Professionalisation in times of crisis : supporting qualifying adult educators in their higher education studies

Abstract

This chapter reports case study research findings on higher education course curriculum and practices that impact the professionalisation of (prospective) adult educators, particularly in a (post)-COVID-19 crisis context. Grounded in critical education and learner-centred education scholarship, the analysis problematised secondary data concerning part-time students reading for the Bachelor’s (Honours) Degree in Adult Education, Training, and Development at the University of Malta. Course alignment to professional and personal aspirations, flexibility, and decision-making opportunities on resources, lecture modalities, time frames etc. featured among the drivers of sustainable professionalisation. Health and family problems and pressures from full time employment hindered or stalled studies. Findings position (prospective) adult educators as catalysts to reforming the status of adult educators and trainers, and of emancipatory change in the culture of adult and lifelong education in a (post-) COVID 19 context. Nonetheless, this was found to be contingent on higher education institutional learning, warranting of adult educators and trainers, improvements in working conditions and work-life balance.