Tempere. Historias de idiomas adultos de la escuela secundaria. Tesis
New Curriculum in Finland, August, 2016 The new Finnish core curricula for pre-primary education, for basic education and for general upper secondary schools are now accessible to the international reader. They are available in English in print, and the digital publications are due to be released in August.
USA Montessori high schools
social skills need time and stronger child development
Dónde puedes buscar ayuda para tus ideas edutopia.org/topics
- oral oracy assessment strands.pdf
http://www.zebelle.com para buscar tutor
ADUTL PARTICIPATION
The questions we seek to answer in this paper are: How do adult educators explain why it seems difficult to attract people with lower educational attainment to organized learning activities? And consequentially, how can adult education institutions address issues gathered from our data in order to attract this target group?
Why do people with little formal education not participate in lifelong learning activities? The views of adult educators
The fact that adults chose to spend otherwise free time on participating in adult education courses used to fascinate researchers. But when lifelong learning was discovered to be a driving force for the economy, participation in learning activities became an adult’s obligation, and thus, those who stay away have become interesting. This paper adds a new point of view to the picture by adding the perspective of adult educators – people who have regular interactions with both non-participants and participants, and thus gives a different vantage point than prior research has given. The authors present the results of a qualitative study based on small focus group interviews with a total of 22 adult educators from eight lifelong learning centres in Iceland. According to their findings a large portion of non-participants with lower levels of formal education, express a longstanding desire to further their education but many stay away because of insecurity, distrust in their learning abilities and negative earlier experience of school. The results indicate that a substantial number of non-participants in Iceland stay away from organized learning because of prior bad experiences and a lack of self-esteem. These findings should encourage lifelong learning organizations to design and present their offerings in ways that take this insecurity into account.
(...) This consistency over time can easily be shown by comparing the results of an international survey with a recent, local one: Connells’ (1999) international comparison shows results similar to earlier accounts, such as Cross (1981). These studies both indicate that people who are less likely to participate in organized learning activities:
- are unemployed and / or economically inactive
- have short formal education
- work in small companies
- are older
Similar results are evident in a recent review of work-market indicators from Iceland:
- Less than a third of the unemployed in Iceland, or those who are economically inactive, participated in organized learning activities, while about half of those who were economically active did. One third of Icelanders who had finished only compulsory school education took part in adult education while two thirds of the people with university degrees did.
- Half the people working in Icelandic companies with fewer than 50 employees participated in continuing education activites, while roughly two thirds of those working in bigger companies did.
- Older people were less likely to participate than the young (Jón Torfi Jónasson & Andrea Gerður Dofradóttir, 2009). P. 4
(...) How do adult educators explain why it seems difficult to attract people with lower educational attainment to organized learning activities?
(...) A large proportion of the (former) non-participants contacted by the lifelong learning centres thus tell stories of how school, as a system, marginalized people who did not manage to flow effortlessly with the stream. These peoples’ stories indicate that pupils who had difficulties with reading or concentrating and who preferred practical projects to abstract and academic ones were in danger of dropping out of school. Therefore many of them seem to foster negative feelings and attitudes towards school and even to organized learning. P. 9
Implications for practice A major concern for the field of adult education has been to offer adults with little formal education opportunities to raise their level of education. The rationale behind official interest in adult education is the idea that more education can benefit this segment of society in many ways (European Commission/EACEA/Eurydice, 2015) and can benefit society as a whole, too. However, as we have shown above, studies on participation have throughout the last 50 years consistently shown that in general the same groups of people participate in educational opportunities offered both through official channels as well as others. Moreover, research showing that people with less formal studies participate less in adult education than others seems to have spured policies, in many western societies, targeting this group with offers for more education. But the numbers indicate that such offerings do not seem to change the picture. People with little formal education still participate less than those with more formal education (cf. discussion in section 2, above). (...) Probably the most successful method already used by the Icelandic lifelong learning centres to recruit new learners has been to send career and study counsellors out to workplaces to offer individual counselling on learning possibilities. P. 10
(...) a contract the lifelong learning centres have with the state to offer study counselling in the workplace. It is well known that a “one-on-one” method tends to be the most effective way to mobilize people. This has become very evident in this nationwide project (Nordic network for adult learning (NVL), 2011). It is evident from our data that many non-participants seem to have an aversion to educational institutions based on either a lack of knowledge about opportunities, or negative prior experience. Their aversion should lead institutions to offer learning opportunities to this group, using all marketing methods available to them in order to attract the learners they serve, and personal contact seems to be one of the most effective ones.
(...) Thus exploring these barriers and finding ways to lowering them should be part of an institutions toolbox. This would include ways of making an organization offering adult education look and “feel” different from school. Again individual interviews with potential participants have also been shown to be helpful. Moreover encouraging participants to recruit peers might be a viable path as well as finding ways to get the message across that in spite of prior negative experiences, many have benefited from participating in adult education. P. 10
(...) A well known practical example is so called “learning-stations” (German: Lernstationen) (Dehnbostel, 2008) where workers enter special practice stations, on the assembly floor, where they take time to analyse their practice and develop it. One argument, among many others, for the development of such methods and practices, where learning finds place at the place of work, is to bring learning opportunities to workers who otherwise do not want to sit at desks far away from the situations they are learning about. P. 11
Boeren research. Theoretical Models of Participation in Adult Education.
(...) high-educated adults within the European Union participate seven times more in educational activities than low-educated adults. Young people take part approximately 2.5 times more than the elderly, and other differences also exist, based on labour market status. The differences by gender are smaller.
(...) Women, older people, adults with a weak socio-economic background, those who are low-skilled, adults with insufficient literacy, adults employed in jobs requiring few skills, the unemployed, and migrants turned out to be the groups who were least likely to participate in educational activities.
The phenomenon of older people participating less in educational activities is confirmed several times within the literature (Bélanger, 1997; Doets, et al., 2001; Edwards, et 7 al., 1996). Older people have less long-term prospects in the labour market, making an investment in their job-related skills less attractive. The costs are probably just as high as for other age groups, but the benefits are lower, as the updated knowledge and skills will not be applied for a long time. This means that they and their employers are less prepared to invest in educational activities. Another explanation is that the competencies of the elderly are often obsolete, which makes it more difficult for them to take part in an educational activity, as they often lack the required starting competencies (Jacobs & van der Kamp, 1998).
Women also appear to receive less support from their employers (OECD, 2003). They report more family-related obstacles (OECD, 2001). It has also been noted that women have different patterns of participation than men (Houtkoop & van der Kamp, 1992). Women participate more in leisure-oriented educational activities, while men participate more in vocationally-oriented educational activities. Similar findings on gender and participation can also be found in the work of Hayes (1989), Sargant and Tuckett (1999), and Tuijnman and Schuller (1999).
New Curriculum in Finland, August, 2016 The new Finnish core curricula for pre-primary education, for basic education and for general upper secondary schools are now accessible to the international reader. They are available in English in print, and the digital publications are due to be released in August.
USA Montessori high schools
social skills need time and stronger child development
Dónde puedes buscar ayuda para tus ideas edutopia.org/topics
- oral oracy assessment strands.pdf
http://www.zebelle.com para buscar tutor
ADUTL PARTICIPATION
The questions we seek to answer in this paper are: How do adult educators explain why it seems difficult to attract people with lower educational attainment to organized learning activities? And consequentially, how can adult education institutions address issues gathered from our data in order to attract this target group?
Why do people with little formal education not participate in lifelong learning activities? The views of adult educators
The fact that adults chose to spend otherwise free time on participating in adult education courses used to fascinate researchers. But when lifelong learning was discovered to be a driving force for the economy, participation in learning activities became an adult’s obligation, and thus, those who stay away have become interesting. This paper adds a new point of view to the picture by adding the perspective of adult educators – people who have regular interactions with both non-participants and participants, and thus gives a different vantage point than prior research has given. The authors present the results of a qualitative study based on small focus group interviews with a total of 22 adult educators from eight lifelong learning centres in Iceland. According to their findings a large portion of non-participants with lower levels of formal education, express a longstanding desire to further their education but many stay away because of insecurity, distrust in their learning abilities and negative earlier experience of school. The results indicate that a substantial number of non-participants in Iceland stay away from organized learning because of prior bad experiences and a lack of self-esteem. These findings should encourage lifelong learning organizations to design and present their offerings in ways that take this insecurity into account.
(...) This consistency over time can easily be shown by comparing the results of an international survey with a recent, local one: Connells’ (1999) international comparison shows results similar to earlier accounts, such as Cross (1981). These studies both indicate that people who are less likely to participate in organized learning activities:
- are unemployed and / or economically inactive
- have short formal education
- work in small companies
- are older
Similar results are evident in a recent review of work-market indicators from Iceland:
- Less than a third of the unemployed in Iceland, or those who are economically inactive, participated in organized learning activities, while about half of those who were economically active did. One third of Icelanders who had finished only compulsory school education took part in adult education while two thirds of the people with university degrees did.
- Half the people working in Icelandic companies with fewer than 50 employees participated in continuing education activites, while roughly two thirds of those working in bigger companies did.
- Older people were less likely to participate than the young (Jón Torfi Jónasson & Andrea Gerður Dofradóttir, 2009). P. 4
(...) How do adult educators explain why it seems difficult to attract people with lower educational attainment to organized learning activities?
(...) A large proportion of the (former) non-participants contacted by the lifelong learning centres thus tell stories of how school, as a system, marginalized people who did not manage to flow effortlessly with the stream. These peoples’ stories indicate that pupils who had difficulties with reading or concentrating and who preferred practical projects to abstract and academic ones were in danger of dropping out of school. Therefore many of them seem to foster negative feelings and attitudes towards school and even to organized learning. P. 9
Implications for practice A major concern for the field of adult education has been to offer adults with little formal education opportunities to raise their level of education. The rationale behind official interest in adult education is the idea that more education can benefit this segment of society in many ways (European Commission/EACEA/Eurydice, 2015) and can benefit society as a whole, too. However, as we have shown above, studies on participation have throughout the last 50 years consistently shown that in general the same groups of people participate in educational opportunities offered both through official channels as well as others. Moreover, research showing that people with less formal studies participate less in adult education than others seems to have spured policies, in many western societies, targeting this group with offers for more education. But the numbers indicate that such offerings do not seem to change the picture. People with little formal education still participate less than those with more formal education (cf. discussion in section 2, above). (...) Probably the most successful method already used by the Icelandic lifelong learning centres to recruit new learners has been to send career and study counsellors out to workplaces to offer individual counselling on learning possibilities. P. 10
(...) a contract the lifelong learning centres have with the state to offer study counselling in the workplace. It is well known that a “one-on-one” method tends to be the most effective way to mobilize people. This has become very evident in this nationwide project (Nordic network for adult learning (NVL), 2011). It is evident from our data that many non-participants seem to have an aversion to educational institutions based on either a lack of knowledge about opportunities, or negative prior experience. Their aversion should lead institutions to offer learning opportunities to this group, using all marketing methods available to them in order to attract the learners they serve, and personal contact seems to be one of the most effective ones.
(...) Thus exploring these barriers and finding ways to lowering them should be part of an institutions toolbox. This would include ways of making an organization offering adult education look and “feel” different from school. Again individual interviews with potential participants have also been shown to be helpful. Moreover encouraging participants to recruit peers might be a viable path as well as finding ways to get the message across that in spite of prior negative experiences, many have benefited from participating in adult education. P. 10
(...) A well known practical example is so called “learning-stations” (German: Lernstationen) (Dehnbostel, 2008) where workers enter special practice stations, on the assembly floor, where they take time to analyse their practice and develop it. One argument, among many others, for the development of such methods and practices, where learning finds place at the place of work, is to bring learning opportunities to workers who otherwise do not want to sit at desks far away from the situations they are learning about. P. 11
Boeren research. Theoretical Models of Participation in Adult Education.
(...) high-educated adults within the European Union participate seven times more in educational activities than low-educated adults. Young people take part approximately 2.5 times more than the elderly, and other differences also exist, based on labour market status. The differences by gender are smaller.
(...) Women, older people, adults with a weak socio-economic background, those who are low-skilled, adults with insufficient literacy, adults employed in jobs requiring few skills, the unemployed, and migrants turned out to be the groups who were least likely to participate in educational activities.
The phenomenon of older people participating less in educational activities is confirmed several times within the literature (Bélanger, 1997; Doets, et al., 2001; Edwards, et 7 al., 1996). Older people have less long-term prospects in the labour market, making an investment in their job-related skills less attractive. The costs are probably just as high as for other age groups, but the benefits are lower, as the updated knowledge and skills will not be applied for a long time. This means that they and their employers are less prepared to invest in educational activities. Another explanation is that the competencies of the elderly are often obsolete, which makes it more difficult for them to take part in an educational activity, as they often lack the required starting competencies (Jacobs & van der Kamp, 1998).
Women also appear to receive less support from their employers (OECD, 2003). They report more family-related obstacles (OECD, 2001). It has also been noted that women have different patterns of participation than men (Houtkoop & van der Kamp, 1992). Women participate more in leisure-oriented educational activities, while men participate more in vocationally-oriented educational activities. Similar findings on gender and participation can also be found in the work of Hayes (1989), Sargant and Tuckett (1999), and Tuijnman and Schuller (1999).
http://www.research.ed.ac.uk/portal/files/14793445/BOEREN_Theoretical_Models_of_Participation_in_Adult_Education.pdf
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