| Successful Initial Scientific Study on the Outcome and Influence of Adult Education! | | Print | |
| | 20.10.2009 | National Affairs - Articles [en] | ||||||
|
The success of educational programmes has finally been demonstrated! The survey results from the doctoral research project “Leren voor Leven” (Learning for Life) (which involved 1,127 students, 11 teachers and 34 ROCs (Regional Educational Centres) at 40 locations) provided insight into how successful educational programmes can be in helping people regain a place in society, especially those who live on the fringes of society. How can one ensure that they can become masters of their own lives again, and how can one provide that which is needed for this to happen?
The study Spectrum CMO Gelderland was commissioned by the Province of Gelderland and the Projectdirectie Leren & Werken (Project Directorate of Learning & Working – a project organisation of the Ministries of Education, Culture and Science (OC&W) and Social Affairs and Employment (SZW) ) to conduct the study “Learning for Life”, in order to show the results of adult education and its influence on social inclusion. The doctoral research study consisted of three phases in which 32 ROCs at 40 locations, 1,127 students and 11 teachers took part. After first of all charting whether social inclusion of people had indeed increased, it was then shown whether or not this differed from group to group and if the results recorded were actually influenced by participation in an educational programme/course. Results It emerged from the study that there was a significant increase in the rate of social inclusion amongst the surveyed students. Previous educational research indicated that only 10% to 20% of what was learned was applied in practice (Taris, 2007). With the students from the Education & Integration sections of the ROCs, this percentage is several times higher. In particular, it emerges that 38.6% of the surveyed individuals immediately obtained a better place in society (total social inclusion). For no fewer than 50.5%, there was an improvement in verbal or digital skills used in day-to-day practice (activation) and 43% will be doing more things such as volunteer work or organising neighbourhood activities (participation). In addition, 39.8% state they feel stronger in everyday life and this includes becoming more assertive and being able to care for their own children better (internalisation); 36.6% are meeting new people or are improving their contacts (connection). Furthermore, it became clear that this increase in social inclusion was higher in particular with ethnic minorities, unmarried and cohabiting individuals and people with a low level of preparatory training or a diploma in intermediate vocational education (MBO). However additional research has to reveal what causes this. Finally, the study revealed that nearly all components of the learning environment have an influence on the increase of social inclusion amongst the students, with the main exceptions being the ‘students’ social situation’ (such as ‘feeling happy’)’, ‘barriers that keep them from learning’ (such as ‘being too old to learn’), their ‘socio-demographic characteristics’ (such as ‘gender’) and their ‘motivation’. This implies that the fixed characteristics and the social situation of the student him/herself have no influence at all on whether what was learned can be put into practice or not. Therefore one can speak of a real influence of the learning environment. The elements that have the most genuine influence are the student’s self-direction (the extent to which the student can direct his/her own life) and the transfer prospects (the degree to which a student can apply what has been learned to his/her own situation). Practical application For the Government, the communities and the educational institutions, various undertakings are required to give education services a firm place in local infrastructure. Communities should use this study to create or save room within the Wmo (Social Support and Provision Act) and Wet op het participatiebudget (Participation Budget Act) in order to be able to keep on creating educational programmes for adults. The web dossier “Learning for Life” (see www.spectrum-gelderland.nl) provides enough tools and guides in order to, together with institutions and on the basis of formats, make performance agreements within this legislation and provide good reporting. Educational institutions should steer these agreement with communities into proper channels. In addition, they can make their programmes even more effective for encouraging self-direction and for increasing the transfer prospects of students. So, guidance should also be provided after the course. The web file Learning for Life (see www.spectrum-gelderland.nl) also provides the correct formats for this. Lastly, the Government shall have to anchor this facility within our society and have to save or create a place within its legislative framework. Tools are also provided for this in the web file Learning for Life (see www.spectrum-gelderland.nl). Additional information For additional information about this study and possible backing in the realm of education for vulnerable adults, you can contact: Mr Maurice de Greef (0031 (0) 26 384 62 52 / This e-mail address is being protected from spambots. You need JavaScript enabled to view it . The web file “Learning for Life’ has been created on www.spectrum-gelderland.nl. Here you will find all the necessary information and tools for creating the best possible educational programmes for vulnerable adults. |
||||||
| Details: | ||||||
|
||||||
