Andragoški center Slovenije, 15. oktober, 2002

PRISPEVKI:

  • Why people learn? Auto/biographical perspectives
    dr. Linden West

  • Widening and motivating participation in adult learning - evidence from the Adult and Community Learning Fund projects
    dr. Jan Eldred

  • Vloga učitelja pri motiviranju učenja
    dr. Barica Marentič Požarnik

  • Motivacija "luzerjev"
    dr. Albert Mrgole

  • Uloga obrazovanja odraslih u ostvarivanju makroekonomskih ciljeva i osobnog razvoja pojedinca
    dr. Vinko Barić

  • 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.

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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)

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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«:

  • 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),

  • 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:

  • metaraziskav o odnosu med notranjo in zunanjo motivacijo na osnovi teorije kognitivne evalvacije (CET) (Deci, Koestner, Ryan, 2001),

  • 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),

  • 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

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Dr. Albert Mrgole
Zasebni raziskovalec
MOTIVACIJA “LUZERJEV”


TEKST BO KMALU NA VOLJO.

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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)

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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.

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(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