Педагогічні науки/6.Соціальна педагогіка

Бересток О.В.

Сумський національний аграрний університет,Україна

Adult Learning as a Part of the Lifelong Learning Policy of the European Commission

Adult Education in Europe has its own history and tradition. The focal point is on conveying democratic competence. In addition to information about the framework of the state and society, this also includes the qualification for personal engagement on behalf of the state and society. Adult education is also named lifelong learning. Within universities it has also been known as Continuing Education.
Adult education can be for leisure, skills, re-training, qualification, and progression. The definition of ‘adult’ varies from provider to provider.

Some forms of adult learning are called non -vocational education. Some recent European Governments initiatives were around 'informal learning' meaning in this respect learning which is not contributed by the state or institutions .

In the National Institute of Adult Continuing Education's Inquiry ( in England and Wales) into the future for Lifelong Learning it is distinguished in the following way:

- in educational organizations, at work, at home and through leisure activities.

-people of all ages learning in a variety of aims

Adult Education in Europe has brought about extraordinary things. The exchange of experiences and best practices between European countries is to be accepted. The EU encourages this by maintaining contacts and activities in the sphere of education which stretch out across borders and are almost always achieved by mutual interest and accompanied by the taking up of interesting ideas.

In Europe in which social and civic contacts across borders are routine, the requirements are of course present for imparting knowledge of positive experiences with citizenship education in other countries, which can in turn implement these as a source of encouragement and an enrichment of their own practices. On the contrary, Adult Education of one country can also undoubtedly learn from the traditions, customs and different approaches in other countries and develop further.

The National Institute for Adult and Continuing Education.

The aim of NIACE is to support the study and general advancement of adult continuing education by increasing access for the communities under-represented in current provision, by widening the quantity of adults engaged in formal and informal learning, and by enhancing the quality of opportunities accessible.

The NIACE investigation estimated that the total spending on adult learning provision by investor could be no less than £55 billion with a further £38 billion per year expended on the time invested in learning. They consider both figures to be under evaluated. Of the £55 billion £34.65 billion (63%) was spent on development of employee with £16 billion which the private sector had provided.
On the other hand, their basic conclusion from their analysis enclose the following: 65% of total public spending in 2007-8 on post-compulsory education (£9.75 billion) was expended on higher education, three quarters of which was evaluated as gone to learners under age 25.

Most teachers in Further Education are well experienced in their sphere, and many of them have undertaken definite roles as supervisors, mentors or workplace trainers before starting on their formal training as teachers. When they embark formal training for national teaching qualifications, most of them are already employed as full-time or part-time FE teachers. Their initial teacher training (ITT) courses incorporate a mix of taught and practice elements.

In 2001, new national arrangements were introduced compelling FE teachers to get a teaching qualification based on National Standards for teaching and supporting learning. Qualifications established on the National Standards are suggested by both higher education institutions (HEI) and national granting organizations. In response to a review of teacher training carried out by Inspectors from Her Majesty's Inspectors of Schools (HMI) and the Adult Learning Inspectorate (ALI), in 2003, the Department for Education and Skills (DES) initiated a basic national consultation on the reform of ITT in FE and the wider LSC sector, after which it stated major reforms to the system in the 2006 FE White Paper, Further Education: Raising Skills, Improving Life Changes.

To be employed as a teacher in FE in England an individual must now have at least a level 3 qualification (ISCED 3) in the subject (for some academic subjects a University degree is necessary ), as well as a teaching qualification recognized by the Sector Skills Council for FE (Lifelong Learning UK - LLUK). LLUK is in charge for implementing the 2007 Further Education Workforce Strategy, which is created to support all colleges and learning providers in designing their own local workforce plans to keep up the delivery of provision for young people, adults and employers. The new qualifications (and others under development) play the key role in this strategy. The Teachers Qualification Framework which LLUK has created includes qualifications for different ways of teaching and non-teaching staff (in Learning Support, e-Learning, Assessment and in Leadership & Management).

There is no national demand for teaching staff in higher education to hold a teaching qualification, but over the last decade it has become the normal expectation for new staff, encouraged by the Higher Education Academy (HEA), who have been working in service and fundamental teacher training for academic staff. The form of training and the requirements to teach are appointed by individual institutions, who commonly train their own staff through courses established by HEA. Successful completion of HEA recognized courses gives an opportunity to get "Registered Practitioner" status (effectively a nationally recognized teaching qualification).
Quality system / insurance.

Further Education and Higher Education have vivid quality assurance systems and institutions, nevertheless the basic principles are similar in both cases. In Higher Education, quality is overlooked by the Quality Assurance Agency for Higher Education (QAA), created in 1997, and owned and managed by the Universities themselves. In Further Education it is the responsibility of the Office for Standards in Education (OSE) - which is also in charge of quality assurance in schools and children's services). Most programs in publicly created institutions are described in outcome terms and these definitions are used in determining their quality. In Higher Education, outcomes are evaluated by institutions as part of an affirmation process carried out with external specialists when courses are designed.

In Further Education, however, they are commonly characterized by external Awarding Bodies, often in cooperation with employers. Personal learner performance is then carried out through testing and examination against those specifications. Activities are currently in progress to enlarge the effect on employers over the specification of qualifications through Sector Skills Councils.

Some definite problems about getting teaching qualifications.

There are particular problems about getting teaching qualifications on the large body of part-time teachers in higher education, and work is in progress in HEA to understand these messages, and develop necessary answers. The Academy has determined a typology of part-time teachers, with each category having particular training needs.