Changes in the activity of the adult educator

Abstract

This article aims to analyze the influence of the specificity of the practices of recognition, validation, and certification of nonformal and informal learning on the functions and knowledge of adult educators, who work with adults with low school education levels. From a theoretical point of view, we have based our research on the issues of adult education, experiential learning, and evaluation. Apart from an analysis of the functions and knowledge required of the trainers who work in the teams of the studied centers of recognition, validation, and certification of nonformal and informal learning, we are going to examine the issues that they are confronted with in their professional practices.