Development, inplementation and evaluation of Adult and Continuing Education programmes

Course Information
TitleΣχεδιασμός εφαρμογή και αξιολόγηση προγραμμάτων Συνεχιζόμενης Εκπαίδευσης / Development, inplementation and evaluation of Adult and Continuing Education programmes
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Zarifis
Course ID600003489

Programme of Study: Paidagōgikī epistīmī 2016

Registered students: 6
OrientationAttendance TypeSemesterYearECTS
Synechizómenī EkpaídeusīCompulsory Course2110

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Faculty Instructors
Weekly Hours2
Total Hours26
Class ID
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Examination)
Required Courses
  • ΠΕ101 Quantitative methods in Educational Research
  • ΠΕ103 Academic writtening
  • ΠΕ102 Qualitative methods in Educational Research
  • ΠΕ601 Theoretical foundations, historical perspectives and basic principles of Adult and Continuing Education
General Prerequisites
Relevant Pedagogical Courses and Seminars (P1807, P1808, P1811 and P1812) offered in the undergraduate programme of the Department of Education in AUTH or equivalent courses from other departments, as well as basic knowledge in research methodology in social sciences, epistemology and history of education.
Learning Outcomes
The purpose of this postgraduate course is to introduce and familiarize the participants with practical issues which wear in the field of continuing education with emphasis on fashion design, implementation and evaluation of educational programs. Specifically, the course focuses on issues related to the ex ante planning, structuring and organizing Continuing Education programs, exhibits promoters and the structures providing the programs, analyzes phases programs organization, refers to economic management issues, while placing a strong emphasis on Continuing Education program evaluation issues. During the course analyzed further issues in educational methodology and mainly educational techniques (with particular emphasis on the method of simulation and active participatory teaching techniques), types and function of teaching aids the functioning of educational space and time . The course analyzes finally faces reality with reference to examples of programs and research in the area of ​​Continuing Education. It is emphasized that the increase of the evaluation procedures and their systematic penetration in almost every facet of human life is now an undeniable reality. Specifically, we have turned into a "community rating" impregnated by the influence of the power of numbers, points, goals and levels in order to achieve the quality, transparency, equality and reliability. Based on the above general assessment examined end whether the content, methods and manner of provision of Continuing Education programs aimed primarily at adults meet their needs, and how it affected the quality of these programs (safeguard issues quality). Valuing learning in Continuing Education programs is a demanding process in which teachers have a crucial role. This is perhaps most evident in Continuing Education programs organized within the learning organization where the assessment and evaluation of the effectiveness of learning through a program requires many times measurable characteristics aimed mainly the transfer of learning. After completing this course participants will be able to (knowledge, skills, abilities NQF level 7): KNOWLEDGE - Understand the importance of communication and how this is achieved within the formal education and adult special groups. - Know the factors reinforcing effect on participation in continuing education programs as well as those who operate inhibitors. - Understand the importance of recognition and certification of qualifications and the factors that contribute to the development and expansion of the systems. - They understand the needs of reference groups, and communication and development dynamics among their members. - Understand the importance of the identification of learning needs in Continuing Education programs and issues that arise during the process of this determination. SKILLS - Analyze research findings relevant to the diagnosis of labor market needs, forecasting skills and qualification and other relevant studies. - Analyze key issues in relation to the effectiveness of learning in Continuing Education programs (e.g transfer of skills in the workplace). - Explain and interpret the general and specific learning objectives in a Continuing Education program, and the need for "opening" of specific objectives taking into account the learning needs of program participants. - They plan Continuing Education and Adult Education programs taking into account the structural elements and the type of program. - Implement Continuing Education and Adult Education programs taking into account the structural elements and methodology of adult education. - Evaluate a program or a program section with the objectives set. COMPATENCES - Develop a critical attitude to the Continuing Education program design taking into account the structural elements and the type of program. - Compare and make diagnosis and determination of learning needs of learners in the process of designing a program of Continuing Education and Lifelong Learning.
General Competences
  • Apply knowledge in practice
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
1. Types and continuing education programs structure: basic building blocks and how structuring develops. 2. Design of continuing education programs: main parameters and principles. 3. Infrastructure Issues in the design of programs and the role of the trainer. 4. Learning needs and participation factors in training. 5. Modern approaches learning motivation and participation and factors affecting choice of adult participants in organized educational activities. 6. Reference groups in continuing education programs and record-diagnosis of their needs. 7. The importance of group dynamics. 8. Targets and continuing education programs objectives. 9. Contents of learning and manipulating the process: how to choose the contents of learning and teaching. 10. Teaching approaches, instruments and learning facilitation techniques. 11. Learning Assessment Issues in objectives and targets programs. 12. Self-assessment of trainees in continuing education programs, manipulating horizontal forms of assessment, the use of the trainees files (portfolios) in the evaluation process, comprehensive program evaluation, internal and external evaluation, recognition and validation of informal learning, the need for analysis valuation of the learning experience in the workplace. 13. The adult trainer and facilitator role, teacher-student relationship, the importance of critical thinking and research on adult instructor, systematization of the role of adult educator, the identity of the adult trainer, adult educator as a professional.
adult education, continuing education, lifelong learning, curriculum development, learning outcomes, learning objectives, teaching methodology, evaluation and assessment, professional role of adult educators
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Interactive excersises
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Interactive Whiteboard. Personal computers. Power point. Video. Moodle. The educational material also includes: • Original scientific literature in Greek and English languages that is adapted, if and where needed, to the needs of the adult learner with the use of a specially designed Study Guide. The Study Guide will be drawn up during the previous academic year. • Self-assessment exercises, training videos, presentations will be developed by the professor during the academic year. • Supplemental educational materials for further study will be posted on the electronic site of the professor. • Specially designed training materials to cover gaps in the literature and adapted to the needs of the programme.
Course Organization
Reading Assigment1004
Written assigments753
self-reflective techniques502
Student Assessment
The evaluation language is Greek. The overall assessment is total/presumptive on the basis basis of a written assignment in the course. The theme and content of the written work should be part of the 13 subject areas discussed during the course (based on the syllabus which was presented above). The final version of the assignment must be a typed and printed or digital text which will not exceed 30 pages (i.e 8,000 words with the literature and without appendices or sources which should be submitted separately or attached to the assignment in a separate file), with 1½ spacing between lines, 2.5 cm page margins and font size 12. Handwritten assignments will not be accepted. The written assignment evaluation criteria are accessible to all students through the website and are as follows: Criterion 1: Understanding of ideas and content (5 points) • The student perfectly understands the wording of the question and fully meets the requirements of the assignment (5.0 - 4.0). • The student understands the wording of the question and satisfactorily meet the requirements of the assignment (3.9 - 2.5). • The student insufficiently understands the wording of the question and does not respond only partly to the demands of the assignment (2.4 - 1.0). • The student hardly understands the wording of the question and does not meet the requirements of the assignment (0.9 - 0.0). Criterion 2: Structure and application of academic writing rules (1.5 point) • The student fully understands and optimally applies the rules for constructing an academically written assignment (1.5 - 1.2). • The student generally understands and applies largely the building rules of academic work (1.2 - 1.0). • The paper presents prominent and significant shortcomings in the implementation of using codes in an academic work (0.9 - 0.5). • The paper presents basic and fundamental deficiencies in the understanding and application of construction rules of an academic work (0.4 - 0.0). Criterion 3: Presentation and linguistic expression (1.5 point) • The student fully understands and optimally applies the presentation rules of an academic work (1.5 - 1.0). • The student generally understands and applies largely the presentation rules of an academic work (0.9 - 0.5). • The paper presents obvious and significant defects in the application of the rules of an academic work (0.4 - 0.0). Criterion 4: Research and evidencing (2 points) • The work presents very clear personal research evidence (2.0 - 1.5). • The paper presents sufficient evidence of personal research (1.4 - 1.0). • The work shows little or no evidence of personal research (0.9 - 0.0).
Student Assessment methods
  • Written Assignment (Summative)
  • Report (Formative)
  • Labortatory Assignment (Formative)
Additional bibliography for study
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