| What does adult education provide according to the participants themselves? | | Print | |
| Maurice de Greef | 19.04.2010 | Science - Articles [en] | ||||
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It provides people with a better place in society by teaching them. What does that involve? When do you, as a resident, have a better place in society or, in other words, when is your social inclusion improved? De Greef, Segers and Verté carried out a phenomenographic (scientific) study across two regional education centres in the Netherlands in order to map out the effect experienced by the participants on their lives through participation in a course. Effects of adult education in 4 processes Guildford (2000) indicates that people want to be accepted by family, friends and society. They try to make their own mark. This is also called “internalisation” (Mastergeorge, 2001). Welfare projects demonstrate, however, that the step towards internalisation cannot always be taken (Fortuin et al, 1997). Sometimes it stops at the acquisition of skills and knowledge or behaviour that still needs to be applied. It remains merely at the “activation” of adults. As well as making a mark for oneself in society, the step can also be taken towards active participation (Guildford, 2000). Examples of this are ‘participation’ in local activities, in activities for a club or in art and cultural activities. Verté et al (2007) indicate that participation is not solely an individual process but rather that participation in activities promotes interaction with people. According to Colley (1975), Smith (2007), Huisman et al (2003) and Priemus (2005), it is a “connection” process. Social inclusion as a result of adult education is thus explained by four processes which, among others, can be set in motion by the course participants, and are namely: Activation (learning in order to know); Internalisation (learning in order to be); Participation (learning in order to do); Connection (learning in order to live together). Effects on environments The four processes of social inclusion relate to all environments, namely those of: living; bringing up; education; work; free-time; help and assistance. For example, participants have more contact with colleagues at work (connection & work), feel more at home in their living environment (internalisation and living), go to the doctor more frequently, if necessary (participation & help and assistance) and communicate better via the computer with other family members (activation and free-time). An analysis of the assertions made by the participants during interviews within the phenomenographic study is shown in Fig. 1. Fig. 1: Results of adult education according to the participants themselves on the basis of the four categories of social inclusion A. Activation The participant can cope in and around the house. He can express himself and give his opinion, both orally and in writing, in private and business contexts, whereby he understands others. He deals with incoming and outgoing correspondence (possibly digital). He can also plan daily activities and keep up-to-date with his administration and finances (possibly with support). B. Internalisation The participant can be himself and feels good in doing this. He lives independently, is responsible for his own housekeeping and (if necessary and desirable) he has a suitable job and (possibly) brings up his children. He can express himself well, both orally and in writing, at home as well as at work with official bodies (such as the local authority) and with the children (their school). He can do things outside of the home, get things started and takes pleasure in what he does. C. Participation The participant caters for his own needs in life – shopping and dealing with financial matters and correspondence with the bank or the post office. He can also express himself well in relation to official bodies, such as the police and local authority. Moreover, in case of illness, he approaches the relevant care institutions, such as the general practitioner, hospital or chemist. In his free-time, he takes part in events in his area, e.g. local activities or going out to eat. D. Connection The participant maintains contact with family, friends and acquaintances and comes into contact with new people. If necessary, he makes use of public transport or his own transport for this purpose. He thereby has a good relationship with others from his area. He meets new people (if necessary and desirable). This is possibly a consequence of giving information or supporting others. Adult education yields concrete results The effectiveness of adult education at 100% of the participants can cope better in and around the home (activation); 93.75% of the participants feel happier and more secure (internalisation); 34.38% of the participants are involved in (other) things (participation); 59.38% of the participants meet more people and have more contact (connection). Earlier studies of education indicated that only 10 – 20% of what is learned by adults is actually applied. Results of this form of education are thus much higher and more successful. Central to this are the successes that can have a great effect on each individual. Adult education can mean a “positive downpour” for each person that can finally wash away specific daily problems and form a fruitful basis for change in and improvement of daily living conditions. Maurice de Greef (The Netherlands) |
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