Adult’s Cultural Learning in Hungary

Main Content

Author(s):

Erika Juhász(presenting / submitting)

Conference:

ECER 2016

Network:

06. Open Learning: Media, Environments and Cultures

Format:

Poster

Session Information

06 SES 04.5 PS, General Poster Session

General Poster Session

Time:

2016-08-24

12:00-13:30

Room:

NM-Concourse Area

Chair:

Contribution

In this poster show, in the framework of survey K-101867 entitled “Learning regions in Hungary: From theory to reality” supported by the Hungarian Scientific Research Fund, we present the findings of the “Cultural Learning” team on non-formal and informal adult learning activities.

The main questions posed by our research:

What kind of learning activities can be observed with adults in the area of culture?

How do different learning activities influence a given region’s state of socio-economic development?

How can the findings be utilized in the development of a region?

As an outcome of the research we have established an analytical index system in which the main indicators of the socio-economic development index (SEDI) and the cultural learning index (CLI) generated in our examination are compared. Based on our findings we wish to prove that although cultural learning is present in every region to a considerable degree, in more disadvantageous regions its presence is more significant as a means of compensating for a shortfall in economic-social development. This phenomenon can be connected to theories of social and cultural capital (by way of Bourdieu, Coleman, etc.), in the cases of which in our previous researches we have indicated the outstanding significance for development they have in disadvantageous regions.

Method

The basis of methodology for our survey is based on the German Learning Map, which is based on national samples. In this method scholars examine the connections between regional development and learning activities along four dimensions. These four dimensions are: learning in a formal school system, vocational training, individual personal learning, and learning in a community. Our team deals with research into personal learning (Persönliches Lernen), but in this we used some changes, so our new researching theme is the cultural learning. Our team has defined it as a dimension of informal and non-formal learning with the devices of culture, which is different from formal learning systems and professional non-formal learning, or vocational training. These dimensions have been examined in other international researches as well with variation (e.g. Composite Learning Index (CLI) – Canada, European Lifelong Learning Indicators (ELLI) – based in Germany, etc), based on the findings of which we have expanded the dimensions of the German Learning Map and have formed the dimensions that can be investigated in Hungary. Our sources include works of international scholars such as Peter Jarvis, Jaques Delors, Janette Griffin, Lynda Kelly, Judith Van Evra, George Comstock and others. In the framework of the poster show, relying on our empirical research results I wish to present the connection that can be detected between cultural learning and the state of socio-economic development of a region. During our research we have examined connections in the following four fields with the help of statistics: - participation in culture (community culture, library, museum, music, etc.), - (amateur) sports activities, - and personal learning with the help of media tools (including primary mass communication and the Internet). Apart from this, we have also examined the opportunities for and support of cultural learning in institutions of the above lines. To do so we have selected community cultural institutions, tourist clubs, and local cable studios in the Northern Great Plain region. 30% of the 327 organizations sampled have been assessed through a standard questionnaire and we have processed the findings with statistical analyses.

Expected Outcomes

In the framework of our research we have found 327 institutions in the Northern Great Plain region of Hungary of the most disadvantageous economic-social situation which meet the research criteria. We have examined more than 30% of these institutions, 112 of them, including cultural institutions, local cable studios, and tourist clubs. We have examined the options for, system of assets and programs of cultural learning in these institutions and the opinion of experts managing these institutions on how their unit can contribute to the development of their region. Through the findings we wish to prove that in disadvantageous regions, thus in the region under survey, too, the development of human resources is one of the most important ways out of backwardness. We present four case studies of our findings where the examined institutions contribute greatly to the continuous development of the disadvantageous region. This way our basic research has a point of connection with applied research through these best practices.

References

Erika Juhász (2015): Indicators of the cultural learning in Hungarian regions. In: Viola Tamášová – Erika Juhász – Mihály Sári (Hers.): Innovation und Erneuerung im Bereich der Erwachsenenbildung in Mitteleuropa. Dubnica Institute of Technology in Dubnica nad Váhom, Slovakia, 229-247. p. Erika Juhász (2015): Sectors and institutions of the cultural learning in Hungary. In: Erika Juhász – Viola Tamášová – Erich Petlák (editors): The Social Role of Adult Education in Central Europe. University of Debrecen Department of Andragogy, Hungary, 120-135. p. Erika Juhász (2013): Quality of the personal learning of the adults in Hungary. In: Viola Tamásová et al. (eds.): Quality in the Context of Adult Education and Lifelong Education. Slovakia, Dubnica Institute of Technology in Dubnica nad Váhom, 34-43. p. Erika Juhász (ed.) (2012): Education in Transition. Dubnicky technologicky institút v Dubnici nad Váhom, Slovakia 246p. Erika Juhász (2012): Adult education and regionalism. In: Zdeněk, Novotný – Antonín, Staněk – Pavel, Kopecěk – Pavel, Krákora – Gabriela, Medvedová (red.): CIVILIA. Odborná revue prodidaktiku společenských věd. (Praha, Pro Univerzitu Palackého v Olomouci vydalo Nakladatelství Epocha s.r.o.) 3: (1) 108-117. p.

Author Information

Erika Juhász (presenting / submitting)

University of Debrecen

Department of Adult Education and Culture

Debrecen

Programme by Network

00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)

Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Network 2. Vocational Education and Training (VETNET)

Network 3. Curriculum Innovation

Network 4. Inclusive Education

Network 5. Children and Youth at Risk and Urban Education

Network 6. Open Learning: Media, Environments and Cultures

Network 7. Social Justice and Intercultural Education

Network 8. Research on Health Education

Network 9. Assessment, Evaluation, Testing and Measurement

Network 10. Teacher Education Research

Network 11. Educational Effectiveness and Quality Assurance

Network 12. LISnet - Library and Information Science Network

Network 13. Philosophy of Education

Network 14. Communities, Families and Schooling in Educational Research

Network 15. Research Partnerships in Education

Network 16. ICT in Education and Training

Network 17. Histories of Education

Network 18. Research in Sport Pedagogy

Network 19. Ethnography

Network 20. Research in Innovative Intercultural Learning Environments

Network 22. Research in Higher Education

Network 23. Policy Studies and Politics of Education

Network 24. Mathematics Education Research

Network 25. Research on Children's Rights in Education

Network 26. Educational Leadership

Network 27. Didactics – Learning and Teaching

Network 28. Sociologies of Education

Network 29. Reserach on Arts Education

Network 30. Research on Environmental und Sustainability Education

Network 31. Research on Language and Education (LEd)

Network 32. Organizational Education

Network 33. Gender and Education

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