Suaugusiųjų, siekiančių įgyti vidurinį išsilavinimą, švietimo prieinamumo vertinimas

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Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Suaugusiųjų, siekiančių įgyti vidurinį išsilavinimą, švietimo prieinamumo vertinimas
Alternative Title:
Evaluation of education accessibility of adults pursuing to receive secondary education
In the Journal:
Mokymosi motyvai; Suaugusiųjų lūkesčiai; Suaugusiųjų mokymasis; Suaugusiųjų poreikiai; Suaugusiųjų švietimas; Subjektyvieji švietimo prieinamumo veiksniai; Švietimo prieinamumas.
Accessibility of education; Adult education; Adults education; Adults learning; Expectations of adults; Learning motives; Needs of adults; Subjective factors of accessibility of education.
Summary / Abstract:

LTStraipsnyje apibūdinama švietimo prieinamumo samprata ir atskleidžiama subjektyviosios švietimo prieinamumo pusės raiška, remiantis suaugusiųjų švietimo organizatorių ir vartotojų nuomonės tyrimo rezultatais pateikiamas suaugusiųjų, siekiančių įgyti vidurinį išsilavinimą, švietimo prieinamumo vertinimas psichologiniu edukologiniu ir socialiniu edukologiniu aspektais. Analizuojami suaugusiųjų mokymosi motyvai, prioritetai, poreikiai, lūkesčiai ir ugdymo aplinkos pritaikymo reikšmė. Apibendrinama, kad suaugusiųjų švietimo prieinamumas yra reikšmingas siekiant ugdymosi sėkmės, o tyrimas padeda geriau suprasti suaugusiųjų mokymosi procesą, jį valdyti ir tobulinti. [Iš leidinio]

EN[...] The aim of the research - to analyse and evaluate subjective (psychological educational and social educational) aspects of the accessibilty of education services. The object of the research - education accessibility of adults, pursuing secondary education, in a subjective aspect The methodological basis of the research was created by the conception of qualitative and quantitative research conducted in social sciences. The following research methods have been used: analysis of scientific literature and legal basis; questionnaire survey of education users and statistical analysis of survey results; and a semi-structured interview with education organisers and its data analysis. The research results have shown that the research participants related the evasion to continue learning to family and material circumstances as well as a negative attitude towards learning. Quite a small number of respondents indicated territorial and information obstacles to education accessibility. The greater part of the respondents distinguished educational and professional motives that have stimulated them to return to the education system, while the smaller part indicated cognitive, personal development, self-realisation and social motives. The majority of the respondents related their future perspectives to successful employment and studies at a non-university higher education institution. The research results have shown that one of the opportunities to involve an adult into the planning of education process - to prepare an individual study plan that is a guideline of further student's learning, studying or activities' sphere - is scarcely being used.The majority of the students stated that they have prepared their individual plan independently and only a small number of students was provided with consultations based on detailed analysis of students' learning needs and learning achievements. The respondents distinguished an opportunity to combine learning with work, good relations between students and teachers, high teachers' qualification, and relevant and comprehensible content of studies as significant and important issues. While distinguishing schools' advantages, the respondents indicated pedagogical factors as the dominating issue that stimulates learning, and while defining disadvantages , social and material factors. Apart of the respondents could not select certain subjects or had to study them individually due to insufficient conditions in education institutions while organising education (qualified staff resources, teaching basis, resources of a student basket). In such a way, an individual's possibility to choose further learning process is reduced. 119 Education organisers distinguished the main reasons that determine the termination of adults' learning. A lack of motivation, professional activities, and family circumstances were most often indicated. According to education organisers, adult education would be more stimulated by an opportunity to select an appropriate type of learning, cheaper or free of charge student transportation, and the creation of more favourable work conditions. [From the publication]

1648-9098; 2424-337X
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2018-12-17 13:39:56
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