American International Journal of Social Science

Professionalization of Adult Educators: The Philippine Experience
Adelaida C. Gines

Abstract
Literatures show that professionalization in adult education/adult literacy is one least studied approach to professional development and performance improvement. Hence, this study looked into the professionalization of adult educators. Specifically, this research is aimed to give answers to the following 1) Develop the concept of adult educators and professionalization of adult educators in Philippine context; 2) Determine the strategies in the professionalization of adult educators; and 3) Identify best practices of Higher education Institutes (HEIs) in contributing to professionalization of adult educators. Descriptive qualitative analysis of existing documents, focus group discussion among officials and faculty members of HEIs specifically the National Network of Normal Schools (3NS), TESDA and other professional organizations were conducted on top of one on one and face to face interview with a number of experts in the field of adult education and Professional Regulation Commission (PRC) of the Philippines. Results reveal that professionalization among educators focus more on enhancement of individual skills, knowledge, attitude, ethics and accountability of practitioners. Professionalization as practised in the Philippines has a variant of licensing, certification, assessment, accreditation and continuing professional development activities.

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