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Andragoški center
Slovenije, 15. oktober, 2002
PRISPEVKI:
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Why people learn? Auto/biographical perspectives
dr. Linden West
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Widening and motivating participation in adult learning - evidence
from the Adult and Community Learning Fund projects
dr. Jan Eldred
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Vloga učitelja pri motiviranju učenja
dr. Barica Marentič Požarnik
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Motivacija "luzerjev"
dr. Albert Mrgole
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Uloga obrazovanja odraslih u ostvarivanju makroekonomskih ciljeva
i osobnog razvoja pojedinca
dr. Vinko Barić
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Motivacija odraslih za izobraževanje - rezultati dveh raziskav
Marko Radovan
Dr Linden West
Canterbury Christ Church University College, United Kingdom
WHY AND HOW PEOPLE LEARN: AUTO/BIOGRAPHICAL PERSPECTIVES
In this paper I explore why and how adults engage in learning and what
enables them to continue to do so, in sometimes profound and
transformational ways, even in oppressive situations. The argument at
the heart of the paper is that motivation in learning is often related
to ‘encounters with change’ in people’s lives. A key issue, in this
context, is how some people, more than others, successfully manage
change, including major dislocations in their lives, and remain
psychologically open to new experience and possibility, rather than
becoming paralysed and defensive in their light. It is suggested that
change, and its relationship to learning, needs to be understood at
three different but interrelated levels: cultural, social as well as
psychological. Culturally, we live at a deeply paradoxical moment,
generating frightening degrees of change and uncertainty alongside new
opportunities for experiment with identities. Earlier forms of
industrial and agrarian societies, for instance, provided social
scripts, which individuals were expected to learn, but contemporary
societies are placing more responsibility on individuals to compose
their own identities and learn on more of their own terms. The social
situations, and relationships, in which we are embedded, are also
important in understanding our orientation to change, as is our inner,
psychological world, and its dynamics.
The paper uses ‘auto/biographical’ research, and what I term a cultural
psychology of learning - drawing on sociology and feminism, including
feminist psychoanalysis - to document and interpret the reasons adults
give for engaging in learning, what enables them, or not, to succeed in
the task and how these processes can be explained. The emergence of
auto/biographical methods reflects a rising interest in lifelong,
holistic approaches, and in narrativity, oral history and biography. The
application of such methods to the study of adult learning derives from
a conviction that learners themselves have, until recently, rarely been
encouraged to reflect on and to interpret, in depth, their motives for
and experiences of learning, across the totality of their lives. Many
studies, particularly using survey and or quantitative/quasi
experimental methods, have barely scratched the surface of the complex
and diverse motives people have for learning and its impact on lives and
identities. Auto/biographical methods also focus on the role of the
researcher and his/her autobiography in shaping research, including the
extent to which this becomes an empowering and mutually reflective space
for learning.
Using examples from two longitudinal, in-depth and dialogic
auto/biographical studies – of adult learners in communities
experiencing economic dislocations and of doctors and their learning in
difficult inner-city contexts – I illustrate how adult learning is often
a consequence of and implicated in encounters with change, and of
struggles over identity and for authenticity and meaning in a life. I
illuminate how the stories people tell about their reasons for, and
experiences of, learning themselves change, as they become more
confident in new identities, in their capacity for agency in a life and
in the research relationship. I consider the role of story telling
itself – what Freud called narrative truth – in learning and agency. I
conclude by suggesting that transformational learning is a deeply
emotional, spiritual, cognitive, discursive but also inter-subjective
process; the quality of our relationships with significant others, the
availability of transitional spaces – such as in higher education or an
experiential learning group – as well as access to a more diverse
narrative repertoire, appear to be crucial in managing change, in
psychological growth and in creating greater agency in a life.
Na vrh strani ^
Dr. Jan Eldred
National Institute for Adult Continuing Education (NIACE), United
Kingdom
WIDENING AND MOTIVATING PARTICIPATION IN ADULT LEARNING: EVIDENCE
FROM THE ADULT AND COMMUNITY LEARNING FUND IN ENGLAND
Surveys in the UK suggest that those who are most successful in initial
learning are likely to continue to take up further learning
opportunities throughout their adult lives. Those who are well qualified
earn more and enjoy healthier lifestyles than those who have few or no
qualifications.
The need for widening participation was clearly expressed in the Kennedy
Report of 1997, called Learning Works, followed by a report called, The
Learning Age in 1998. As part of its response to the challenge of how to
motivate adults and widen participation, the Department for Education
and Employment (DfEE, now called the Department for Education and
Skills, DfES) launched The Adult and Community Learning Fund (ACLF). It
was designed to develop projects which explored interesting, innovative,
imaginative and creative ways of reaching, teaching and supporting the
progression of adults who are not traditionally found in learning
activities.
There have been six rounds of applications to the Fund since 1998. The
latest opportunity was for 5 million pounds (sterling) for 200 projects
which began on April 1st 2002. Many lessons have emerged from the
monitoring and evaluation of the projects as well as from the studies
which have been conducted. This presentation tells of the current
participation in adult learning in the UK, the immediate need to
continue to widen participation and the way in which the ACLF has been
managed and developed. The lessons learned from the evaluation of the
projects are discussed and project examples are presented to illuminate
and illustrate the evidence.
Some projects have been supported with very small amounts of money for
short periods of time whilst others have received larger amounts for up
to 3 years. They have worked with people from minority ethnic groups,
those who have physical and/or learning difficulties and disabilities,
older people, young, single parents, those who are unemployed, refugees
and asylum seekers as well as people living in disadvantaged
neighbourhoods. Projects have used such themes as arts and culture,
media, literacy, language and numeracy, family learning, sports, the
environment, reminiscence and health to attract participants and respond
to their interests.
All projects have identified the centrality of support for learners, the
need for information, advice and guidance to encourage progression and
diversity of progression opportunities as keys to success. The necessity
for small, incremental steps to learning, which take time and resources
are highlighted.
Finally, the ways in which the ideas, information and innovation have
been disseminated to wider audiences and embedded in practice are
presented.
6AK_02_jan_eldred.pdf (PDF, 243 kB)
Na vrh strani ^
Prof.dr. Barica
Marentič Požarnik
Filozofska fakulteta, oddelek za pedagogiko in andragogiko
UČITELJ IN ŠOLA KOT DEJAVNIK MOTIVACIJE ZA UČENJE
Motivirati učno nemotivirane in manj sposobne učence imajo nekaterih za
najpomembnejši problem in nalogo izobraževanja za 21. stoletje (Hidi,
Harackiewicz, 2000). Tudi pri nas smo med probleme, ki naj jih pomaga
rešiti prenova izobraževanja, navedli premajhen poudarek razvoju
motivacije za izobraževanje (Izhodišča kurikularne prenove 1996, str.,
10).
Ob tem pa je med učitelji vseh stopenj, od osnovne šole prek srednjih,
zlasti poklicnih šol pa tja do univerze, slišati vse pogostejše tožbe o
splošnem pomanjkanju učne motivacije, nezainteresiranosti učencev, o
iskanju »bližnjic« do uspeha, o nepripravljenosti za trdo delo in
premajhni vztrajnosti. Iz razreda v razred naraščajoča apatija, odpor do
šole in učenja, »špricanje«, prezgodnje zapuščanje šole v obliki osipa,
odpor do ponovnega vključevanja mnogih odraslih v izobraževanje, so le
nekatere na zunaj vidne posledice takega stanja.
Vrsta ukrepov, ki smo jih uvedli ali okrepili v zadnjem času (tekmovanja
v znanju, vse večja teža ocen, zlasti tistih iz zunanjega preverjanja
ter raznih pravilnikov, podeljevanje različnih značk in nagrad, sistem
zbiranja točk pri napredovanju učiteljev…), imajo med drugim tudi za
namen, povečati stopnjo motivacije učencev in učiteljev. Ali pa to tudi
dosežejo?
V prispevku nameravam analizirati namere takih in podobnih ukrepov z
vidika predpostavk, na katerih slonijo, ter jih soočiti z nekaterimi
sodobnimi teoretskimi pogledi na človekovo motivacijo. Predvsem bom
skušala razstaviti dva pri nas kar razširjena »mita«:
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Da je vsako »pravo« učenje nujno povezano z neprijetnostjo, kar je treba
vzeti v zakup (pogojni naziv: »ricinus« teorija – požreti zoprno
zdravilo, da prideš do zaželenega rezultata),
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Da se bodo ljudje tem bolje učili, čim bolj jih bomo pri tem od zunaj
kontrolirali, spodbujali s tekmovanji, nagradami, točkami, sankcijami,
natančno merili in primerjali rezultate (pogojno jo imenujem teorija
»marionete«).
Ta dva »mita« bom
osvetlila z vidika:
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metaraziskav o odnosu med notranjo in zunanjo motivacijo na osnovi
teorije kognitivne evalvacije (CET) (Deci, Koestner, Ryan, 2001),
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motivacijskega modela Csikszentmihalyija in sodelavcev (o tem, pod
katerimi pogoji se lahko učenje uvrsti med aktivnosti, ki nam večajo
kvaliteto življenja, ki vodijo do stanja zanosa ali predanosti – »flow«)
(Csikszentmihalyi, 1997),
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ter končno raziskav o nekaterih značilnostih naših mladostnikov v
primerjavi z mladostniki v drugih deželah glede povezav med učno
motivacijo, doživljanjem ne-uspeha, strahom in samopodobo (Kobal, D.,
2001; Peklaj, C., 2001).
Na osnovi tega se lahko
vprašamo – čeprav odgovor glede na prevladujočo šolsko kulturo ne bo
lahek – kako doseči, da bi več otrok, mladostnikov in odraslih preneslo
»življenjsko žarišče« in iskalo osebno izpolnitev v sferi šole in učenja
v večji meri, kot do sedaj.
Viri:
Csikszentmihalyi, M., (1997). Finding flow. The psychology of engagement
with everyday life. New York: HarperCollins Publ.
Drugi viri v:
Marentič Požarnik, B.(2002) Notranja učna motivacija kot pogoj in cilj
kakovostnega izobraževanja. Vzgoja in izobraževanje, XXXIII, št. 3, 8-14
Na vrh strani ^
Dr. Albert Mrgole
Zasebni raziskovalec
MOTIVACIJA “LUZERJEV”
TEKST BO KMALU NA VOLJO.
Na vrh strani ^
Dr. Vinko Barić
Ekonomski fakultet Sveučilišta u Zagrebu, Hrvatska
ULOGA OBRAZOVANJA ODRASLIH U OSTVARIVANJU MAKROEKONOMSKIH CILJEVA I
OSOBNOG RAZVOJA POJEDINCA
Ostvarivanje ciljeva makroekonomskog razvoja ima sve manje ad hoc
karakter, a sve više dugoročni i razvojni karakter. Globalno
usmjeravanje gospodarskih tokova u okviru tzv. stabilizacijske politike
nedovoljno uvažava dugoročne efekte sadašnjih odluka u gospodarstvu.
Stoga,usmjeravanje gospodarskog i socijalnog razvoja sve više vodi
računa o politici ljudskog faktora, regionalnoj i intersektorskoj
strukturnoj politici.
Ljudski faktor predstavlja temeljni faktor ostvarivanja makroekonomskih
ciljeva. Kvalitetno poboljšanje ljudskog faktora usko se veže s čitavim
spektrom obrazovnih akcija ( uvođenjem obveznog školovanja, izgradnjom
škola, naknadnim produženjem školovanja, poboljšanjem obrazovnih
insititucija, povećanjem kvote maturanata i akademski obrazovanih
građana). Efekti obrazovanja odražavaju se neposredno na proces
gospodarskog razvoja kroz povećanje globalne produktivnosti rada. Ti
efekti jače dolaze do izražaja kroz veću mobilnost ljudskog faktora.
Mobilnost ljudskog faktora se manifestira u različitim oblicima. Stečeni
stupanj obrazovanja, stupanj specijalizacije, godine starosti u
određenim institucionalnim okvirima temeljne su determinante mobilnosti.
Pri klasifikaciji mobilnosti ljudskog faktora polazi se od ekonomskih,
socioloških i drugih kriterija. S ekonomskog stajališta bitno je uočiti
da li se radi o mobilnosti koja je svjesno poticana unutar pojedinih
poduzeća i njihovih složenih sustava. Daleko je složeniji fenomen
mobilnosti koji proizlazi iz dugoročnih promjena u strukturi
zapošljavanja u pojedinim sektorima gospodarstva. Kao posljedica toga
javlja se interregionalna mobilnost različitog intenziteta u pojedinim
zemljama. Složene implikacije interregionalne mobilnosti ljudskog
faktora izaziva tzv. fenomen odvlačenja stručnjaka (“brain drain”).
Obrazovanje je oblik ljudskog kapitala. On je ljudski jer postaje dio
čovjeka, a kapital jer je izvor budućih zadovoljstava, budućih zarada,
ili oboje. Jednom stečeno obrazovanje, međutim nije zauvijek beneficija
koja vrijedi kroz cijeli život pojedinca. Stoga se u stručnim i
znanstvenim krugovima sve više govori o cjeloživotnom obrazovanju.
Doprinos cjeloživotnog obrazovanja osobnom razvoju svakoga pojedinca sve
više se stavlja u kontekst neizvjesnosti koju donosi gospodarski,
tehnološki i politički razvoj. Neizvjesnost postaje stabilna činjenica u
životu svakoga pojedinca. Sve više se sužava vremenski horizont u kojem
se pojedinac sa svojim obrazovanjem može osjećati “sigurnim” na tržištu
rada. Prilagođavanje zatečene obrazovne strukture zaposlenih, ali i
nezaposlenih zahtijeva niz obrazovnih akcija (“on the job training & in
firm training ) koje generiraju brojne koristi, kako na razini
pojedinca, tako i na razini države.
6AK_05_vinko_baric.pdf (PDF, 395 kB)
Na vrh strani ^
Marko Radovan
Andragoški center Slovenije
Andragoški center Slovenije
MOTIVACIJA ODRASLIH V IZOBRAŽEVANJU: REZULTATI DVEH RAZISKAV
V izobraževanju odraslih se velikokrat sprašujemo o razlogih in
dejavnikih, ki pripomorejo k odločitvi posameznika, da se bo udeležil
izobraževanja. Primarna funkcija izobraževanja odraslih že dolgo ni več
le kompenzacijska – dopolnjevanje izobrazbenega manjka tistih odraslih,
ki so v mladosti prekmalu zapustili izobraževalni sistem. Zaradi hitrega
tehnološkega in družbenega razvoja, se vse bolj uveljavlja spoznanje, da
zaloge znanja, ki jih posameznik pridobi v formalnem začetnem
izobraževanju ne zadoščajo in da je zato potrebno znanje dodatno
pridobivati tudi v nadaljevalnem izobraževanju. V tem smislu se v
razvitem svetu na prvo mesto postavlja pomembnost strategije
vseživljenjskega učenja, kot sredstva za uspešno prilagajanje spremembam
na delovnem mestu in življenju nasploh. Cropley je definiral značilnosti
vseživljenjskega učenja s tremi atributi in eden od teh je tudi
motivacija, kot tisti individualni predpogoj oz. zmožnost, ki kaže na
voljo, pripravljenost in interes posameznika, da del svojega prostega
časa, denarja in energije žrtvuje za pridobivanje novega znanja.
Na Andragoškem centru Slovenije so bile opravljene dve raziskave s
katerimi smo v luči novejših kognitivnih psiholoških teorij ugotavljali
značilnosti motivacije brezposelnih in zaposlenih za izobraževanje.
Teoretično so naše raziskave temeljile na spoznanju, da je motivacija
posledica sovplivanja večih dejavnikov katerih pomembnost in vloga je
odvisna od socialnega okolja in okoliščin v katerih se nahaja
posameznik. Zato smo želeli ugotoviti koliko vplivajo na pomanjkanje
aspiracij in motivacije za izobraževanje zunanje (socialne in ekonomske)
razlike v posameznikovem življenju in koliko notranje (psihološke)
razlike ter kako so medsebojno povezane. Spraševali smo se torej ali je
mogoče domnevati, da je motivacija predvsem odraz socialnih pritiskov
(norm in zunanjih pogojev), ki delujejo na posameznika in ga "silijo" v
izobraževanje oz. ga od njega odvračajo. Ali pa je pravilnejše
domnevati, da je motivacija za izobraževanje odvisna predvsem od
njihovih lastnih motivov in pričakovanj?
Rezultati raziskav so pokazale, da imajo stališča večji pomen pri
motiviranju zaposlenih kot brezposelnih. Stališča, ki najbolj motivirajo
anketirance so povezana predvsem z izboljšanjem ekonomskega položaja
posameznika. Presenetljivo je, da so taka stališča veliko bolj izražena
pri zaposlenih kot pri brezposelnih. Pri slednjih so najpomembnejši
dejavnik socialne norme, ki jih lahko razumemo tako v smislu moralne kot
ekonomske podpore. se kažejo tako v kažejo, da stališča niso
najpomembnejši dejavnik, ki vpliva na željo po udeležbi v izobraževanju
temveč so to spodbude referenčnih skupin oz subjektivne norme. Pomemben
dejavnik motivacije brezposelnih je tudi raven samoučinkovitosti pri
učenju. To je pojem s katerim označujemo posameznikova prepričanja glede
kompetentnosti pri določeni aktivnosti.
Na vrh strani ^
(C)
2001-2003 Andragoški center Slovenije, datum zadnje spremembe:
17.07.2003
Računalniška izvedba: Franci
Lajovic, grafična zasnova: David
Fartek,
grafični vmesnik: Lina
Design, urednica: Nevenka Kocijančič
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