CC BY
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- Серия «ВЕСТНИКА СВФУ» № 4 (08) 2017 -
УДК 378
Olga Bombardelli
Selfeducation as Part of the Lifelong Learning of Adults
University of Trento (Italy]
Abstract. This paper discusses the role of selfeducation in the lifelong learning, both at the schools for adults, and in the non formal and informal learning. I deal with strategies for successful learning keeping in mind the four pillars of the education for the 21 century: learning to know, to be, to do and to live together (Delors, 1996).
Lifelong learning comprises all learning activities undertaken after the end of initial education with the aim of developing knowledge, skills and competences, within personal, civic, social, economic, and employment related perspectives. Adult learning is a core component of lifelong learning and adults are in the situation of assuming responsibility for their own learning process.
Selfeducation is intended both as self-directed education, peer tutoring, and as personal development planning. I deal with several topics: the importance of adult education, autonomous forms of learning, the role of the teachers, aiming to successful quality learning in forms appropriate to the adults.
Keywords: lifelong learning, adult learning, selfeducation, teacher training.
Ольга Бомбарделли
Самообразование как часть образования взрослых
Университет Тренто, Италия
Аннотация. В настоящей статье обсуждается роль самообразования в обучении на протяжении всей жизни как в образовательных учреждениях для взрослых, так и в неформальном и информальном обучении. Рассматриваются стратегии успешного обучения в контексте четырех оснований образования в XXI веке: научиться знать, быть, делать и жить вместе.
Обучение в течение всей жизни включает в себя всю образовательную деятельность человека после получения основного образования с целью развития знаний, навыков и компетенций в рамках личных, гражданских, социальных, экономических и связанных с трудовой занятостью перспектив. Обучение взрослых является основным компонентом обучения на протяжении всей жизни, а взрослые при этом несут ответственность за собственный процесс обучения.
Самообучение играет важную роль как для самообразования, так и для индивидуальной образовательной траектории. Мной освещаются несколько тем: значение образования взрослых, автономные формы обучения, роль педагогов в успешном качественном обучении взрослых, в том числе формы такого обучения.
Ключевые слова: обучение на протяжении всей жизни, обучение взрослых, самообучение, подготовка учителей.
Introduction
We live in a rapidly changing world, and new challenges are posed to the education. Adult education is a core component of lifelong learning; it denotes the entire body of learning processes, formal, non-formal and informal, whereby those regarded as adults by the society in which they live,
BOMBARDELLI Olga - Full Professor of Educational Studies at the Facoltà di Lettere e Filosofia, Université degli studi di Trento. Trento, Italy. E-mail: olga.bombardelli@unitn.it
БОМБАРДЕЛЛИ Ольга - профессор, доктор образования, Факультет искусств и философии, Университет Тренто, Италия.
develop and enrich their capabilities for living and working, both in their own interests and those of their communities [1].
The current „cradle to grave" paradigm of education supports people in developing the key competences for lifelong learning for the participation in the knowledge society, and for the world of work [2].
This paper aims to investigate the role of selfeducation in high quality Lifelong Learning (LLL). Under self education I consider both self-directed learning individually and in groups, and awareness of self development; it is not only the fact that the learner makes a decision to select this or that module, it means that learners become aware of their learning needs and aims, and perform learning itineraries in effective, and responsible way.
Malcolm Knowles describes self-directed learning as 'a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes" [3, p. 18].
The research methods of this work are: analyzing studies on the topics of adults education, on effective learning, including the international investigations on LLL, and referring to the teaching / learning activities used in some international projects [4, 5], and in the courses held at the University of Trento by the author.
Throughout the last decade, LLL has occupied a central place in the agenda of educational systems. Official documents are produced by the National Ministries, and by the local and International bodies (OECD Organisation for Economic Co-operation and Development, the Council of Europe, UNESCO United Nations Educational, Scientific and Cultural Organization, etc.). Policy makers should consider, together with structural measures, support for quality long lasting learning as well. Self education is important at all ages, and it looks appropriate especially for the adults.
Adults and Lifelong learning
LLL should meet the key criteria of availability, accessibility, acceptability and adaptability. It helps learners to improve their culture and their basic competences, for upskilling against unemployment, and broadens the mind of people.
There is little agreement on what constitutes an 'adult', and on when 'adulthood' begins. An 'adult' is defined by age [9], and by behaviour (Erikson; Levinson). According to the Collins Dictionary, an adult is a mature, fully developed person. An adult has reached the age when they are legally responsible for their actions [6].
The process of becoming adult, the paths from adolescence into adulthood, are changing in our time. Adolescence is much longer, and we can witness a new stage of life between adolescence and adulthood, the 'emerging adulthood' [7] in people 18-29 year-olds, still a time of transition. Questions are also raised regarding the age parameter of 25 - 64 years of age for adulthood too, as the life expectations in our time are higher than in the past.
The percentage of the population aged 25-64 participating in adult education in Europe varies (in 2011) from 1,2 in Bulgaria (less that 3% in Croatia, and Greece) to 32,3 % in Danemark (more than 20% in Finland, Groenlandia, Sweden, Switzerland, United Kingdom) according to the Global Report On Adult Learning And Education Rethinking Literacy [8, p. 112].
UNESCO's framing of adult education is very broad. "Adult education denotes the entire body of ongoing learning processes, formal or otherwise, whereby people regarded as adults by the society to which they belong develop their abilities, enrich their knowledge, and improve their technical or professional qualifications or turn them in a new direction to meet their own needs and those of their society" [9, p. 1].
There are several learning theories (behaviorist, constructivist/cognitivist, humanistic and social learning theories) that attempt to describe how individuals learn, both formally and informally [10]. Each of these learning theories has specific characteristics and implications for the learning and teaching strategies. What Paul Freire called a 'banking concept of education' [8] is not appropriate for learning in general, and even less for adult learning, which is expected to become active in the knowledge society.
Self education is intentional. Motivation is on the first place, as it is impossible to force any person to learn. Most people are internally motivated to learn according to their life goals; some learn for survival, and need to be encouraged to take responsibility for their own learning.
The most difficult challenge is supporting adults having little or bad experiences at school, the low-skilled ones, who are more in need to learn and very often not familiar with learning strategies. Adults build upon their prior life experiences; however, in second chance programmes for early school leavers, at the beginning, they need clearly defined expectations for learning outcomes to be demonstrated, and repeated opportunities to exercise, in a supportive environment. Disadvantaged or vulnerable groups need help to trust their potentials for becoming autonomous learners.
Lifelong learning promotes personal dignity though general education and professional development, social inclusion, social advancement, leisure and pleasure. It is not only having opportunities (for underqualified adults) to achieve a formal qualification, or for enhancing the participation to higher education; it also includes education and learning opportunities to equip individuals to fully participate in civic life, based on socio- economic knowledge and experience and on a commitment to active and democratic citizenship.
Step by step, it is important that teachers help the learners developing new ways of thinking about how they are learning, and supporting their efforts to integrate their new learning into their practice. Strategies include self-study modules with suggested learning activities that the learners can complete on their own. The habit of selfeducation can be pursued through various learner-centred approaches, in response to the personal interests, depending on the learner's level of knowledge and confidence, addressing learners' needs and aspirations, with guidance services which respect and reflect the diversity of adults.
For many learners, becoming competent begins with observing positive role models. Selfeducation includes participation in study groups, teamwork and communities of practice [1], in networked learning communities [11], to name a few. One of the most important activities that a committed self-learner can engage in is reading; it means even gradually competent use of the world wide web for resources related to topics being learned. Information and communication technology (ICT, mobile devices, electronic networking, social media) and open educational resources hold great potential for improving access to a variety of learning opportunities anytime and anywhere; they reduce the dependence on traditional formal structures of education and facilitate individualized learning.
Learners need to acquire, among others, skills, in order to collect, evaluate and use selected information, to develop new knowledge and be able to make grounded judgement, informed, responsible decisions, with awareness of the adopted ethical principles. Critical thinkers develope independent ideas, without feeling forced to conformism, considering different positions. Adults are in the best situation to pass from knowledge to wisdom.
Effective teaching learning strategies are interactive teaching and learning forms as workshops, seminars, cooperative learning, peer tutoring, inquiries by the learners, student-led seminars, experiential learning, open debate for documented discussion, reflective learning. Useful are updated curriculum materials and resources (books and schoolbooks), used in interactive way, media inputs, international exchanges. Personal portfolios create an individualized learning plan, also help learners to reflect on the progress of their individual personal and professional development.
Peer learning is an educational strategy encompassing a broad sweep of activities [12]; not only senior students tutoring junior students, all students can assist each other with both course content and personal concerns. Peer learning should be mutually beneficial and involve the sharing of knowledge, ideas and experience between the participants. Much peer learning occurs informally; adults should be encouraged to take advantage from reciprocal peer learning.
They learn a great deal by explaining their ideas to others, they develop skills in working collaboratively with others, giving and receiving feedback on their own learning. A special form of peer tutoring is 'Learning by Teaching', which stands for the German label 'Lernen durch Lehren' (LdL), [13, 14].
A school environment based on mutual respect, good interpersonal relations, a democratic atmosphere, in which students can experience an open style of working, seek to secure flexible learning pathways according to each individual's needs and goals, helps promoting quality and interest, includes self-assess of the performances, formative assessment [15].
Preparing successful learning for lifelong is part of the teachers' task at all school levels, and should not be neglected in educational policies, starting from the teacher initial and in-service training.
The role and the training of the teacher
The quality of adult educators and of training staff is a key determinant of the quality of the learning of students. The role of the early school years is important for developing awareness and motivation for LLL. Qualification, characteristics and expectations of school leadership, teacher educators, and teachers play an important role for learner success.
Teachers for adults have to value their students' previous knowledge and skills, being open to conflicting ideas and opinions, assisting learners to connect current information to broader concepts, understanding ones' own values and beliefs. Staff may be actively involved as facilitators or they may simply initiate student-directed activities, making learning fun and motivating.
The partnership between adult learners and teachers is based on mutual trust and respect along with a shared commitment to providing the highest quality learning. Teachers should trust their students, listen their interpretations and proposals, respecting the ideas of the learners and preventing indoctrination.
In peer learning the role of the teacher consists in supporting tutors and tutees, moderating and supervising; this role may shift during the course of the learning experience, encouraging learners to take on such responsibility and give them the opportunity for exemplificative experiences to do so.
Adult educators should have access to high quality training, and to effective early career support (induction) programmes. Ongoing qualification, continuing training and international networking of teaching staff and multipliers, international mobility programmes for teachers especially those with leadership functions have a significant impact on their professional development.
Concluding Remarks and Discussion
LLL and adults education are key component of our society, as it is pointed out in the 2030 Agenda for Sustainable Development adopted at the United Nations (2015). Engaging in lifelong learning allows citizens to improve their personal situation, and participate fully in community, workplace and wider society. UNESCO underlines the aims to improve civic conscience, and sustainable development; worlwide, LLL is expected to reduce global poverty.
In this paper, I explored some aspects of learning of adults within the Lifelong Learning, focusing on forms of learning specifically appropriate for adults: the selfeducation, including the autonomous and selfdirected learning, individually or in small groups, and the awareness of the own selfdevelopment.
County policies and practices in this regard are very diverse. There is growing interest in structures, financing, accountability; more efforts are needed for strategies of successful learning, in formal, non-formal and informal learning.
Very important is the attention to the personal situation of the learners, to their learning potentials and processes, enhancing their competences in autonomous learning and their selfconfindence, in order that their learning can continue in future as well. Teachers are expected to develope effective learning strategies together with the learners, support their self initiative and cooperation, emphasizing this aspects in curricula and in teaching materials, in formative and participative learning assessment.
References
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