In this paper, I intend to clarify the historical process in which the profile of a new lifelong learning facilitator has been formed within the integrated system of lifelong learning in Italy since the l990s. Facilitators or trainers of lifelong learning were divided by various fields, but now they have come to be considered according to common functions and jobs. In this paper, their profiles are understood based on four groups, which were historically formed separately, namely: staff, operators, facilitators and trainers. The first group consists of staff working in the private or nonprofit sector in the field of adult education and socio-cultural activities. The second group consists of operators from public sector education and cultural facilities, and personnel involved in adult education administration. The third group consists of trainers of private sector vocational training entrepreneurs. The fourth group is personnel and trainers of public vocational training centers. There are people who have various other roles supporting the leaning process, not only lecturers but also such jobs as managers, tutors, programmers, and counselors. These roles and jobs as lifelong learning facilitators are being established with special occupational descriptions. This paper considers the role and function of such lifelong leaning facilitators from the viewpoint of the "competence of competencies," that is to say, their competence in developing learning competencies.
- 法政大学キャリアデザイン学部紀要 = 法政大学キャリアデザイン学部紀要
法政大学キャリアデザイン学部紀要 = 法政大学キャリアデザイン学部紀要 5, 157-180, 2008-03