Didactical-methodological profile of adult learning facilitators: the key findings of transnational survey in Latvia and Lithuania

A discussion on adult educators’ (used as a synonym to adult learning facilitator, later arguments for using a term adult learning facilitator will be presented) profession, professionalism, and professional profile has been initiated in Baltic States and worldwide. The paper highlights the key findings from a comparative study conducted in 2011-2012 using the project “Qualified to Teach” − QF2TEACH first wave questionnaire (www.qf2teach.eu). The questionnaire was structured in nine domains: personal qualities; interpersonal behaviour and communication with learners; cooperation with the external environment; planning and management; access and progression of learners; subject-related, specialist domain; monitoring and assessment of learning processes; didactical-methodological domain; personal development and reflection. The main results of transnational survey in Latvia and Lithuania are analysed in order to identify a didactical-methodological profile of adult learning facilitators. Taking into consideration the main empirical findings, it can be concluded that flexible adaptation to changes and effective communication (e.g. using ICT) are the future-oriented tendencies in the development of adult learning facilitators’ competences including their didactical-methodological profile.