PECULIARITIES OF APPLICATION OF THE CASCADE APPROACH IN ADULT EDUCATION OF THE GREEK REPUBLIC
Abstract
In the publication the author analyzes the problem of the main characteristics, advantages and requirements of intervention of the cascade model in adult learning and education of Greek Republic. It was provided evidence from large scale cascade model training interventions in Greece during the last fifteen years. It should be noted that Greece has an almost unique characteristic; in the Greek territory there are more than 200 islands a fact that causes difficulties to large scale or national level educational programs). This characteristic could be considered as one of the factors that cascade model programs are among the first choices for the organization of training programs addressed to high numbers of final recipients. All programs presented here fall into the field of adult education and concern training of trainers for continuing vocational training activities (programs that are connected with economy and employment) and general adult education programs (programs for leisure time and personal development) and were funded by the European Social Fund.
Based on international experience from a review of the literature, it was concluded that Greece is one of the few countries in which this model has been widely implemented. It has been found that more than 20,000 adult educators have been trained using the cascade model in four different cases over a period of less than fifteen years. The experience gained through the implementation and evaluation of these programs shows that a cascade approach may be the best choice when you have to deal with a large number of final recipients in parallel with limited time and costs.
Thus, it was concluded that the decisive factors for the implementation of the cascade model are: design based on the needs of the final recipient, careful selection of experts and trainers at the first stage, constant monitoring of the deployment and good preparedness of the program, exhaustive training material. The prospect of further research in this area may be the use of a cascade approach in the professional development of teachers of the Greek Republic.
Key words: distance learning, cascade approach, adult education, lifelong learning, adult trainer, Greek Republic.
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References
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References (translated and transliterated)
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Cheese, J. (1986). Cascading the Training. Innovation in Education and Training International. 23(3). Pp. 248-252 (in English)
Jacobs, R. L., & Russ-Eft, D. (2001). Cascade Training and Institutionalizing Organizational Change. Advances in Developing Human Resources. 3(4). Pp. 496–503 (in English)
Karalis, Thanassis. (2016). Cascade Approach to Training: Theoretical Issues and Practical Applications in Non-Formal Education. Journal of Education & Social Policy. 3 (2). Pp. 104-108 (in English)
Kokkos, A., & Karalis, T. (2009). Educating the Adult Educators: Implementation and Evaluation of the first National Adult Educators Education Program in Greece, Inaugural Conference of Network on Adult Educators, Trainers and their Professional Development, ESREA – European Society for Research on the Education of Adults, University of Macedonia, Thessaloniki, Greece, 6-8 November 2009. In G. K. Zarifis, & E. Panintsidou (eds.), 2009. Educating the Adult Educator: Quality Provision and Assessment in Europe. Thessaloniki: University of Macedonia. Pp. 79-86 (in English)
Kokkos, A., Koulaouzides, G. A., & Karalis, T. (2014). Becoming an Adult Educator in Greece: Past Experiences, Existing Procedures and Future Challenges, Andragogical Studies, 2, 95-105 (in English)
Zarifis, K., Bonidis, K., Papadimitriou, A. et al. (2017). Greece, Italy, Spain, Cyprus, Portugal, Malta and Turkey George: Executive Summary. In: BROAD RESEARCH ON ADULT EDUCATION IN THE EU. Deliverable 2.1. Edited by Natasha Kersh and Hanna Toiviainen. 235-255 (in English)
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