countries. The most active participants of the survey were respondents from Italy and Germany; they make more than 10% each of the total number of participants in the survey (Fig. 1). On the other hand, small countries, such as Belgium, Lithuania, Estonia, and the Netherlands also demonstrated active participation in Grundtvig survey, which indicated that the activity of respondents could not be directly associated with the size of the country. It may be inferred that the dominant majority of participants in Grundtvig activities comes from the old EU member countries, making 67.05 percent. This is explained by the fact that those countries participate in the programme from its very start, while the 2004 and 2007 cohort of the EU entrants are not that active in adult education activities.
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Figure 1: Country of residence (number of answers from total %)
The respondents from Bulgaria, Croatia, Iceland, Lichtenstein, Malta and Slovakia represented under 1% of the total number of participants in the survey (Fig. 1). There were also respondents who lived outside of the European Union and the LLP participating countries at the time of the survey. The low level of representation of many countries - again in absolute numbers and in relation to the total number of responses - to the total number of grants awarded in the country and to the size of their adult population and adult education sectors - makes it impossible to contextualise the results of the survey to any national or regional level. Even for countries where the number of responses has been adequate in terms of the target set, relative to the adult education sector in those countries they are not sufficient to back any conclusions on impact or benefits at national level. Nevertheless, the data remains representative at European level.
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In terms of nationality, 11% of respondents (i.e. 120 individuals) have immigrant background, which in the context of the current report means that they were living in another country than their country of nationality at the time of the survey. Of these 31 (i.e. 3%) were nationals of non-EU countries, while the others were EU citizens.
There was a significant underachievement of the response target, even after an adjustment, for France and Spain, where the number of respondents remained low both in absolute numbers and in relation to the total number of responses received. Although not entirely supported by evidence, the reasons behind this low level of participation might include the fact that the survey was conducted exclusively in English.
Participants’ Expectations of Grundtvig activities. The participants were asked to declare their expectations of the event they attended, either for them personally or for the organization they represented. The figures below need to be seen considering that this is a post-event description of expectations, therefore they might have been affected by the actual results of the event. It must also be noted that, in order to ensure coherence and compatibility of the data, participants were given mainly close-options, so they were obliged to choose some expectations from a list provided, although some of them might have had other or no expectations. The results showed that most participants had expected to increase the European dimension of their work, either directly in their teaching, or through increased cooperation with organisations at European level, or, mostly, by developing transnational projects. Very few (less than 1%) expected to get access to materials, knowledge and innovation in adult education or to develop specific skills. However, the assessment of impact and benefits later on shows that, in fact, many of these categories of expectations were addressed by the events, and participants did develop specific skills and got access to knowledge and innovation in adult education. Comparing the data indicates therefore that expectations of the event are often non-realistic or limited, possibly due to either a lack of preparation on behalf of the participants, or due to inadequate levels of information about the event provided by the organiser.
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Figure 2. Expectations of Grundtvig course participants (%)
The highest expectations, as demonstrated in Fig. 2, are focused on transnational projects and cooperation. Grundtvig course participants express their preference for an increase of intercultural awareness, for being part of a network in adult education and for promoting teacher exchange more than participants in the conference and non-formal training category.
Overall, across different categories of activities, the major reason for taking part in Grundtvig in-service training appears to be the development of transnational projects. The respondents seem to interpret Grundtvig activities as a means or platform for further international activities in the field of adult education. Such activities are related, as a rule, to some former experience in transnational projects. Although increased European cooperation is one of the objectives of the Grundtvig programme, there are other aims and objectives that are not reflected in the participants’ personal aims and objectives. This can be either interpreted as a need of the programme to adapt its aims to the needs and expectations of the beneficiaries, or to identify more precisely and correctly the target population and beneficiaries.
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Satisfaction with Course Organisation. The pparticipants were further asked to rate from 1 (Strongly disagree) to 4 (Fully agree) a series of statements about the Grundtvig activity they had attended. The majority of respondents reflect their overall satisfaction with the delivery (Fig. 3), considering that it has met their expectations, achieved its objectives and was relevant to their personal and organisational needs. An equally high proportion considers that the courses were well organised logistically, presented innovative content and were in line with national priorities in adult educa-ion.
represented good value for money
presented innovative content
was in line with our national priorities in adult education
was relevant to the needs of my organisation was relevant to my personal needs achieved its declared objectives was well delivered in pedagogical terms was well organised in logistical terms was interesting and stimulating met my expectations
49% 1 34% I
'
1 45% Г 38% I
I 43% _□ 41% |
49% 1 35% ■
57% 1 31% 1
- 1
55% 1 34%
56% 1 32% 1
i
65% 1 27%
I
| 68% II 24%
! 1
| 56% II 34%
_L
_L
I Fully Agree
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% lAgree iDisagree
Figure 3: Overall experience in Grundtvig courses
Thematic areas in which participants would like to develop their knowledge and skills clearly indicate the need for promotion of European dimension (Fig. 4).
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Figure 4 . Thematic areas in which you would like to develop
The data above points out to a need to update the courses and opportunities that are currently part of the Grundtvig in-service training offer. While the current offer focuses on thematic areas of teaching methodolo-
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gy and didactics, adult education studies, intercultural education, the preferences of respondents go towards social competences, citizenship, validation of non-formal learning, quality assurance and working with disadvantaged target groups - types of activities marginally offered during the period covered.
In the choice of thematic areas there is, to a certain extent, a disproportion between general skills, such as social, intercultural competences, and competences for professional field of work, such as adopting a learning outcomes approach, financing mechanisms for adult learning, guidance and counseling for adult learners, etc. The low interest in these fields (Fig. 4) may indicate that Grundtvig 1ST is seen not as a cognitive, language-skills related, profesional skills programme, but rather as a programme for the development of general skills. This has been true for a period of time; nevertheless some balance should be observed in future offers. With the constant change in global economies changes are inevitable on the level of adult training as well: professional skills cannot be overshadowed by the interest in transnational communication.
Conclusions. (a) In assessing the demographic profile of the respondents it can be stated that as yet Grundtvig activities are not sufficiently directed towards representatives of adult education in smaller towns and rural areas. (b) Participation in in-service training activities at European level increases the interest and level of participation in transnational cooperation projects. (c) Increased European cooperation is one of the objectives of the Grundtvig program, and this research clearly indicates that the European dimension and cooperation has received special emphasis in all Grundtvig activities. (d) The majority of respondents are overall satisfied with the delivery of training events, considering that they have met their expectations, achieved their objectives and were relevant to their personal and organizational needs. (e) From the point of view of the expert team it has been observed, however, that a general interest in transnational communication and activities may overshadow the genuine need for professional training in lifelong learning.
References
Edwards, R. (1997). Changing places? Flexibility, lifelong learning and a learning society. London: Routledge.
Merricks L. (2001). Implications of the Learning Society for Education Beyond School.(ed. Jarvis P.). The Age of Learning. Education and the Knowledge Society. London, Kogan Page.
Zemaitaityte I. (2007). Non-formal Adult Education: tendencies of development in contemporary Europe, Vilnius, MRU (in Lithuanian).
Internet Sources
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Action Plan on Adult Learning (2007). http://ec.europa.eu/education/policies/adult/com558 en.pdf A Memorandum on Lifelong Learning (2001).
http://www.education.gov.mt/edu/ edu division/life long learning/introduction.htm. Never too Late to Learn (2006).
http://europa.eu/legislation summaries/education training youth/lifelong learning/c1 1097 en.htm
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