Background, General Knowledge, Scientific Area, Skill Development

·        know terms and concepts related to the teaching subject as well as their correct use in order to describe and define clearly and accurately the scientific field of adult education – ΜΑ1, ΜΑ2, ΜΑ3

·        distinguish and estimate concepts related to lifelong education and learning, adult education, and continuing education – ΜΑ1, ΜΑ2, ΜΑ3

·        know the relevant literature on the thematic field of adult education –  ΜΑ1, ΜΑ2, ΜΑ3

·        classify and apply the models of adult education, and to distinguish the elements that differentiate them – ΜΑ5, ΜΑ6

·        compose models and construct/reconstruct “scenarios” of adult education programs and evaluate them – ΜΑ4, ΜΑ7

·        identify, select, and organize adult education techniques and methods – ΜΑ7, ΜΑ8

·        recognize the usefulness and necessity of specific principles, institutions, and bodies of Adult Education – ΜΑ2, ΜΑ3

·        write and present autonomous or group assignment that meets the standards of the scientific technical writing – ΜΑ13, ΜΑ14

·        plan small-scale on-site surveys related to adult education – ΜΑ14, ΜΑ15

·        relate the possibilities offered by basic knowledge in the field of Adult Education with their future professional rehabilitation and their professional development in the context of training, self-education, and critical thinking – ΜΑ14, ΜΑ15.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

·        Decision making

·        Autonomous and/or group assignment

·        Exercise and demonstration of social, professional, and moral responsibility and gender sensitivity

·        Critical thinking

·        Search, analysis and synthesis of data and information (principles and models)

·        Clarification of the terms and concepts of the field

·        Profile of adult trainees (age, gender, schooling, social role, occupation)

·        Profile and role of adult educators

·        Organization of learning material, classification

·        Adult Education methods

B.     With research:

·        Literature review but also in adult education institutions.

In more detail, the topics to be presented in the seminars and structured in, at least, 13 sections are the following:

·        Delimitation of the field of study, concepts and definitions, necessity

·        Historical progression and development, legislative framework

·        Research in the field of Adult Education

·        Dialectical relationship with the lifelong orientation of citizens’ education

·        The learning cycle (D. Kolb)

·        Adult Education structures and institutions

·        Adult educators, qualifications, requirements, certification

·        Adult learning principles, barriers to adult education, characteristics and profiles of adult learners

·        Adult Education methods and techniques

·        Axioms and aphorisms in lifelong learning

·        European policy for lifelong learning and Adult Education

·        Design, organization, evaluation of programs for adults

Self-directed learning: Models for interpreting self-directed learning as a learning process and as teaching for learning (Tough, Knowles, Grow, Hammond & Collins), Critical thinking self-directed learning (S. Brookfield), Self-directed learning transformative learning (J. Mezirow)

–   in teaching

–   in the presentation of students’ assignments

in communication with students

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

a.    Final written exam (70%)

Including:

–   Assignments of problem-solving or/and

–   Questions (short answer or not)  of essay development, open-ended questions or/and

–   Objective tests (e.g., multiple-choice questions)

b.    Planning and presentation of individual or group work assignment/s (30%)

Assessment criteria:

–        Clarity and coherence in the argumentation with adequate documentation of the positions supported

–        Degree of the synthetic or analytical approach of the subject

–        Degree of criticism of the expressed proposals

–        Diligence and effectiveness in the search and use of the literature

–        Diligence and vividness in the final presentation of the assignment

–        Degree of following the standards of the scientific technical writing

–        Thoroughness of the theoretical approach of the subject studied

–        Correct design and implementation of the research plan

–        Plenitude of literature review

Adequate bibliographical documentation

Taratori, E. Kougiourouki, M., Stravakou, P., Alvanopoulos, G., Kalpakidou, K., Pegiadou, K., Topouzeli, F., & Fragkou, T. (2008). Ta scholeia defteris efkairias: Theoria-erevna [The second chance schools: Theory and research]. Thessaloniki: Ekdotikos oikos Adelfon Kyriakidi.

E-book

Fejes, A., & Nylander, E. (2019). Mapping out the Research Field of Adult Education and Learning | SpringerLink.

Greek

Cross, P. (1981). Adults as learners: Increasing participation and facilitating learning (met. A. Pampouri). San Francisco: Jossey Bass.

Geniki Grammateia Ekpaidefsis Enilikon. (2008). I anaptyxi kai i trechousa katastasi tis ekpaidefsis enilikon: Ethniki ekthesi tis Elladas [The development and current state of adult education: National report of Greece]. Diathesimo ston diktyako topo: www.unesco.org/uil

Jarvis P. (2007). Oi themeliotes tis ekpaidefsis enilikon [The founders of adult education]. Athina: Metaichmio.

Kokkos, A. (2008). Ekpaidevontas tous ekpaideftes enilikon: Meleti axiologisis [Educating the adult educators: An assessment study]. Athina: Epistimoniki Enosi Ekpaidefsis Enilikon.

Kokkos, A. (2005). Ekpaidefsi enilikon: Anichnevontas to pedio [Adult education: Detecting the terrain]. Athina: Metaichmio.

Papaioannou, S. (2002). Zitisi synechizomenis ekpaidefsis kai kinitra endiaferomenon stin Ellada: Anergia neon, apofoiton lykeiou kai synechizomeni epangelmatiki ekpaidefsi [Demand for continuing education and incentives for stakeholders in Greece. Unemployment of young people, high school graduates, and continuing vocational education]. Sto: A. Verevi (Epim.), Ergo – EREVNA 1997-2000. Synoptiki parousiasi. A. Erevnes sto plaisio tou EPEAEK, V. Drastiriotites tou Kentrou (s.s. 266-284). Athina: KENTRO EKPAIDEFTIKIS EREVNAS.

Sipitanou A., & Papakonstantinou M. (2004). Mathimata synechizomenis ekpaidefsis sta proptychiaka kai metaptychiaka programmata spoudon ton ellinikon panepistimion [Courses of continuing education in the undergraduate and postgraduate curricula of the Greek universities]. Epistimes tis Agogis, 3, 37-56.

Taratori, E. (2001). O thesmos tis ekpaidefsis enilikon stin Ellada: Paidagogiki kai didaktiki prosengisi [The institution of adult education in Greece – pedagogical and didactic approach]. Sto: D. Chatzidimou (Epim.), Paidagogiki kai Ekpaidefsi, timitikos tomos gia ta 65chrona tou kathigiti Panagioti D. Xochelli (s.s. 679-690). Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Taratori-Tsalkatidou, E. (2000a). I epimorfosi apo tin skopia ton ekpaideftikon tis protovathmias ekpaidefsis. Theoritiki kai empeiriki prosengisi [Training from the point of view of primary school teachers: A theoretical and empirical approach]. Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Taratori-Tsalkatidou, E. (2000b). I epimorfosi apo tin skopia ton ekpaideftikon tis defterovathmias ekpaidefsis. Theoritiki kai empeiriki prosengisi [Training from the point of view of secondary school teachers: A theoretical and empirical approach]. Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Taratori-Tsalkatidou, E., Tsalkatidis, T., & Tsalkatidou, M. (2007). Epistimoniki Technografia [Scientific technical writing]. Athina: Atrapos.

Ventell, T. (1982). Laiki epimorfosi kai ethniki anaptyxi [Folk training and national development]. Sto: Laiki Epimorfosi: Diethneis Empeiries kai Ellinikes Prooptikes, Diethnes Seminario (ss. 134-150). Athina: Kentro Meleton kai Aftomorfosi.

Vergidis, D.  (1990). Epimorfosi enilikon sta panepistimia [Adult training in universities]. Paidagogiki Psychologiki Egkyklopaideia – Lexiko, t. 4. Athina: Ellinika Grammata.

Ziogou-Karastergiou, S. (1994). Skepseis kai provlimatismoi gia ti diarki ekpaidefsi stin Ellada: O rolos ton panepistimiakon kentron pliroforisis kai symvouleftikis [Thoughts and reflections on continuing education in Greece: The role of University Information and Counseling Centers]. Epitheorisi Symvouleftikis kai Provlimatismou, 28-29, 33-38.

Foreign

Brookfield S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Brookfield S. (1986). Understanding and facilitating adult learning. Milton: Open University Press.

Jarvis P. (2000). Adult and continuing education: Theory and practice (5^th ed.). London: Routledge.

Jarvis P. (1987). Adult learning in the social context. London: Croom Helm.

Jarvis P. (1985). The sociology of adult and continuing education. London:  Croom Helm.

Jarvis P., & Griffin C. (2003). Adult and continuing education: Major themes in education. London: Routledge.

Knowles M. (1990). The adult learner: A neglected species (4^th ed.). Houston: Gulf.

Knowles M. (1989). The making of an adult educator. San Francisco: Jossey Bass.

Knowles M. (1984). Andragogy in action. San Francisco: Jossey-Bass.

Longworth, N. (1999). Making lifelong learning work. London: Kogan Page.

Mezirow J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Rogers J. (1989)^3rd. Adults learning. Open University Press.

Rubenson, K. (2016). Adult learning and education. London: Elsevier Science & Technology.

Relevant scientific journals (Greek and foreign)

·       Kinitro

·       Paidagogiki Epitheorisi

·       Epistimes tis Agogis

·       Nea Paideia

·       Ekpaidefsi Enilikon

·       Adult Education Quarterly

·       American Journal of Distance Education

·       Educational Researcher

·       International Journal of Lifelong Education

·       Journal of  Adult and Continuing Education

The examination will be performed through MS TEAMS. The link will be sent to students via e-class exclusively to the institutional accounts of those who have registered for the course and have learned the terms of distance education.

Students will have to log in to the examination room through their institutional account, otherwise, they will not be able to participate. They will also take part in the examination with a camera which they will have switched-on during the examination. Before the beginning of the exam, students will show their identity to the camera, so that they can be identified.Each student should answer 4 questions. Each of the questions is scored with 2.5. Students’ overall grade in the course results from the aggregation of the oral examination (70%) and the execution (writing and presentation) of written assignments (optional) as scheduled at the beginning of the semester (30%).