The third sector represents a vast and heterogeneous universe that has a key role in society from both the social and civil points of view. It also represents an informal learning context where competence and knowledge are acquired, often in a tacit and indirect way. This research focuses on the key competences of the third sector professionals and on the pedagogical methods to make them visible and to encourage their recognition. The quantitative and qualitative data sources include: questionnaires, focus groups, and diaries. The results show that the informal learning of key competences by professionals is a primary result of their activities that should be given greater visibility. Six areas of expertise have been identified in order to classify the range of knowledge and competence. The pedagogical approach has highlighted the importance of the tutor who applies narrative tutoring methods to facilitate the recognition of competences and their enhancement for personal and professional development. The full enhancement of competences, considered as the strengthening of people’s reflection and planning potential, requires policies that can be eectively applied to the national competences certification system.

DI RIENZO, P. (2020). Making Informal Adult Learning Visible. The Recognition of the Third Sector Professionals’ Key Competences. EDUCATION SCIENCES, 10(228), 1-15 [10.3390/educsci10090228].

Making Informal Adult Learning Visible. The Recognition of the Third Sector Professionals’ Key Competences

Paolo Di Rienzo
2020

Abstract

The third sector represents a vast and heterogeneous universe that has a key role in society from both the social and civil points of view. It also represents an informal learning context where competence and knowledge are acquired, often in a tacit and indirect way. This research focuses on the key competences of the third sector professionals and on the pedagogical methods to make them visible and to encourage their recognition. The quantitative and qualitative data sources include: questionnaires, focus groups, and diaries. The results show that the informal learning of key competences by professionals is a primary result of their activities that should be given greater visibility. Six areas of expertise have been identified in order to classify the range of knowledge and competence. The pedagogical approach has highlighted the importance of the tutor who applies narrative tutoring methods to facilitate the recognition of competences and their enhancement for personal and professional development. The full enhancement of competences, considered as the strengthening of people’s reflection and planning potential, requires policies that can be eectively applied to the national competences certification system.
DI RIENZO, P. (2020). Making Informal Adult Learning Visible. The Recognition of the Third Sector Professionals’ Key Competences. EDUCATION SCIENCES, 10(228), 1-15 [10.3390/educsci10090228].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/372043
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