Pub Date : 2022-06-16DOI: 10.3384/rela.2000-7426.4389
A. Fejes, M. Kopecḱy, Bernd Käpplinger
{"title":"Editorial: 30 years of research on adult education, 30 years of ESREA","authors":"A. Fejes, M. Kopecḱy, Bernd Käpplinger","doi":"10.3384/rela.2000-7426.4389","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4389","url":null,"abstract":"","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47902083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.3384/rela.2000-7426.3351
Veronika Thalhammer, Stefanie Hoffmann, Aiga Von Hippel, B. Schmidt-Hertha
In adult training practice, dropout marks the transition from participation to non-participation. There are only a few theoretical models, especially from the second half of the 20th century, that address this phenomenon. With special consideration to the congruence model of Boshier (1973) and the integration model of Tinto (1975, 1993) the study focuses first on the theoretical discussion of empirically grounded models for the explanation of dropout in the field of adult education. Against the background of analyses of 40 problem-centered interviews with dropouts from adult education, the two models are examined as to their explanatory contributions. Based on these empirical and theoretical explorations, a newly developed typology of as well as a model for dropout are proposed which topicalize dropout in adult education as a phenomenon of fit.
{"title":"Dropout in adult education as a phenomenon of fit – an integrative model proposal for the genesis of dropout in adult education based on dropout experiences","authors":"Veronika Thalhammer, Stefanie Hoffmann, Aiga Von Hippel, B. Schmidt-Hertha","doi":"10.3384/rela.2000-7426.3351","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3351","url":null,"abstract":"In adult training practice, dropout marks the transition from participation to non-participation. There are only a few theoretical models, especially from the second half of the 20th century, that address this phenomenon. With special consideration to the congruence model of Boshier (1973) and the integration model of Tinto (1975, 1993) the study focuses first on the theoretical discussion of empirically grounded models for the explanation of dropout in the field of adult education. Against the background of analyses of 40 problem-centered interviews with dropouts from adult education, the two models are examined as to their explanatory contributions. Based on these empirical and theoretical explorations, a newly developed typology of as well as a model for dropout are proposed which topicalize dropout in adult education as a phenomenon of fit.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44036101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.3384/rela.2000-7426.3511
L. Larsen
In recent years, much attention has been paid to how young people in the ‘not in education, employment or training’ group can get education or work, not only to ensure welfare and social mobility but also because education constitutes an important bridge between childhood and adult life. This article discusses the usefulness of work pedagogy for young people in this transition Theoretically, the article draws on a socialization theory concept of life history and a critical theory concept of work. Methodologically, it is based on a narrative autobiographical interview with a young girl in a Danish ‘production school’. This enables a critical analysis of how young people's educational participation is closely linked to life history experiences and transitions from childhood to adult life. These experiences form the basis for the young people’s subsequent participation in various forms of (compensatory) adult education.
{"title":"Work pedagogy as an alternative path to adult life","authors":"L. Larsen","doi":"10.3384/rela.2000-7426.3511","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3511","url":null,"abstract":"In recent years, much attention has been paid to how young people in the ‘not in education, employment or training’ group can get education or work, not only to ensure welfare and social mobility but also because education constitutes an important bridge between childhood and adult life. This article discusses the usefulness of work pedagogy for young people in this transition Theoretically, the article draws on a socialization theory concept of life history and a critical theory concept of work. Methodologically, it is based on a narrative autobiographical interview with a young girl in a Danish ‘production school’. This enables a critical analysis of how young people's educational participation is closely linked to life history experiences and transitions from childhood to adult life. These experiences form the basis for the young people’s subsequent participation in various forms of (compensatory) adult education.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44165343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-27DOI: 10.3384/rela.2000-7426.4197
Antonella Cuppari
This contribution proposes an autoethnographic reflection on a cooperative enquiry involving social workers, volunteers and family members of people with intellectual disabilities in Northern Italy. The author, a social worker and doctoral student, recognises the complexity of her own positioning and reflects on the educational work that takes place in the social sphere, on the risks connected to a technocratic logic and on critical, and transformative possibilities offered by the crisis. The author proposes a systemic reflexivity that challenges the dominant discourses, connects the micro, meso and macro levels and promotes different ways of knowing. The dynamism of the body, linked to the author's experience in the field of contemporary dance, becomes a symbolic way to decolonise the posture of social workers and open it up to the transformative potential of a sensitive, conscious and incorporated social educational work.
{"title":"The transformative dance of the crisis to resignify social educational work: auto-ethnographical reflections on a cooperative enquiry in Northern Italy during the COVID-19 pandemic","authors":"Antonella Cuppari","doi":"10.3384/rela.2000-7426.4197","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4197","url":null,"abstract":"This contribution proposes an autoethnographic reflection on a cooperative enquiry involving social workers, volunteers and family members of people with intellectual disabilities in Northern Italy. The author, a social worker and doctoral student, recognises the complexity of her own positioning and reflects on the educational work that takes place in the social sphere, on the risks connected to a technocratic logic and on critical, and transformative possibilities offered by the crisis. The author proposes a systemic reflexivity that challenges the dominant discourses, connects the micro, meso and macro levels and promotes different ways of knowing. The dynamism of the body, linked to the author's experience in the field of contemporary dance, becomes a symbolic way to decolonise the posture of social workers and open it up to the transformative potential of a sensitive, conscious and incorporated social educational work.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42966935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-14DOI: 10.3384/rela.2000-7426.3385
Jerald Hondonga
The level of technical skills affects the integration of migrants into the host country’s labour market. This study investigated the relationship between Zimbabwean school-leaver migrants’ self-perception of technical skills and occupational realities. A mixed-method research design was used in this study and systematic sampling was used to select respondents for the study. Questionnaires were administered on 60 respondents to collect quantitative data whilst 19 respondents provided qualitative data using semi-structured interviews. Findings suggested that most low-skilled migrants from Zimbabwe faced several challenges including failure to secure formal employment, obtain work and residence permits because of their low-level technical skills and qualifications. This challenge further affects migrants’ social integration and economic status in the host country. Findings also revealed that there are no strategies to provide skills to migrant labour to assist them to join the mainstream labour market and reduce their life challenges in Botswana.
{"title":"Migrants’ self-perception of technical skills and occupational realities:","authors":"Jerald Hondonga","doi":"10.3384/rela.2000-7426.3385","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3385","url":null,"abstract":"The level of technical skills affects the integration of migrants into the host country’s labour market. This study investigated the relationship between Zimbabwean school-leaver migrants’ self-perception of technical skills and occupational realities. A mixed-method research design was used in this study and systematic sampling was used to select respondents for the study. Questionnaires were administered on 60 respondents to collect quantitative data whilst 19 respondents provided qualitative data using semi-structured interviews. Findings suggested that most low-skilled migrants from Zimbabwe faced several challenges including failure to secure formal employment, obtain work and residence permits because of their low-level technical skills and qualifications. This challenge further affects migrants’ social integration and economic status in the host country. Findings also revealed that there are no strategies to provide skills to migrant labour to assist them to join the mainstream labour market and reduce their life challenges in Botswana.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47977746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.3384/rela.2000-7426.4070
Clara Kuhlen, Regina Egetenmeyer
The paper provides an analysis of the categories of distinction seized by programme planners in adult and continuing education and the underlying reasoning arguments to reasoning them. The analysis of 14 interviews shows that in their target group orientation, programme planners make use of the categories gender, migration experience, age, educational needs and dis/ability. The categories of distinction are based on their attribution as individual characteristics, as characteristics for grouping individuals, as characteristics of shared expectations and as occupation- and employment-related characteristics. The findings point to a need for encouraging awareness and critical reflection about categories of distinction.
{"title":"Categories of distinction in programme planning","authors":"Clara Kuhlen, Regina Egetenmeyer","doi":"10.3384/rela.2000-7426.4070","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4070","url":null,"abstract":"The paper provides an analysis of the categories of distinction seized by programme planners in adult and continuing education and the underlying reasoning arguments to reasoning them. The analysis of 14 interviews shows that in their target group orientation, programme planners make use of the categories gender, migration experience, age, educational needs and dis/ability. The categories of distinction are based on their attribution as individual characteristics, as characteristics for grouping individuals, as characteristics of shared expectations and as occupation- and employment-related characteristics. The findings point to a need for encouraging awareness and critical reflection about categories of distinction.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46226642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-25DOI: 10.3384/rela.2000-7426.3535
Jan Kalenda
The study deals with the perceived reasons for nonparticipation in adult learning and education (ALE), drawing on existing research concerning the motivation for lifelong learning, adult attitudes towards education, and the study of dispositional barriers. The aim of the study is to determine the subjective reasons/motivation of adults not to participate in ALE and what factors influence their nonparticipation. For this purpose, we drew on self-determination theory (SDT). Based on that we have created the research tool “Motivation to Nonparticipation Scale” (MNP-S), which measures three factors: extrinsic motivation, intrinsic motivation, and amotivation. The empirical research was conducted with a representative sample of adults (N = 943, age: 19 to 81 years) who had not participated in ALE. Contrary to theoretical assumptions of SDT, amotivated adults do not predominate among nonparticipants, with the main subjective reasons for nonparticipation based on intrinsic or extrinsic motivations.
{"title":"“Why don’t they participate?” Reasons for nonparticipation in adult learning and education from the viewpoint of self-determination theory","authors":"Jan Kalenda","doi":"10.3384/rela.2000-7426.3535","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3535","url":null,"abstract":"The study deals with the perceived reasons for nonparticipation in adult learning and education (ALE), drawing on existing research concerning the motivation for lifelong learning, adult attitudes towards education, and the study of dispositional barriers. The aim of the study is to determine the subjective reasons/motivation of adults not to participate in ALE and what factors influence their nonparticipation. For this purpose, we drew on self-determination theory (SDT). Based on that we have created the research tool “Motivation to Nonparticipation Scale” (MNP-S), which measures three factors: extrinsic motivation, intrinsic motivation, and amotivation. The empirical research was conducted with a representative sample of adults (N = 943, age: 19 to 81 years) who had not participated in ALE. Contrary to theoretical assumptions of SDT, amotivated adults do not predominate among nonparticipants, with the main subjective reasons for nonparticipation based on intrinsic or extrinsic motivations.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44075263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-24DOI: 10.3384/rela.2000-7426.3513
Magnus Schoultz, Johan Öhman, M. Quennerstedt
This study aims to acquire more knowledge about the meaning of intrinsic values in organised post-work non-formal educational activities for older adults. Observations and focus group interviews were conducted at a senior university in Sweden. John Dewey’s concept of experience and theory of value are used to facilitate a deeper understanding of the intrinsic values that were identified. The results of the study demonstrate what intrinsic values in education for older adults can be, as well as how they are experienced. Several intrinsic values were identified: (i) new insights and widened perspectives, (ii) the reflective process, (iii) enrichment, (iv) meaningfulness, (v) enjoyment, (vi) peacefulness, (vii) existential awareness, (viii) relational support and (ix) sense of community. The results further reveal how the values of education are experienced in the interactions and relations between older individuals and the social environment in the ongoing education and that the activities themselves are valued by the participants.
{"title":"Experiences of intrinsic values in education for older adults: insights from a Swedish senior university","authors":"Magnus Schoultz, Johan Öhman, M. Quennerstedt","doi":"10.3384/rela.2000-7426.3513","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3513","url":null,"abstract":"This study aims to acquire more knowledge about the meaning of intrinsic values in organised post-work non-formal educational activities for older adults. Observations and focus group interviews were conducted at a senior university in Sweden. John Dewey’s concept of experience and theory of value are used to facilitate a deeper understanding of the intrinsic values that were identified. The results of the study demonstrate what intrinsic values in education for older adults can be, as well as how they are experienced. Several intrinsic values were identified: (i) new insights and widened perspectives, (ii) the reflective process, (iii) enrichment, (iv) meaningfulness, (v) enjoyment, (vi) peacefulness, (vii) existential awareness, (viii) relational support and (ix) sense of community. The results further reveal how the values of education are experienced in the interactions and relations between older individuals and the social environment in the ongoing education and that the activities themselves are valued by the participants.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44681355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.3384/rela.2000-7426.3985
E. Pont, Isabelle Collet
We have recently completed doctoral research on the reconstruction of paraplegic men’s and women’s vocational trajectories in French-speaking Switzerland. Based on three female informants’ life narratives, we analyse issues of gendered vocational guidance, pathways and identities in paraplegic people’s life courses. We shape some emancipating experience models and discourses about action, which empower the female informants on their vocational pathways. Our objective is here to point to the potential support that an emancipatory, feminist pedagogical approach could offer paraplegic women in the further development of personal models, and discourses of self in the conduct of their educational and vocational life.
{"title":"Paraplegic women’s emancipation along their vocational pathways: the potential contributions of Freirean, structural and post-structural feminist pedagogies","authors":"E. Pont, Isabelle Collet","doi":"10.3384/rela.2000-7426.3985","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3985","url":null,"abstract":"We have recently completed doctoral research on the reconstruction of paraplegic men’s and women’s vocational trajectories in French-speaking Switzerland. Based on three female informants’ life narratives, we analyse issues of gendered vocational guidance, pathways and identities in paraplegic people’s life courses. We shape some emancipating experience models and discourses about action, which empower the female informants on their vocational pathways. Our objective is here to point to the potential support that an emancipatory, feminist pedagogical approach could offer paraplegic women in the further development of personal models, and discourses of self in the conduct of their educational and vocational life.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49637727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.3384/rela.2000-7426.3473
Soner Polöat, Gizem Günçavdı, Yılmazer Yılmaz
Within the fact that there are members of different generations in organizations nowadays, intergenerational learning in organizations has become more and more important. Some managers are observed to confuse about how to lead intergenerational learning environments in their organizations which makes important to conduct a research on this problem. Thus, this study was conducted and it aimed to understand the intergenerational learning process and how to lead it in a production facility in Turkey. The study group includes 61 people who are employees, team leaders, department directors, field directors and instructors. The study was carried out in the phenomenological research design. The data were gathered through interviews and analysed with content analysis. The results brought out six main themes, which are which are creating zone, acting according to generational differences, increasing motivation, supporting personal development, recording and managing “know-how”, and creating intergenerational respect and understanding.
{"title":"Leading Intergenerational Learning in Organizations: An Example from Turkey","authors":"Soner Polöat, Gizem Günçavdı, Yılmazer Yılmaz","doi":"10.3384/rela.2000-7426.3473","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3473","url":null,"abstract":"Within the fact that there are members of different generations in organizations nowadays, intergenerational learning in organizations has become more and more important. Some managers are observed to confuse about how to lead intergenerational learning environments in their organizations which makes important to conduct a research on this problem. Thus, this study was conducted and it aimed to understand the intergenerational learning process and how to lead it in a production facility in Turkey. The study group includes 61 people who are employees, team leaders, department directors, field directors and instructors. The study was carried out in the phenomenological research design. The data were gathered through interviews and analysed with content analysis. The results brought out six main themes, which are which are creating zone, acting according to generational differences, increasing motivation, supporting personal development, recording and managing “know-how”, and creating intergenerational respect and understanding.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44653350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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