Eötvös Loránd University of Sciences Faculty of Pedagogy and Psychology Graduate School of Education Sciences
Education Sciences Research Andragogy Programme
Head of the Graduate School: Prof. Dr. Szabolcs Éva
Doctoral (PhD) Research Theses
The Importance of Permanent Education and Lifelong Learning in the Life of the Individual, With Special Emphasis on the Characteristcs of the 40-50
Year Old Age Group
Advisor:
Dr. TORGYIK JUDIT College Professor
Author:
Mócz Dóra
Budapest 2010
1. REASONS FOR THE CHOICE OF TOPIC
The theory and practice of lifelong learning in the science of andragogy emerged as a response for the challenges of the globalizing, knowledge-based economy of the last third of the 20th century. Today it appears as an widespread paradigm among the goals of European and Hungarian education policies. The abundance of scientific research concerning this topic is the proof that the acquisition and retainment of knowledge defines success during the course of life, affects the way of living and the formation of the personality, and its effects are observable through the analysis of personal relations, free-time activities or even health concerns.
In my research I was aiming to reveal the effects of participation in education on the life of a selected age-group of the Hungarian society, namely those between 40 and 50 years of age.
My choice of topic was motivated by my several decades long experience in the field, during which I initially worked in public learning programmes and later in adult education.
My experiences acquired in this field and feedback from my students both supported my conviction that learning has a positive effect on the course of life of adults, but I also experienced that most participants in trainings were from the young age group, and seniors encountered problems during learning.
Influenced by my studies connected to my profession my interest was aimed at the study and teaching of the science of andragogy, and my devotion to the field motivated me to research the learning activity of the senior age group, compose studies and hold presentations about the topic.
My thesis contains my results from the research of several years, during which I was trying to reveal which fields of human life are themost affected by learning and education, if learning activity had a measurable effect on employment factors, in what way learning shaped lifestyles and how it formed the personality.
In my thesis, possessing the actual Hungarian education enrollment data I reviewed the lifelong learning participation tendencies of 40-50 year olds, habits, competences and motivations related to learning, problems and difficulties typical for this age group and their social and familiar background, and last but not least their basic and vocational education background and their position in the labor market. In parallel I examined the courses and services offered by adult education institutions, searching to answer if these institutions offer a solution that can fullfill this age group’s educational needs and solve their problems. I tested if the offered trainings were in line with the expectations of the labor marked, if related
information reaches those interested, and if educational instutitions use „good exercises”, learning supporting methods successfully tried in the international practice of andragogy.
It is my conviction that looking into the question of the education of the over 40 years old age group is of utmost importance, because as it is stated in previous studies about the topic (Gruber 2007, Sári 2007, Sz. Molnár 2005), in the next decade employees over 45 will be a majority on the European labor market, therefore a new adult education strategy must be formulated, which beside defining the content of education also focuses on counseling and the development of learning and information-related competences in an aging population.
My choice of age group in this research slightly differed from the 45-55 year old group usually defined as senior employees in European practice. The reason for this is my opinion that the 40-50 year old age group has a special position in Hungary and Central and Eastern Europe. As a so-called regime-changing generation they originally socialized in the school system of socialism, and faced the previously unknown phenomenon of unemployment on the labor market as a new job-seeker. Therefore this is the first still active generation on the Hungarian labor market the economic activity of which coincides with the appearance of free market economy.
Because of their age, members of this group can be considered underprivileged from an employers’ point of view but this is only true for the employees with a lower level of education (Sz. Molnár 2005), because those with a higher level education background or an university degree are permanently employed and many of them work in executive positions.
My empirical research proved that participation in any form of training requires a high level of motivation, and that learning principally means the use of personal and employer- granted financial resources and free time, because central funds mainly finance catching-up programmes and equality of chances. Only 11% of centrally financed programmes are for the education of those in their forties, the main recipient of state support is the 25-35 year old age group.
2. RESEARCH LITERATURE BACKGROUND REVIEW
In the first chapters of my thesis I reviewed the most relevant domestic and international literature and sources (Durkó 1980, 1999; Zrinszky 2005; Maróti 1994, 2005, 2007; Koltai 2002, 2003; Hinzen 1996; Németh 2007; Kraiciné 2004; Jarvis 2007; Budai 2000; Sz. Molnár 2005; Sári 2007; Benedek-Lada 2008; stb), and summarized the available research results in the field of andragogy (Györgyi 2003; Hunyadi–Dudás–Székely 2006; Sz.
Molnár 2005; Lada 2007; Györgyi et al. 2006; Kálmán 2005, 2009; etc.). In line with the
above, I wrote about the terminological interpretations of adulthood (Zrinszky 2005; Allport 1980; Piaget 1997; Wallon 1971; Pöggeler 1971; Dochleman 1979; Super 1957; Bábosik 2004), adult education (Juhász 2007; Derrick 2003; Benedek – Csoma - Harangi 2002), the content change in permanent education and lifelong learning and the process of their becoming a paradigm (Óhidy 2006; Koltai 2003; Sz. Tóth 2004; Zrinszky 2005).
I studed the most important characteristics of learning in adulthood, its psychological approaches and the ability of adults to learn (Thorndike 1928; Czigler 2005; Eysenck – Keane 1997), the social functions of andragogy (Halász 2002; Zachár 2008; Koltai 2006), the internal and external motivation for learning (Ahl 2006; Koltai - Hinzen 2000; Lore - Taith 2004; Pintrich 2001; Réthyné 2002), the modern interpretations of adult learning and the content of knowledge and the most important theories of andragogy and learning ((Dewey 1976; Knowles 1980; Rogers 1969; Bábosik 2004; Nahalka 2003; Feketéné 2002; Torgyik – Karlovitz 2006; Schultz 1972; Polónyi 2002).
Based on central databases (KSH 2010; NSZFI 2010) compared with international tendencies (EUROSTAT 2006; CEDEFOP 2008; OECD 2009) I analyzed the Hungarian goal system of lifelong learning, the connection between the employment situation and learning and the state of adult education participation in Hungary. Based on the latter, I presented the system of institutions behind adult education in Hungary – and the participation ratio of the examined age group in it.
I pointed out that while in international literature the presentation of professional aspects of lifelong learning is increasingly in focus (Jarvis 2004, 2007, 2010; Hinzen 2001;
OECD 2001; Derrick 2003; Theile 2004), in Hungary the idea of lifelong learning has not become widespread in common knowledge (Maróti 2002, 2007), and participation in adult education is very low in international comparison.
The areas needing further study and being the main focus of my empirical study were estabilished based on this literature review.
3. GOALS AND HYPOTHESES OF THE THESIS, APPLIED RESEARCH METHODS
The goal of this thesis was to examing the system and social functions of lifelong learning in Hungary and its effects on the course of life of the 40-50 year old age group, in connection with the provided training services.
In line with these goals, my empirical study consisted of two phases: first focusing on the currently learning adults belonging in the target group, then focusing on the institutions,
paralleling the learning characteristics of the target groups with the typical properties of the service providers.
a, The goal of my questionnaire- and interview-based study targeting learning adults from the 40-50 year old age group was to:
reveal the typical social, educational, employment and familial background of the people in the group and the contents and output characteristics of the chosen educational programme
examine competences, learning motivation, problems and difficulties arising during learning, family and workplace support for learning, participating adults’ attitudes toward education and their typical free time activities.
present the informational sources preferred by adult learners, and if they have encountered the possibility of accreditation of prior experiential learning during their education or carrier.
b, Goals of the qualitative study targeting institutions of adult education were to:
study the place of the institutions in the target group within the Hungarians system of adult education, based on their owners, operation permits and education offers.
reveal the differences in the differentiated support of different age groups, the ratio and reason of student drop-out, and the methods used for communicating with customers and providing information to participants.
present the characteristics of organizing education and the methods used measuring student motivation and satisfaction and student tracking.
Research hypothesis
1. Member states of the European Union, and among them Hungary pay significant attention to and spend serious monetary resources on supporting lifelong learning.
However, certain aspects of lifelong learning are not yet perfectly harmonized, several questions, for example training transfer and the accreditation of prior experiantial learning, quality assurance and employer expectations do not appear with the necessary weight in the offered courses, and suuport for motivated adults is insufficient.
Questions to be answered while proving the hypothesis:
What are the main tendencies and methods in Hungarian adult education?
What is the connection between employability and lifelong learning?
2. From the 40-50 year old age group those identifying with the idea of lifelong learning are mainly those who have been continuously employed and possess a degree of higher education. Their participation in education mainly serves the goal of employment and carrier development, therfore this highly motivated stratum principally prefers trainings offering some kind of qualification, and the need for the attainment of a degree of higher education and professional further education appears more pronouncedly among them than the national average. However, a condition of participating in any form of education is the existence of a familial and economic background. Those enrolling in these trainings possess highly usable learning competences already at the beginning, but the lack of monetary resources and free time often makes participation difficult.
Questions to be answered while proving the hypothesis:
How well is the idea of lifelong learning known in today’s Hungary, both in the economically active population in general and in the 40-50 year old age group?
What are the motivating factors and difficulties affecting participation in education?
What are the typical backgrounds, ideas and expectations of adults enrolling in training?
What are the competences necessary to maintain or improve labor market positions and a high quality of living? Do those affected realize the importance of these key competences and do they know how they can attain or develop them?
3 Support of different age groups, training organization and student motivation do not appear pronouncedly in the practice of institutions of adult education. Age-related characteristics of students are often ignored in the treatment of student drop-out. The accreditation of informally attained previous knowledge and the use of atypical forms of education are not widespread.
Questions to be answered while proving the hypothesis:
Are institutions of adult education prepared to serve the emerging personal and social needs, properly inform and motivate their potential target groups and treat the problems that potentially emerge?
What are the methods most commonly used by instutions of adult educations to support education, motivate and inform students?
4. My assumption is that the results of thise study can contribute to make the work of the organizations with the task of teaching this age group more efficient and help them reduce the ratio of drop-out students. Areas still needing further imporovement may also be found. By the rethinking of these areas the service function of adult education can develop, adults can be better informed, the treating of the problems of different age groups can be improved and the different support elements provided by law can be harmonized, also marking the possible ways of future research in this field.
Questions to be answered while proving the hypothesis:
What methods could help involve further groups of adults in lifelong learning?
Methods, instruments and sample of research
Before choosing the methods of data collection I found that the review of scientific literature, legal texts and available central databases concerning the theories of the topic was necessary, mainly the analysis of the data of the Hungarian Central Statistical Office, the Public Emplyment Service, the National Institute for Vocational and Adult Education and the registration and accreditation databases of adult education, comparing them agains the main tendencies in OECD, Eurostat and CEDEFOP databases.
After processing statistical data and the literature background the empirical research was done, in which I used both quantitative and qualitative methods to find out what learning activite meant for the 40-50 year old adults participating in adult education. During data collection I completed a questionnaire-based survey involving 103 respondents without concern for representativity, the aim of which was to prepare and adjust my questions in the interview. In this questionnaire the questions were about the respondent’s familial and social status, previous education background, labor market activity and employer, but they also attempted to reveal the respondent’s competences, preferred ways to get information, and the characteristics of the selected course.
I was aware of the fact that the topic due to its nature (Vicsek 2006; Héra – Ligeti 2006) can not be investigated by purely quantitive research, therefore I took Seidmann’s (2002) criteria in consideration and used an interview method.
The examination of institutions of adult education was also completed with an interview method. The questions of the applied interview were in all cases open questions, the
respondents’ answers were given at their preferred locations, generally at home by individuals and at their workplaces by employees of educational organizations. The duration of the interviews was 1 or 2 hours. In approximately 15% of the cases interview subjects did not permit recording, in all other cases conversations were recorded by magnetophone and dictaphone and typed. My analysis was based on these texts.
In the interviews with education participants I wished to reveal the personal motivations of the 40-50 year old age group for participation in permanent education, their current competences and preferred sources of information.
Parallelly, an interview has been conducted with representatives of institutions of adult education regarding the number, age and previous educational experience of training participants, and the ratio of drop-out. Questions were aimed at the background of formulating the types of education offered, the marketing and motivating methods of trainers and their general practice.
Evaluation of quantitative data yielded by empirical research was conducted by an SPSS statistical program after their recording in an Excel file. Analysis of narrative answers received during interviews was conducted based on the criteria by Vicsek (2006).
4. MAIN RESULTS OF THE THESIS
According to the first hypothesis the lifelong learning of adults nowadays is a particularly important area because of its social and economic significance, therefore the research and strategically embedded regulation by state receive special attention in a large number of countries of the world, including member states of the European Union such as Hungary.
According to the by today accepted paradigm of lifelong learning the central goal of learning is not solely related to employment, its philosophy is the view of the individual as able to ensure personal well-being, realize a full and healthy life, renew itself and as an instrument of the active citizenship highly required by representitve democracy, mobility and sustainable quality of life. These statements were proven by the analysis of literature concerning lifelong learning and by the presented documents of international education policy organizations (UNESCO, OECD, EU), which actualize the conditions of supporting education accoding to the above strategic goals.
Narrowing down the cross-section of study, focusing on the Hungarian system of lifelong learning I hypothesized that the system of adult education has been set up, but its elements are not yet perfectly harmonized, several questions, for example training transfer
and the accreditation of prior experiantial learning, quality assurance and employer expectations do not appear with the necessary weight in the offered courses, and suuport for motivated adults is insufficient.
Based on the numbers of the most recent Hungarian databases, KSH and ÁFSZ and the experiences of andragogic research concerning the results of lifelong learning (Csernák – Janák - Zalánné 2004; Galasi 2008; Lada 2007a; Learning Magyarország Alapítvány 2009) we can assume the tendency in Hungary that utilization of resources spent on learning is low and support does not serve the purpose of fulfilling employment goals and alleviate structural unemployment.
Examining the social representativeness of the 40-50 year old age group serving as the target group of the study we can state that the absolute number of this age group within the society does not decrease due to decreasing population, its proportion has been on the rise in the past decades compared to earlier times. Its role is definitive even within the economically active population as it makes up 33.6% of all employed, but its participation in adult aducation is underrepresented compared to its role on the labor market.
Regarding the previous education level of the age group the statistics of the Hungarian Statistics Office show that within the total population 14.7% of the age group possess a university degree, 42.6% a high school, 42.2% an elementary school degree, with 0.5%
having an even lower level of education. In sum, the age group is characterized by the prevalence of high school and elemenary school degrees. According to the education participation data of the age group I hypothetised that its education mobility, namely its participation in lifelong learning does not correlate with its proportion within the population.
According to the data it was possible to forecast that while education willingness was low compared to younger age groups, those participating in education exhibit a high level of motivation. This hypothesis was proven by my empirical study along with the assumption that the stratum of the age group which is employed and has a higher level of education is an active and motivated participant of lifelong learning. This activity is mostly performed in free time, in case of 47.5% of the respondents financed by themselves and for 36.7% by the employer, therefore it is typical for the employed and for those who possess a higher level of education.
As a result of the analysis of the interviews it can also be deferred that except for the assessment of language proficiency levels and the equivalence of previous degrees the accreditation of nonformally obtained knowledge is not typical in the practice of education,
and neither is the widespread use of atypical methods of education and the realization of the importance of the specific problems of different age groups.
According to the results of my study, in connection with my first hypothesis, some measures would be necessary in the following fields:
The analysis of the strategy accepted by the Government of the Republic of Hungary in 2005 and the legal regulation of lifelong learning shows that they reflect the recommendations of the EU, the institutional network of adult education also conforms to these recommendations, but in practice the support and financing system puts more emphasis on fulfilling employment goals than other components of the strategy. This attitude mainly serves the treatment of underprivilegedness, while it does not support the motivated. One of the results of this is that in Hungary the percentage of lifelong education participants is low – one of the lowest in the European Union – far from the average of the Union and the goals.
The most recent Hungarian databases and the interviews recorded with education participants show that the efficacy of education support funds is low, this support does not serve the fulfillment of employment goals and do not alleviate stuctural unemployment. It can be shown that while the pay-off rates of labor market fund- financed education programmes for the underprivileged are low, state and institution support for self-motivated learners and the system of student services serving them is very scarce, and according to my study it does not fulfill the expectations of adult learners.
The assessment of the possible ways effect systems can affect the careers of 40-50 olds through the Hungarian institution system was also a goal of my thesis.
My second hypothesis was formed according to this, in which I assumed that the stratum motivated in adult education prefers trainings offering some for of qualification and the need for obtaining a higher level of education and further professional training is more pronounced in their case than in the national average. Those enrolling in education possess several competences already at the beginning of the training.
As part of the research, both questionnaire- and interview-based surveys supported my assumption that the learning motivation of adults in this age group is strong and that already upon enrollment they possessed previous degrees, strong competence and practical knowledge that could ease the learning process.
Among the competences necessary for lifelong learning, respondents primarily found human relations and cooperation the most important, computer skills and knowledge in a
foreign language were only mentioned in some cases. Further questions showed that respondents either lack these skills, therefore don’t use them, or they found the so profoundly natural in their work and everyday life that they don’t consider mentioning them necessary.
This is particularly true in case of IT devices, which are used by 80% of respondents in their work and 85.5% in their free time. This results contradicts national tendencies, but it supports the assumption that education participants are able to use atypical learning methods, such as participation in distance learning.
Answers showed that plannable free time was a condition of learning. As it can be seen in the chartthe prefer of a participation in education significantly increases as a function of a fixed, eight-hour working day, independently from the level of education.
Connection of fixed working hours and level of education (per person) N=78
During the analysis of the interviews it became clear that support from the family is also indispensable for learning, even though there is a group of single learners even in this age group who consider learning a free time activity.
Employers often don’t support the learning activity of their workers. Analysis of the role of employers in supporting education did not show correlation between the company’s form of ownership and support education, but empolyees of the private sector participate more often in both school system-based and external trainings than employees of the state sector. The reason is that the private sector is faster in defining the competences it needs, while performance evaluations and personal career planning simplifies and clarifies its expectations for employee training.
In micro-enterprises, the management of employees’ participation in education is difficult due to their low number, therefore they prefer employing already trained collagues. However,
this is different in case of micro-enterprises, when the employee to be educated is also the owner or his/her family member.
The relevance of training on the labor market is also supported by data regarding the obtainable qualification, which show that the courses most preferred by respondents provide either a diploma or a vocational degree.
Adults would typically require more information regarding learning opportunities and the support of learning.
Regarding my second hypothesis and apart from the results above it can also be show that the concept and content of lifelong learning is known and accepted in the surveyed 40- 50 year old, economically active age group
the main motivations for learning are monetary factors, mostly the maintenance of employment and the desired standard of living
members of the age group enrolling in education mostly have a middle-level education, this level of education is higher than the national average typical for this group
There is no significant connection between education participation and place of residence or the nature of the employee’s or his/her employers economic activity, but the amount of available free time and monetary resources has a strong influence on the willingness to learn.
Expectations from the training by the individual are mainly about the qualification obtainable in the programme, but this does not always serve the expectations of employers. The improvement of competences required by the economy is more strongly related to the nonformal field, which is served by professional trainings. The organization of these is very seldom organized within institutions of adult education.
Among the key competences for the 40-50 year old age group characteristics related to the maintenance of human relations become the most important. The presence and use of IT skillscontary to previous research results and my expectations can be considered a general property in my age group of choice.
According to the goals of the thesis, the survey of the motivation background of 40-50 year olds was completed by an interview study concerning the effect system of the system of andragogy institutions. This served to prove my third hypothesis.
The research partially supported my assumption that for the support of different age groups, training organization and the treatment of low student motivation and drop-out rates the age-related characteristics of students are rarely considered.
Most of the surveyed institutions of adult education are private enterprises, and their main quality criterium is the obtainment of accrediation and the success of the final exams of their trainings. It is a general experience that, despite the regulations of the documented quality system serving as the criteria for granting accreditation, feedback after the satisfaction surveys among students and partners is not sufficient. In many cases no suggestions about the training and its organization were asked for.
A possible way to categorize the institutions in the sample is to create categories based on ownership. It is shown that a large majority of the institutions in the sample, 62% consists of private enterprises. Apart from these, an almost equal part of the sample, 16.67% and 15%
respectively, consists of state-owned and other institutions, the latter mostly owned by an economic organization. The smallest percentage of institutions consists of non-profit organizations, their institutions make up only 6.67% of the sample.
Put together, the institutions of adult education in the sample teach 81414 students.
Examining the average number of students it is visible that it is the highest in institutions offering school-based programmes, while it is the lowest in education programmes offered by non-profit organizations. However, if instead of their size we categorize the instutitions in the sample according to the distribution of students among institutions with different forms of ownership, we see that the most students learn in privately owned institutions, while the fewest freqent trainings organized by non-profit organizations. The percentage of students learning in school-based trainings is relatively low, 10%.
Distribution of students as a function of ownership of adult education institution (%) N=
81 414
21%
3%
67%
9%
Állami/Önkormányzati Nonprofit
Magánvállalkozás Egyéb
Based on the summary of all programmes offered by adult trainers it is clear that most trainers offer more than one kind of programme.
Regarding the education levels of enrolled students it is visible that students in the institutions of the sample predominantly possess a higher level of previous education, therefore they can be assumed to be motivated. The decisive majority of participants, 57%
have a high school degree, but the percentage of students possessing a university degree is also high, 28%.
Number of enrolled students by level of education (%) N= 81 414
7%
8%
57%
28%
Általános Szakmunkás Érettségi Felsőfok
For my research topic calculating the number of students from my target age group in the sample was very important. As it is presented in the graph below, 15% of the total number of students are between 40 and 50 years of age. This proportion is concordant with nationwide results.
Percentage of enrolled students by age (%) N=81 414
The analysis of education levels in the target group shows that most of the 40-50 year old students in the surveyed institutions have a high school degree and, based on personal accounts, they study for their first university degree or higher professional qualification.
It is a general experience that adult trainers have to face the phenomenon of drop-out, the main reasons for which were named to be the following: monetary difficulties, problems related to free time, lack of motivation, loss of motivation, applicants not being able to comply with the expectations of the course, having misjudged their skills upon application, and personal reasons, such as divorce, moving or sickness.
Among the methods for motivation a students the most commonly appearing one is an education fee reduction for returning students or group applications.
In the education organization practice of trainers organizing evening or weekend courses was typical. This solution fits the working schedule of learning adults well.
All trainers claim to put much emphasis on organizing high quality programmes complying with training expectations, but I have only found a few good examples for the use of learning support methods, such as organizing distance learning courses, accrediting previously attained knowledge, or offering a payment plan.
Course organization tailored to the needs of different age groups does not appear as general practice among the typical features of training organization. Informing students is generally done in an electronic form, which fits the habits of strongly interested and motivated applicants, but which is unable to reach the less motivated strata. Surveillance of student satisfaction, follow-up and partnership management are formally present in the education service system of the surveyed institutions, but their results are seldom incorporated in the process of training organization. The possibility to make local opportonitios and characteristics appear in course catalogs is also not properly exploited.
44%
36%
15%
5%
20-30 30-40 40-50 50+
5. ASSERTIONS AND SUGGESTIONS ABOUT THE FURTHER RESEARCH POSSIBILITIES OF THE TOPIC
This research has provided many results regarding adult education, more precisely the education of the 40-50 year old age group. On the one hand we could get a theoretical and practical summary of the characteristics of education in this age group, and on the other hand, as a result of this study, we can name some fields where further development is necessary.
The rethinking of these fields can improve the service function of adult education, make information penetration among the targeted adults more effective, and enable the harmonization of the specific problems of the training of different age groups and the support elements provided by law.
Assertions
According to the previously presented results of my study my assertions are the following:
Knowledge attained in the school system needs to be completed, therefore it has to be complemented by short-duration, competence developing, practice oriented programmes within adult education. This assertion is particularly true analyzing the knowledge of the older, but still fairly active 40-50 year old age group. However, in the practice of adult education the programmes offered use monetary resources and study time wastefully, trainers are not interested in and not prepared for the organization of short programmes, the measurement of entrance competences and the reduction of training costs and time by the use of the accreditation of previously attained knowledge. They are also unprepared for the development of the knowledge competences considered particularly important by the participants of the trainings (personal, method and social competences).
State guidance of adult education is heavily scattered. Although the system of instutitions exists and the legal background is also set up, adult education still doesn’t serve the purpose of fulfilling the rapidly changing economic and employment needs.
Use of state of support mainly serves to re-educate and further educate the unemployed, mainly the younger age group. The vocational training tax employers pay to the center budget does not motivate economic organizations to participate in adult education. In order to ensure a more effective cooperation the everyday
connections between employes and adult education should be strenghtened, making the development of adult education programmes more effective.
In the practice of many instutions adult education services are only theoretically related to the training work. The lack of these is particularly probelmatic in adult job orientation and correction counseling, the teaching of learning techniques and in information provision for students.
The monitoring of training programmes is often absent due to the lack an effectively functioning quality management system, therefore the opinions of the society and students are not incorporated in the content of the trainings, their methodologial and education organization criteria and they have no effect on forming adult education services.
Suggestions
First suggestion
It would be worth further investigating the possibility of increasing support for motivated adults in order to improve lifelong learning participation rates and thus decrease structural unemployment. Free time-related and monetary problems of learning adults should receive special treatment, therefore the Hungarian adaptations of the „good exercises”
mentioned in this thesis should be introduced in the practice of as many adult training institutions as possible.
It would be useful to further research what measures, central support of legal regulation could serve the purpose of developing a „service provider approach” in training institutions. In my opinion a widespread acceptance of quality-centered thinking could serve this purpose well.
It is my conviction that really effective suggestions can only be made based on the development of a complex system with co-dependent parts, therefore as a quality assurance professional my suggestion is about the general introduction of a model that can be used in adult training programmes, contains quality assurance elements and can be measured according to its system of indicators. Presently the accreditation process of adult education institutions does investigate if the instutition has a public and well-documented quality guidance system, but it does not prescribe its type, therefore in practice there are several parallelly fuctioning systems.
The system I suggest is also able to make the work of non-accredited institutions performing adult training more effective.
Quality-based thinking views adult education as a process, divides it up to sub- processes, assigns recommended actions to them, regulates the control of different fields by regular measurement and the feedback of results.
As part of the framework of process regulation I suggest a quality assurance system suggested by several adult trainers, namely the CQAF (The Common Quality Assurance Framework) system accepted as the the Hungarian Framework of Vocational Training and Quality Assurance and regulated according to the European Vocational Training Framework.
More widespread future use of the model is justified by the fact that it has also been recommended for introduction in the field of vocational and adult training by the Adult and Vocational Education Department of the Ministry of Social Affairs and Labour and the workshop of professionals assigned by the National Institute for Vocational and Adult Training to develop the quality model of adult education. They accentuated its adaptivity to EU criteria.
The approaches of these criteria do not mean the introduction of new quality assurance elements in adult education, because these points of analysis already fit the characteristics of already functioning quality systems (TQM, EFQM, ISO, Comenius) and according to PDCA logic (plan, do, check, act) they serve high-quality functioning.
The processes of the model:
Planning (setup of goals and plans according to sector, regional and institutional indicators)
Realization (defining basic principles and processes of implementation) Checking (feedback and guidelines of introducting change)
Methodology (unified general use of those above)
Indicators concerning the quality of training are able to present the fuctional quality and achievements of a given organization and it is able to assign measurement units to it. The system of indicators can also be set up at the level of the institution and processes, ranges and methods can be assigned to them. Institutional indicator are presented in the table below.
System of COAF model indications concerning institutions
Type Range Name of indicator
Source/input indicators Indicators concerning to instructors
Number of instructors
Proportion of instructors with different levels of degrees
Proportion of instructors with different employment status
Investments in instructor training
Proportion of instructors participating in further education
Teaching conditions Number of available places
Number of available practical training places Programmes Number of education programmes
Proportion of accredited programmes Fluctuation Annual fluctuation of personnel
Output indicators Examinations,
evaluation of training
Satisfaction indicator concerning knowledge control
Performance indicators Adult training service Number of people using adult training services
Training participants Number of people enrolled in training
Proportion of socially high risk/disadvantaged students Proportion of successful exam candidates
Level of training requirements fulfillment Satisfaction of training participants
Institution achievements Number of new programmes following the change of labor market needs
Number of the socially high risk/disadvantaged participating in trainings
Number of unctionally incorporated professional developments
Complaints Number of complaints registered from training participants
Efficacy indicators Training participants Proportion of those left out of the training
Proportion of job finders in six-month follow-up Proportion of students returning for higher level training Employers Employer satisfaction regarding usability of the skills
learned
Number of programmes developed according to direct employer needs
Source: Králik 2006.
Source: Králik 2006.
Measurement of indicators and the feedback of measurement results into the training process may ensure the sustainability of an organization functioning according to this model and that student services always serve newly emerging needs.
Second suggestion
The use of central funds for lifelong learning could be more effective if it was redirected to the organization of more short-term competence improvement programmes, increased by the vocational training tax paid by employers forming the interest of economic organizations for supporting adult education. Their content could not only serve the purpose of finding employment and supporting the underprivileged, but it could also help the already employed keep their jobs by the methods of the training.
On the other hand, programmes should be much more closely linked to the expectations of the local society, the adults wishing to learn and employer organizations.
Therefore it would useful to perform more studies about this topic, in connection with the reform of government policies. It would also be worth considering a possibility among the many suggestions about the revision of the lifelong learning strategy of the Hungarian government, namely how a credit plan supporting lifelong learning, a tax cut for adults financing their own studies, or some other form of monetary support could be created.
Third suggestion
In my opinion it’s also worth considering the question what expectations learning adults can have from the services of state-owned and private organizations, how expectations about orientation can be linked to marketing processes and through what channels can information about the training reach those interested faster.
6. PUBLICATIONS AND PRESENTATIONS ABOUT THE TOPIC OF THE THESIS
Publications
Könyvek, könyvszerkesztés/ Books, editing:
1. Szabó Péter - Mócz Dóra (szerk.) (2006): Oktatás-tudomány tanulmánykötet IV.
Várostérségi egyenlőtlenségek Európában, megújulási válság és leküzdése című konferencia anyagai alapján. Kodolányi János Főiskola, MTA – VEAB, Székesfehérvár
2. Hervainé Szabó Gyöngyvér - Mócz Dóra (2003): Challenges on multisectoral higher education. Kodolányi János Főiskola, Székesfehérvár
Book chapters:
1. Mócz Dóra (2007): Felkészítés az élethosszig tartó tanulásra. In: Bábosik István - Torgyik Judit (szerk.) Pedagógusmesterség az Európai Unióban. Eötvös Kiadó, Budapest, pp. 29-43.
Journal articles:
1. Mócz Dóra (2010): Az élethosszig tartó tanulás jelentősége a 40-50 éves korosztály életútjában. Iskolakultúra 4. szám melléklet, pp. 3-15.
2. Mócz Dóra (2009): Közoktatás, felsőoktatás, felnőttoktatás Lengyelországban. In:
Torgyik Judit (szerk.): Oktatási rendszerek Európában. Krónika Nova Kiadó, Budapest, pp. 153-165.
Studies in conference books:
1. Mócz Dóra - Ujma Péter (2010): Tanulási képesség és tanulási motiváció felnőttkorban. In: Oktatás, nevelés, élethosszig tartó tanulás. Neveléstudományi Egyesület konferenciájának konferenciakötete (megjelenés alatt)
2. Mócz Dóra (2009): Tanulási képesség, kompetencia és az Európai Képesítési Keretrendszer. In: Az államok közötti gazdasági, társadalmi, politikai, környezeti és interkulturális együttműködés Európában. Budapest Fórum konferenciájának konferenciakötete (megjelenés alatt)
3. Mócz Dóra (2009): Miért fontos a felnőttek képzése a változó gazdasági-társadalmi kihívások idején? In: Karlovitz János Tibor – Torgyik Judit Emese (szerk.) Problémák az oktatás és képzés felnőttkori szakaszában. Neveléstudományi Egyesület Tanítás, tanulás, munkaerőpiac című 2009. évi konferenciájának konferenciakötete.
Neveléstudományi Egyesület Kiskönyvtára, 2. Budapest
4. Mócz Dóra (2009): The Role of Permanent Education in Personal Mobility in the Mid- Dunántúl Region In. Glavanovics Andrea - Szele Bálint (szerk.): Közép-Európa
Transzfer és dialógus Budapest Fórum nemzetközi konferenciájának konferenciakötete.
Kodolányi János Főiskola, Székesfehérvár, pp. 55- 65.
5. Mócz Dóra (2008): Vállalati képzések gyakorlata Magyarországon. In: Kálmán Anikó (szerk.): IV. Magyar Nemzeti és Nemzetközi Lifelong Learning Konferencia Felnőttképzési tapasztalatok és lehetőségek a felsőoktatás megújítására.
(Konferenciakötet). MELLearN – Felsőoktatási Hálózat az életen át tartó tanulásért, Nyíregyházi Főiskola, Nyíregyháza, pp. 421-428.
6. Mócz Dóra (2008): A permanens művelődés szerepe az egyén mobilitásában a közép- dunántúli régióban. In: Juhász Erika (szerk.): Andragógia és közművelődés. (A 2006.
szeptember 26-27-i Durkó Mátyás Konferencia és Jubileumi Szakmai Találkozó konferenciakötete). Debreceni Egyetem BTK, Debrecen, pp. 488-497.
7. Mócz Dóra - Szabó Péter (2007): A tudásbeszámítás lehetősége az élethosszig tartó tanulásban az Új Magyarország fejlesztési tervben, valamint nemzetközi „jó gyakorlatok”. In: Glavanovics Andrea - Szele Bálint: Az Integrált Európa narratívái és diskurzusai Budapest Fórum konferenciakötete (megjelenés alatt)
8. Torgyik Judit- Mócz Dóra (2007): A képzés és a munkaerő-piac igényeinek kapcsolata a közép-dunántúli régióban (VII. Országos Neveléstudományi Konferencia Szakképzés és oktatáspolitika szekció), Budapest (megjelenés alatt)
9. Mócz Dóra (2007): A Comparison of the Categories of the Higher Education Quality Award and Award for Vocational Training in Hungary – A Possible Way To Knowledge Accrediation In Glavanovics Andrea - Szele Bálint (ed.) Közép-Európa Transzfer és dialógus. (Budapest Fórum konferenciakötet). Kodolányi János University College, Székesfehérvár, pp. 26-27.
10. Mócz Dóra - Szabó Péter (2007): Introduction of the Higher Education Quality Award in Hungary. In Laura Ilzarbe - Maria Jesus Alvarez (ed.) International Symposium on Brekthroughs in Quality Management of Higher Education. Thomson, San Sebastian, pp. 135- 144.
11. Mócz Dóra (2007): The Importance of life-long Learning in the light of the Lisbon Process. In Glavanovics Andrea - Szele Bálint (ed.): The Europe of Regions Literatura, Media, Culture.
(International conference of the Budapest Fórum in. Révkomárom.) Kodolányi János University College, Székesfehérvár, pp. 26-37.
CD: Mócz Dóra (2006): EFQM modell alapján történő önértékelés a Kodolányi János
Főiskolán, HEFOP-3.3.1-P.-2004-10-0001/1.0 Minőségbiztosítás a felsőoktatásban záró konferencián elhangzott előadás, Dunaújvárosi Főiskola, Dunaújváros
Presentations:
2010
Mócz Dóra: A permanens művelődés, élethosszig tartó tanulás szerepe és jelentősége a 40-50 éves korosztály életében 6. Magyar Lifelong Learning konferencia, Életen át tartó tanulás, innováció és értékteremtés. Janus Pannonius Tudományegyetem Pécs, április 29-30.
A Neveléstudományi Egyesület konferenciája - Kodolányi János Főiskola Székesfehérvár, január 15. Szekcióvezetés: Oktatás, nevelés, élethosszig tartó tanulás
„Tanítás felsőfokon” című szekciójának vezetése
Előadás: Mócz Dóra – Ujma Péter: Tanulási képesség és tanulási motiváció felnőttkorban
2009
Mócz Dóra: Tanulási képesség, kompetencia és az Európai Képesítési Keretrendszer.
Az államok közötti gazdasági, társadalmi, politikai, környezeti és interkulturális együttműködés Európában - Budapest Fórum, Kodolányi János Főiskola, Budapest, november 20.
Neveléstudományi Egyesület Tanítás, tanulás, munkaerőpiac című konferenciája Békéscsaba, január 22-24. Szekcióvezetés: „Nyelvtanulás, nyelvhasználat" és a
„Szakképzés” szekció
Előadás: Mócz Dóra: Az andragógia és az egyén kapcsolat az élethosszig tartó tanulás résztvevőinek tapasztalatai tükrében
2008
Az oktatásügy aktuális kérdései, Tudomány napi konferencia - Kodolányi János Főiskola Székesfehérvár, március 8.
Szekcióvezetés: A társadalom és az oktatás szekció vezetése
Előadás: Mócz Dóra: A felnőttek tapasztalatai az élethosszig tartó tanulásban
Mócz Dóra: Vállalati képzések gyakorlata Magyarországon, IV. Magyar Nemzeti és Nemzetközi Lifelong Learning Konferencia Felnőttképzési tapasztalatok és lehetőségek a felsőoktatásban - Nyíregyháza, április 17-18.
2007
Mócz Dóra - Dr. Szabó Péter: A tudásbeszámítás lehetősége az élethosszig tartó tanulásban az Új Magyarország fejlesztési tervben, valamint nemzetközi „jó gyakorlatok”. Az Integrált Európa narratívái és diskurzusai - Budapest Fórum Konferencia Kodolányi János Főiskola, Budapest
Dr. Torgyik Judit - Mócz Dóra: A képzés és a munkaerő-piac igényeinek kapcsolata a közép-dunántúli régióban. VII. Országos Neveléstudományi Konferencia Szakképzés és oktatáspolitika szekció - Budapest, MTA Székház október 25-27.
Mócz Dóra: A Comparison Of The Categories Of The Higher Education Quality Award And Award for Vocational Training in Hungary – A Possible Way To Knowledge Accrediation Közép-Európa Transzfer és dialógus - Budapest Fórum Fürstenfeld
Mócz Dóra - Dr. Szabó Péter: Introduction of the Higher Education Quality Award in Hungary, International Symposium on Brekthroughs in Quality Management of Higher Education San Sebastian
Mócz Dóra: EFQM modell alapján történő önértékelés a Kodolányi János Főiskolán, HEFOP-3.3.1-P.-2004-10-0001/1.0 Minőségbiztosítás a Felsőoktatásban Záró konferencia - Dunaújváros
2006
Mócz Dóra: A permanens művelődés szerepe az egyén mobilitásában a közép- dunántúli régióban. In: Dr. Juhász Erika (szerk.) Andragógia és közművelődés. A 2006. szeptember 26-27-i Durkó Mátyás Konferencia és Jubileumi Szakmai Találkozó Mócz Dóra: The Role of Permanent Education in Personal Mobility int he Mid – Transdanubian előadás Budapest Fórum Közép- Európa transzfer és dialógus című konferenciája - Székesfehérvár
2005
Mócz Dóra: Andragógia és mobilitás. A tudás és a kultúra lefordítása a társadalom és a politika nyelvére - Budapest Fórum konferenciakötet Kodolányi János Főiskola, Székesfehérvár
Mócz Dóra: The Importance of life-long Learning in the light of the Lisbon Process.
Budapest Fórum konferenciája - Komárno
