Applying Curriculum globALE

What do I need to know before applying Curriculum globALE?

Curriculum globALE is built on a number of general principles:

Competency orientated

Competency encompasses a number of individual elements such as knowledge or skills, as well as the ability to apply this appropriately in specific situations. Competency in this sense refers to the ability to act in certain contexts. Conscious reflection of the social context therefore forms an integral part of the competency-related basic skills of adult educators working professionally.

Action orientated

The Curriculum also encompasses personal and social skills. The application of knowledge is connected with the way in which adult educators deal with their learners. The Curriculum provides a mixture of theory and practice. Scientific theoretical findings on the ALE process form the basis, and are an important prerequisite for practical application as well as their reflection. Linking phases of theoretical knowledge acquisition with phases of practical exercise is thus very important.

Participant oriented

The Curriculum allows for plenty of freedom in the actual form of implementation. The content and methods can be adapted to the conditions and needs of the participants. The variable parts of the Curriculum can be freely designed according to the local, target-specific needs. Participant orientation also encompasses: relevance and relation to reality of the learning content and methods for the participants, consideration of their experience and knowledge, as well as a relationship between the teachers and participants based on equality and mutual respect.

Sustainability of learning

The task of ALE is to not merely teach the content, but also to help learners develop the ability to reflect on their own learning process and to introduce them to the tools and techniques needed to assist their process of self-organised learning. An important task is to increase the motivation to learn continuously, combined with the skills of identifying, reflecting on and improving their own learning process. Learning to acquire skills, and learning to learn effectively, are necessary in order to turn an adult learner into a lifelong learner.

Curriculum globALE step by step

Module 0: Introduction

Module 0 aims to make participants familiar with Curriculum globALE, and to lay a solid foundation for their successful completion of the training pathway ahead.

Module 1: Approaching ALE

Module 1 introduces ALE teachers to an understanding of the functions and particularities of the field and its importance in their own social context, also as compared to other possible contexts and in a wider international framework. Teachers will be able to position their own professional role within this context.

Module 2: Adult learning and adult teaching

Module 2 provides knowledge of learning theories and links them with the participants’ experiences. They will be familiarised with the motivational, psychological and social particularities of ALE, and will take these into account when planning and implementing their teaching.

Module 3: Communication and group dynamics in ALE

Module 3 introduces the theoretical principles of communication, and trains participants to apply them in teaching and in their education work with adults. They will be also familiar with the main theories of group dynamics and able to apply them in the teaching/learning activity in order to steer the social processes.

Module 4: Methods of ALE

Module 4 will offer ALE teachers a repertoire of adult education methods and enable them to apply this repertoire in order to achieve optimum learning success in the respective target group.

Module 5: Planning, organisation and evaluation in ALE

Module 5 introduces the phases of planning, organisation, performance and evaluation in the professional cycle of activity of an adult educator. For the phases of planning, organisation and evaluation, they will know different methods, will be able to apply them to the situation in an appropriate manner, and to reflect critically on this. With a view to their own professional activity, the adult educators will be able to use the experience that they have gained in order to systematically improve their programmes.

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