Adults involved in initial and basic education participation in formal education
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Abstract
Lithuania is very poorly developed in the field of adult continuing education and to this day remains relevant to active participation in formal adult education. The article raises such issues as: how one actually participates in formal adult education, what some key issues and perspectives of adult formal education are, whether the surroundings help or hinder the smooth running of this process, etc. Thus the object of research is adults who seek primary and basic education participation in formal education. The purpose of this paper is to reveal the features of adults’, involved in the initial and basic education, participation in formal educational.
This article is based on the data of the international project 'Lifelong Learning Society in Europe Towards the contribution of the education system' (LLL2010), financed by the European Commission under the EU 6 Framework Programme thematic priorities'citizens and governance in a knowledge society. The duration of this project was 2005–2009. A combination of multi-stage/cluster and non-random stratified quota sampling methods were used in order to select the respondents. Data was processed by the computer-based program SPSS 17.0 for Windows. The questionnaire survey data was processed and based on a quantitative analysis. Therefore, the study was based on the constructive approach and the adult learning psychosocial paradigm.
The article deals with the passing of environmental assistance for adults returning to formal education and the authors conclude that the key factor for an adult student to return is family. On the other hand, in formal educational institutions, educational consultants contribute minimally to the most recent entry into formal education. It was also stated in the article that the examination of the adult learner in a formal education organization is influenced by the building surroundings (which is sufficiently formalized and essentially based on the classical paradigm of learning).
This article is based on the data of the international project 'Lifelong Learning Society in Europe Towards the contribution of the education system' (LLL2010), financed by the European Commission under the EU 6 Framework Programme thematic priorities'citizens and governance in a knowledge society. The duration of this project was 2005–2009. A combination of multi-stage/cluster and non-random stratified quota sampling methods were used in order to select the respondents. Data was processed by the computer-based program SPSS 17.0 for Windows. The questionnaire survey data was processed and based on a quantitative analysis. Therefore, the study was based on the constructive approach and the adult learning psychosocial paradigm.
The article deals with the passing of environmental assistance for adults returning to formal education and the authors conclude that the key factor for an adult student to return is family. On the other hand, in formal educational institutions, educational consultants contribute minimally to the most recent entry into formal education. It was also stated in the article that the examination of the adult learner in a formal education organization is influenced by the building surroundings (which is sufficiently formalized and essentially based on the classical paradigm of learning).
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Articles
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