Presentation by Larissa Jögi, Head of andragogy studies at Tallinn University, Estonia. Lund September 2017.

1. Required Competencies –
challenges for becoming and
being adult educator in
Estonia
Larissa Jõgi
Tallinn University
Estonia

2. Oliver, adult educator
As an adult educator I value learning. I see people
as special, I respect them and value every moment
as it is the first and last that we are together.
My values are with me everyday and I express it
in my activities, behavior and everyday routine.

3. BENEFITS
What are the benefits for the adult
learners?
What are the benefits for adult
educators?
What benefits for adult education ?

4. European context
• Various European projects have been
dealing with the issues of professional
development of adult educator’s and
(core) competencies of adult
educators.
• They vary in scope and focus and are
therefore not directly comparable.

5. Generic competencies /ALPINE project
(2011)
BEING

6. Specific competencies relating to
learning process/ALPINE (2011)
BEING

7. Standardisation
...is viewed as an attack on liberal
education and on the idea of
humanistic value of adult education”
Holford, Ridell, Weedom 2008

8. Estonian Context
• the profession of adult educator as an
qualification (V, VI, VII, VIII levels) has
been recognized and regulated by
the Professional Qualification Standard
from 2004

10. Why studies at university?
• Current practice needs improving and
developing
• Non-satisfaction with the current
experience
• Needs for theoretical knowledge
about society, education, adult
learner, learning and teaching adults
• Hope for self-development and
opportunities;

11. Learning for becoming
The actual knowledge they learn
through studies is:
• self-confidence
• understandings and procedural
knowledge about adult learning and
teaching
• the need to support each others
• the need to reflect professional
practice.

12. Professional standard - ADULT EDUCATOR
V, VI, VII, VIII (2011)
The adult educator’s qualification could be applied
by a person of any profession or vocation, who
teaches adults.
Professional and Assesment Standard approved by National Professional
Council of Education

13. Becoming adult educators in
Estonia (Jõgi & Gross 2009, Jõgi & Karu 2015)
Becoming an adult educator in
Estonia is more a case of using
possibilities and suppositions than a
conscious and planned process.
The professional choices and the
shaping of the professional identity
have been influenced by personal life
and by changes in Estonian society.

14. What kind of career path do
adult educators have?
There is no clear pattern in adult
educators’ career paths, it is
heterogeneous.
Educators’ initial education,
professional experience and
career development is unique
and atypical.

15. Learning for becoming
• Working and learning experience was
forming in the field of practice and has lack
of opportunities to reflect and understand
own learning and self-development and
professional practice;
• Professional experiences and studies in/with
group have influenced understandings
– of the self as an learner
– of the self as an adult educator
– about adult learning and teaching and give
more self-assurence.

16. Professional qualification system
2011- 2017
V – 139 adult educators
VI– 221 adult educators
VII – 68 adult educators
VII – 10 adult educators
438 adult educators with professional
qualification

17. The concept of the qualification framework for
adult learning facilitators is structured on
5 competences areas/ domains
• Preparation of the learning process
• Conduct of the learning process
• Analysis and evaluation of the learning
process
• Development, creative and research work
• Professional self-development

18. Riina, adult educator
An educator is not like a captain of a ship nowadays
– the only one who knows where is going and why...
Adult educator ....is rather more a guide of
travelers, who knows the landscape and abilities of
his/her travel-mates, who is able to support learners
in personal decisions and choices to assure successful
arrival at the destination-point....