Qualification of Adult Educators in Europe: Insights From the Portuguese Case

This article explores the role of the European Union in defining an adult educa-tion policy and the way European countries appropriate those guidelines and im-plement them in their realities. These policies have been widening and diversify-ing adult education, creating the necessity of qualifying educational profession-als. With the implementation of some adult education political measures, new educational practices were developed and new professional activities were born. To discuss some of these issues, the data used are from research integrated in a PhD Iâ m working towards in Education, with a specialisation in adult training. This investigation is about the qualification of adult educators working in the processes of recognition of prior learning.