Do ALP's Competences matter? The shift of adult education towards professionalisation

Abstract

Purpose: In this study, we examine the role of the Adult Learning Professionals (ALP) and the essential competences involved, doing an in-depth literature review. The study aims at detecting and categorizing required typical and essential ALP competences, defining the most important competence of each category and determining certain vital competences towards ALP professionaliazation. Methods: We chose a qualitative research methodology and collected data using semi-structured interview. We interviewed a group of 15 men and women, aged between 18 and 60, who had attended courses, either on an undergraduate or postgraduate level, at the Hellenic Open University.

Results: The results showed that (a) ALPs most frequently referred typical competence is the knowledge of their topic and to possess the necessary knowledge, to satisfy their students’ needs; (b) ALPs most important essential competence is their ability to empower students to develop and continue, building a strong relationship between them.

Implications: The results express adult students’ expectations for ALPs role and can be used by adult educators to improve their training practices. It can also serve as basis for further research in ALPs competences in Greece, and their perspectives towards professionalisation.