How can research and theory support the practice of adult education?

Ingibjörg Elsa Guðmundsdóttir

6. mars 2013

The speakers background

The importance of adult education today

The ETSC in Iceland – goals - what has been done?

Why does research matter?

The way forward – the common ground

Content

BA in psychology, Teacher credentials, M.Ed , Nordic adult ed. coursesWork-experience covers adult education since 1985 (and before that research assistance in ed. research and several years in the management of an Icel. company in industry)

Evening school with short courses – hobby – languages etc.WEA – trade union education – general and vocational education –Nordic and European projectsETSC – from 2003 – run by social partners – tripartite co-operation

As a manager, teacher, course designer, innovative projects – cooperation (national - European – Nordic)

Influenced from behaviorism, Paulo Freire, Kirkegård, Grundtvig, humanistic psychology, cognitive behavioral therapy ......

Learningwith regard to the subject

Adult Education 1985 – snap shot

Starting in a fairy tale – a small world characterized by the goalof personal fulfillment:

Freedom of offers - participationInterests – hobbyUsefulnessGeneral educationIn Iceland: Nordic influencebut....different with 100% payment by participants

In review happy times butmaybe not on solid grounds

“Today major challenges are confronting Europe. The current difficult economic climate has highlighted the importance of education as a catalyst for economic growth. We are also facing the effects of an ageing population and social exclusion continues to be a serious challenge for all our countries. We have to tackle the problem of 80 million low-skilled adults whose future looks increasingly marginal in a Europe that will concentrate on knowledge-intensive jobs.” (Strategies for improving participation and awareness of adult learning –European commission 2012)

AE is confronting more challenge than ever

Of course, the public and private benefits of education go beyond the purely economic. For instance, this edition of Education at a Glance (2012) finds that higher levels of education are associated with a longer life expectancy, increased voting rates, and more supportive attitudes towards equal rights for ethnic minorities.

According to recent research low skilled people can expect to live a shorter life of 10 years than those with higher educational levels

Not only economic benefits

Not to mention the crises in most of our countries which adult education often has to address in one way or another

The bigger the challenge gets ....the more important it is:

that we know what we are doing

Confronting crises

Adult education 2013 – snap shot

On the fast road to the future with a lot of challenges and are addressed to take responsibility of: employment – income –health – welfare –innovative solutions in times of crisesDifferent worlds – can AE meet these challenges?

Trade union education

Shop stewards – spokesmen of trade unions

General education – folk high schools

Vocational training courses

Gradually the trade union education got a supporting role

Members wanted educational provision

The development of education within the labor movement

Education and Training Service Centre (Arbetslivetsudbildningscenter) was established 10 years ago – took over some tasks from the Workers Educational Association (Labor movement)

Owned by the social partners (confederations) in Iceland –extended in 2010 to cover the public sector

Contract with the ministry of education, science and culture (publicly funded)

Target group: Low qualified adults (on and (temporarily) outside the labor market) – one third of the workforce now

Working with a net of LLL centers throughout the country

The Education and Training Service centre (ETSC)

Statistical bureau 2011 Total Low-qualified Upper secondary University

Labor force 180.000 61.100 65.400 53.200

Employed 167.300 54.800 61.500 50.800

Unemployed 12.700 6.400 3.900 2.400

Proportion of total labor force 34 36 30

Unemployment rate 10,5 6,0 4,5

Size and coverage of initiative

The target is 43.000 individuals

1. To develop workplace guidance for the target group. Outreach

2. To develop a Validation system for non-formal and informal education and training and work experience. Validation against standards from curricula / working life

3. To develop, increase and improve educational and training provision for the target group. Formalize through accreditation.

Increase quality in adult education – courses for teachers – European Quality Mark (quality assurance)Cooperation with social partners for the benefit of the target group –needs analyses – competence requirementsPublic financing

before this Adult Education has not been publicly funded

New structures for upgrading low qualified workers

The challenge:In the case of Iceland 10 years ago – hardly any unemployment

Year 2000 - 3.700 unemployed of 160.000 in labor force (2,3%)

Never started Upper Secondary or dropped outMany with bad experiences from school?

Adult life – work – children – loans – etc.How to reach? – How to motivate? Or are they simply happy and should be left alone? Are there hindrances?

Reaching the target group

Guidance and counseling at LLL centres by qualified counselors

Financed since 2006

Total of 48.000 interviews – 22.000 first visits – 18.000 individuals at introductory meetings (capacity: 10.000 interv. pr. year)

Work-place guidance – guidance for unemployed - guidance in validation of non and informal learning (RPL)

Needs of the target group for educational provision

ETSC: monitor, coordinate, funding, statistics, quality issues

Research: MA thesis – Voice of users (Nordic research)

1. What is offered to the target group?

1

2

3

4

Statistics

Position on the labour market

First interview vs repeated guidance

Results of interviews

Guidance and research

1. 2-3 MA thesis have been written

1. (Guidance and counseling department of the University of Iceland)

2. Voice of Users – a Nordic research

Are the users heard and what are their influence on development and structure of the services?

What kind of educational counseling is offered?

Benefits of the services and how pleased are the users with the service?

”She was wonderful … very special …she motivated with pep-talk and had very good influence… we were led through this” Gunnar (27)”You might think that she did not have anything to do, except take care of us… I think it´s impossible to get more support, she was 100%When in the formal system they continue to call and visit ”their counsellor” The MA thesis; Að stiga skrefidfeb. 2010. Audur Sigurdardottir.

About the guidance

22

Research:

Voice of users

Results of guidance

3,1

3,0

3,6

3,3

2,9

3,4

3,5

3,2

3,7

3,4

3,0

3,6

3,3

2,8

3,7

0 1 2 3 4 5

Persónulegur ávinningur

Starfstengdur ávinningur

Menntunarlegur ávinningur

Svíþjóð

Noregur

Ísland

Finnland

Danmörk

1. Educationalbenefits

2. Vocationalbenefits

3. Personal benefits

Levels of participation

Guiding light to the future

Service surveys being implemented

Focus groups when policy is developed

Vision about involving the clients for policy work

The impact

Financed since 2007 in the certified trades:

Validation of prior learning

1.200 individuals with average of 30 credits in the certified trades-70% continue in Upper Secondary to finish the studies

200 with average of 20 credits in other sectors

Over 200 with standards from working life

2. What is offered to the target group?

2004- Development: European guidelines of the validation of non-formal and informal learning – search for information – conferences

Trial period - Projects – developing methodology, tools, finding out what works - Model developed – Results - Costs

2007 – 2011 Implementing

Finance –for the certified trades – later for other sectors

Quality – training of staff (assessors) – checklists for execution

Statistic

Laws and regulations – 2010/2011

Making an impact - Two master’s thesis

Lacking the Voice of users on all levels - But very valuable cooperation through the NVL net for validation.

Development of validation

”The decision to drop-out of studies wasdifficult for my interviewees and the thoughtto finish their studies has never left theirminds” The MA thesis; Að stiga skrefid feb. 2010. Audur Sigurdardottir.

Individual level

Petur (47) went to an introductory meeting: ”…when I arrived I was happy to see so many of my colleges there at my age, not only teenages

”I think it is more likely that you drop-out if you are alone” says Paul (46) that has not been in school for 30 years.

Individual level

To the formal system again:

”I was terribly anxious, terribly anxious before the first day, I was terribly anxious going back to school, I think that it was this fear of school and I have of course study problems”, Gunnar (27).

”…it was terrible, totally terrible, I was tense and had to start thinking anew, I was just trembling, that´s how it was” Paul (46)

Individual level

The accreditation is a valuable opportunity for those individuals

”I am so happy with this opportunity, that this has been offered..” says Gunnar.

”Yes I am happy with my intention to finish, you know, I am going to finish, I need to finish, it matters most of all” Gunnar (27)

Individual level

With a grant from EU possible to increase provision of validation provision

Process-evaluation will be built into the projects

Participants will be called 6 months after to hear what they have done.

But a lot of questions unanswered:

Long term impact on individuals, schools, employment-market, society as a whole

A new project

Financed since 2006:

Provision of accredited education

Total of 17.000 students (not persons) – average 10 credits (of 140 credits to finish Upper secondary Ed.)

37 educational opportunities – described in a curriculum and validated on Upper secondary level (accredited) taught at LLL centres

Teacher training to increase quality

Quality standards – Quality assured educational providers

3. What is offered to the target group?

Credits – accredited education and accreditation of prior learning

Student hours – accredited and other courses (non-formal) for the target group

The adult education curricula does not follow the Upper secondary curricula – Systems don´t match

Some build on needs analyses made by social partners

Others build on experience from execution of courses for the target group

Credits from AE not/reluctantly accepted in Upper Sec. Schools

The validation of prior learning matches USS curricula which makes it more acceptable

Problems

Survey of two curricula for dyslectic's / individuals with study problems

Dispute about quality/emphasis calmed down

Master´s thesis – mainly one curricula

Good results

Lack of information about impact, use of credits, motivation, did this step lead to further education –development on job market etc.

Impact?

One of the main goals of the “Grunnmenntaskolinn” is to promote positive attitude towards further education. The participants of this research (N=427) confirm that they are more motivated. This result is in coherence with another MA thesis and a survey of two curricula.

“This was an opportunity to start learning again and even continue in further education”

31% continued immediately after – 50% since they attended and 25% are in further education when the survey was made. (Eydís Katla Guðmundsdóttir,2012)

From MA thesis

The high level of cooperation between the social partners

Outreach to people in the workplaces – offering counseling – telling them that competence development matters –introduce opportunities (pushing - still respecting the individual freedom of participation)

Development and monitoring of validation projects centralized, in cooperation between social partners and LLL centres / schools. Advertised for groups.

Mixing under one heading (accredited curricula) the typical Nordic Folk Education, Competency development for companies and assistance with study disabilities – making non-formal education formal

What is new?

The development is more through trial and error of experienced adult education specialists / policy developers– often in pilot projects trying to find out what works (although also based on tradition)

Certainly some origins in the Nordic Folk Education

General and vocational education and training theoriesAlmenkvalificeringsprojektet fra Roskilde Universitetscenter, KnudIlleris og flere,

Humanistic psychology –Human resource theories – Psychology of working – Career development theories

Definitely mixed theoretical approach

What about theories?

Nordic research of counseling „The Voice of Users“

Nordic research - 8 Success factors

Surveys of several educational offers (AE curricula)

Survey of the group that attends the education provision (AE curricula)

A few MA-thesis

Statistics from the work

Preparing more research (The Educational Fund)

What do we know about results? Too little!

After the crises hit Iceland: How can education help to meet the crises? A cooperation between researchers and practitioners

Selections of successful projects in the Nordic countries

A research report (NVL´s web) Analyses of Nordic Educational Projects designed to meet challenges in Society

A brochure on the 8 success factors (for practitioners)

8 success factors

„The adult students who participate in adult education services are also investors in the adult education system. They invest their time with the hope that participation in these programs will improve their lives. If students knew that the services available to them were ineffective, they might choose to invest that time in earning money, enjoying their family or improving their community. Each student, therefore, should be participating in services that have strong evidence of effectiveness“ (Establishing an Evidence-

based Adult Education System, NCSALL, Harvard Graduate School of Education, 2003)

AE is confronting more challenge than ever

Undergoing big changes that will affect adult education

Definition of learning outcomes making length and institutions matter less

The development of qualification frameworks making results of education and training more transparent and transferable

The high importance of vocational ed. & tr. What should be the role of different players: Employers, companies, trade unions, schools, other ed. providers

New technic f.ex. E-learning

Future trends in ed. & tr.

The wide variety of education and training for adults should make an impact on research and building up effective models / theories about practice with the possibility of turning the egg timer around and making the opposite happen

The relationship between theory and practice

Collaboration more needed than ever before

Researchers bring knowledge of theory and research in their field

Practitioners bring their direct experience of helping adults to learn

Collaborative decision making process ensures the most useful questions (NCSALL)

Should we develop a Nordic model of evidence based AE system?

Collaboration