This paper analyzes the motivation of adult students to attend Adult Secondary Education (ASE) in Argentina. The investigation consisted of an exploration stage using the Focus Groups technique (FG) ...in which 29 ASE students participated, then a stage of analysis and construction of a survey based on the results of the FG, and finally, a stage of implementation and analysis of the survey, which was administered to 820 adult students nationwide. The results show that students' motivation is related to three aspects: improving job position, improving self-esteem and preparing to study a career. Furthermore, these aspects are not isolated, but are significantly associated with each other. Considering the students' motivation to attend the ASE both in the curricular conformation and at classrooms, could be a way to improve not only the teaching but also the quality of life of adults.
The article problematises the role Adult Basic and Secondary Education (ABSE) plays in response to global challenges, under the influence of global policy. Drawing on a three-year study that assumed ...a social realism perspective and employed situational analysis, it discusses three dimensions of policy making in adult education: the scales of political mobilisation, the environments for policy-making, and the meanings conveyed. In doing so, it argues that although the perceptions and reception of as well as influence on international policy vary across countries, ABSE has turned today into a school-recovery opportunity for the younger generations who failed in school and people whose educational achievements in a given country are not recognised when migrating to a new one. This calls into question both the way policy in ABSE sees the social problem at stake and how policy solutions in this area of public intervention impinge on broader issues of (in)equality in education.
The article presents an analysis of organizational aspects of secondary education for adults in Cordoba and Catalonia, as a result of an intensive study based on two cases. It synthesizes a part of ...the doctoral thesis “Adult secondary education today. A comparative study between Córdoba (Argentina) and Catalonia (Spain)” referring to the organizational dimension, among others that covered the research.
Adult secondary education becomes relevant in both countries from the extension of compulsory schooling, hence the interest in the subject. It comprises the complete secondary education in Argentina and in Córdoba, while in Spain and Catalonia it is constituted by the Graduate in Secondary Education (GES), equivalent to the Secondary Education Obligatory
(ESO), which corresponds to upper and basic or lower secondary education, respectively, according to the UNESCO classification.
The comparison reveals important differences in relation to: facilities; administrative Unit; operation schedule; material, technological and human resources; manner of appointment of teachers; driving staff; organization of the school year; curriculum design and supervisors. Likewise, there are similarities in nodal issues such as: the absence of initial and
continuing formation for teachers, insufficient administrative staffing and low percentage of egress.
A partir de un estudio intensivo basado en dos casos, en el artículo se expone un análisis de aspectos organizativos de la educación secundaria de adultos en Córdoba y en Cataluña. El mismo sintetiza una parte de la tesis doctoral La educación secundaria de adultos en la actualidad. Un estudio comparado entre Córdoba (Argentina) y Cataluña (España)
referida a la dimensión organizativa, entre otras que abarcó la investigación.
La educación secundaria de adultos cobra relevancia en ambos países a partir de la extensión de la obligatoriedad escolar, de allí el interés en el tema. Comprende la educación secundaria completa en Argentina y en Córdoba, mientras que en España y en Cataluña está constituida por el Graduado en Educación Secundaria (GES), equivalente a la Educación Secundaria Obligatoria (ESO), esto es, educación secundaria superior y básica inferior, respectivamente, según la clasificación de UNESCO.
La comparación arroja diferencias importantes con relación a: instalaciones; dependencia administrativa; horario de funcionamiento; recursos materiales, tecnológicos y humanos; forma de designación de los docentes; personal de conducción; organización del ciclo lectivo; diseño curricular y supervisores. Asimismo, se advierten semejanzas en cuestiones
nodales tales como: ausencia de formación inicial y escasa formación continua de los docentes, insuficiente dotación de personal administrativo y escaso porcentaje de egreso.
The way students approach their study tasks is often assumed to be dependent on the learning context. This assumption has received little research attention in terms of longitudinal, or ...within-subjects, designs. In the present article, two longitudinal studies are described which investigate the extent to which learning strategies change. The `strategy' part of the Inventory of Learning Styles of Vermunt and Van Rijswijk (1988) was used to measure the way students learn. Repeated measures analyses show a number of statistically significant trends. The article concludes by comparing the two studies, and by suggesting future research directions. (HRK/Abstract übernommen).
Limitations in sampling and research design in past studies have hampered understanding of adult education's impact on the acquisition of basic skills. The present study used a selection bias ...weighting adjustment and ordinary regression techniques in a path analysis approach to identifying variables which directly and indirectly influence reading achievement in adult literacy programs. A major focus of the study was estimating the effect of student persistence (hours of instruction) on literacy outcomes in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE). Persistence was found to contribute positively to reading achievement only in ESL; negative persistence effects were actually observed for ABE classroom and lab instruction. Considering both direct and indirect effects, the data suggest that adult literacy education can generally be improved by greater investment in full-time staff. It was concluded that an emphasis on student persistence in ABE and ASE instruction may be misguided.
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Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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