Adult Education as a Part of Professional Life - Motivation and Participation of Czech Adults
| Název česky | Vzdělávání jakou součást profesního života - motivace a participace českých dospělých |
|---|---|
| Autoři | |
| Rok publikování | 2007 |
| Druh | Konferenční abstrakty |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | As an economically advanced country, the Czech Republic ranks among states whose prosperity is based on human resources, i.e. abilities, knowledge, skills and attitudes of people rather than sources of raw materials. It would be a mistake to view human resources as a static category. In a world the characteristic aspects of whose functioning can be summed up by the term 'knowledge society' continuous development and renewal of human resources are of utmost importance. The basic approach to human resources development is naturally through learning and education, which fact is reflected in the concept of lifelong learning. The results of researches in the field of adult education in past years repeatedly lead to conclusion that the key factor determining motivation and participation in adult education is occupational and professional context. The paper explores what variables are causing differences in participation in education between various groups of economically active people defined by level of education, professional status, economical sector etc. Methodology or methods/research instruments or sources used: The paper is based on data from the survey called Adult Education in various stages of the life cycle: priorities, opportunities and possibilities of development. Research conducted by Dept. of Educational Sciences, Faculty of Arts, Masaryk university (grant manager Milada Rabušicová), supported by the research grant of the Ministry of Labour and Social Affairs. Conclusions or expected outcomes or findings: Data should be elaborated more, but it is evident that the key factor determining motivation and participation in adult education is employer requirements. But, even employer requirements do not lead to any high participation rates either. Empirical data also allow us to infer that as far as occupational and professional education and training are concerned, there can be no inherent assumption of presence of a conscious need to learn. This follows from the answers to the question regarding self-evaluation of respondents' knowledge and skills. An overwhelming majority of economically active respondents believe their knowledge and skills to be adequate. |
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