Understanding Adult’s Perceptions and Interpretations of Adult Learning and Self-development. Some Empirical Findings
Author(s):
Adel Kiss (presenting / submitting)
Conference:
ECER 2012
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES H 13, Higher Education

Parallel Paper Session

Time:
2012-09-18
13:15-14:45
Room:
FCEE - Aula 4.8
Chair:
Fiona Hallett

Contribution

An explanatory study was conducted to answer the following questions: What are adults’ perceptions of their learning autobiographies? What makes sense in adult learning within a reasonable framework? What kind of educational strategies evolve? How does globalization, new labour market challanges and trends effect adults’ perceptions of learning and self-development? These questions were addressed in order to have an understanding on what might be the contribution of adult education to the evolvement/development of learning regions (LR). Kozma (2010) discusses (based on Florida’s concept of LR) the possibilities of learning regions in East-European contexts, moving from theories to realities. According to his model/interpretation one dimension of LR is the learning side (the chances and possibilities people are able to learn and to develop), the learning potential of the area under investigation. One aspect of this potential lies in adult education, especially in the practice and conceptions that determine the engagement in learning. The paper explores this relationship through research data and experiences from a semi-peripheral region. Since learning regions as lifelong learning concepts are alternative strategies for regional development, the role of regions and regional approaches in the process of globalization is growing, as well as the necessity of an alternative strategy of economic development (Kozma, 2010).

Method

We have conducted a quota-based survey on a sample of 625 persons in Harghita county (Romania), according to the distribution and characteristics of the population within the three larger regions of the county. The questionnaire focused on issues of education and degrees, work and professional experiences, former engagement in adult education, plans to continue learning, opinions about the role of adult education within the life-plans of adults. The quantitative research was completed with qualitative methods, accordingly interviews have been conducted with social actors (civil, public or private) engaged in organizing/offering adult education program.

Expected Outcomes

The paper concludes that research/this approach should take account of the significance of context, knowledge and learning being shaped by contextual elements. Preliminary research results show that as respondents perceived adults’ motivation to learn and their practical engagement is driven by multiple factors. As it revealed, we can identify an intensifying knowledge flow in adult education, however, adults do not necesarily want to build their life/career continuously thorugh learning but rather choose the gragually structuring buttom up, slow but secure steps of professional progresses. Since profession-related further education dominates their perceptions, this is a strong indication to the issues of livelihood and securing labour market position. It has priority just what makes sense on short-term and assure certainty within a reasonable framework. In our interpretation this calls for reinterpreting the role of adult learning and education in the process of regional development, especially in the development of leraning regions.

References

Florida, R. (1995): Toward the learning region. Futures 27, 5: 527- 36. Kozma, T. (2010): Learning Regions in Hungary: From Theories To Realities. http://dragon.unideb.hu/~nevtud/Oktdolg/Kozma_Tamas/doc/LeaRn.pdf Németh, B. (2006): A tanuló régió szerepe az egész életen át tartó tanulás megvalósításában. Új pedagógiai Szemle 2006/6.

Author Information

Adel Kiss (presenting / submitting)
Pro Educatione
Ineu

Update Modus of this Database

The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER. 

Search the ECER Programme

  • Search for keywords and phrases in "Text Search"
  • Restrict in which part of the abstracts to search in "Where to search"
  • Search for authors and in the respective field.
  • For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
  • If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.