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Planning and Implementation of an Educational Programme for Adult Educators’ Training: The Case Study of a 25-hour Distance and Face-to-Face Programme

Marios Koutsoukos, Eleni Mavropoulou, Stavroula Antonopoulou, Erikaiti Fintzou

ASPETE (Greece), Aristotle University of Thessaloniki (Greece), American Farm School (Greece)





This article outlines the planning and implementation of a 25-hour adult educator training programme conducted at the American Farm School (AFS) in April-May 2024. The programme, entitled "Basic Principles and Teaching Methodology of Adult Education," used a combination of distance and face-to-face instruction. The target group was active adult educators and employees of this educational organisation. The programme was designed to encourage active participation and the use of experiential learning techniques in all individual modules. The participants in the programme stated that the most important motives for their participation in the training process were the acquisition of practical skills in teaching methodology, the preparation for the adult educator certification examinations, the broadening of theoretical knowledge in the field of adult education, obtaining the certificate of attendance to enrich their CVs and widening their circle of acquaintances. The trainees were enthusiastic about all the individual modules of the programme and their expectations were largely met. However, they did express a desire for more hours of face-to-face training.


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