By implementing the “My Professional ID” project the Consortium of partners aimed at addressing specific gaps concerning identified three macro-competencies fields. The first specific envisaged objective that was achieved through the project implementation was the development of training resources for the acquisition of linguistic, digital and professional identity building competencies. Additionally, the Consortium connected a sub-objective of using the non formal education as a base method to develop the training resources, firstly to make the training experience more appealing and engaging, and secondly to promote the recognition of non formal education-based training experiences as qualitative opportunities for competencies acquisition. The second specific envisaged objective that was achieved through the project implementation was up-skilling adult educators through immersive international training experiences, providing them with linguistic, digital and professional identity building competencies, tools and methods.
The Consortium decided to apply for “My Professional ID” project because they agreed that there were some gaps in terms of adult educators’ competencies and there was a need for upskilling in order to improve the quality of the services offered to different target groups of learners. Among the various needs, the Consortium decided to give priority to: Linguistic competencies Teaching is not only a matter of knowing the subject well, it is important to be able to communicate, explain and mediate, especially when considering the peculiarities of the various target groups of learners that are involved and engaged in adult education. Digital Skills Nowadays, it is fundamental for adult educators to be able to create digital content and employ digital technologies to make their teaching more appealing, stimulating and interactive. A simple PowerPoint Presentation with transitions and animation in not considered enough anymore… Building Professional Identity In adult education, there is a missing bridge between the end of the educational pathway and the entry into the labour market (or, in case, continue education). Adult educators should be able to provide learners with adequate support in building their professional profile.