1. education
2. adult education

Tammiseminaari 2014
Kuopio 30.1.2014
www.bell‐project.eu
Vapaan sivistystyön hyödyt
eurooppalaisen BeLL-tutkimuksen tuloksia
Tammiseminaari 2014, Kuopio 30.1.2014
Jyri Manninen
Kasvatustieteiden ja psykologian osasto
Itä‐Suomen yliopisto
BeLL – Benefits of Lifelong Learning
• Rahoitus EU:n Lifelong Learning ‐ohjelmasta (“Studies and Comparative Research KA 1”). • Vertaileva tutkimus vapaan sivistystyön opintojen tuottamista hyödyistä
• Sekä määrällistä että laadullista aineistoa:
– kyselylomake (n = 8.646)
• Väittämät asteikolla 1‐7 (1 paljon vähemmän ‐ ‐ 4 ei muutosta ‐ ‐ 7 paljon enemmän)
• Avoimet kysymykset
– Laadulliset teemahaastattelut (8 kpl maittain, yhteensä n = 80).
• 10 Eurooppalaista maata: Espanja, Englanti, Saksa, Sveitsi, Italia, Suomi, Tsekki, Slovenia, Romania, Serbia.
• 2011‐2014:
2011 2014
–
–
–
–
Kyselyaineiston keruu päättyi 26.6.2013, haastattelut elo‐syyskuu 2013
Kyselypalautteiden keruu lokakuussa
Tulosten julkistus tammikuussa 2014 (Bonn, Bryssel, Kuopio ☺)
Tutkimusraportti verkossa maaliskuun lopussa
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Wider benefits -lähestymistapa
•
Osallistuminen
•
Hyödyt…
–
–
–
–
oppiminen
laajemmat hyödyt (wider benefits)
Yksilölle itselleen (uudet taidot, ystävät, hyvinvointi...)
Perheelle, yhteisölle (lasten opiskelun tukeminen, luottamus...)
työelämälle (osaaminen, jaksaminen...)
yhteiskunnalle (”aktiivinen kansalaisuus”, terveydenhoito‐ ja
sosiaalikulut jne.)
Millä tavalla yksilöt, ryhmät, organisaatiot ja yhteiskunta hyötyvät koulutuksesta?
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Project team & partners
The following organizations and persons are part of the BeLL research team: Dr. Marion Fleige & Dr. Bettina Thöne‐Geyer (German Institute for Adult Education DIE, Germany), Prof. Jyri Manninen & Dr. Matti Meriläinen
(University of Eastern Finland UEF, Finland), Prof. Monika (Danube University Krems Austria) Dr David
Kil (Danube University Krems, Austria), Dr. David Mallows, Prof. John Vorhaus & Dr. Samantha Duncan (University of London, Institute of Education IOE, United Kingdom), Prof. Javier Diez (University of Barcelona, CREA Research Centre, Spain), Dr. Petra Javrh, MSc Ester Možina & Dr. Natalija Vrečer (Slovenian Institute for Adult Education SIAE, Slovenia), Dr. Hana Danihelková (Association for Education and Development of Women ATHENA, Czech Republic), MA Irena Sgier & MA Christine Hary (Swiss Federation for Adult Learning SVEB, Switzerland), Prof. Simona Sava (Romanian Institute for Adult Education IREA, Romania), Prof. Katarina Popovic, MA Dubravka Mihajlovic & MA Edisa Kecap (Adult Education Society AES, Serbia), Dr. Paola Zappaterra (Associazione di donne Orlando AddO, Italy) and for the dissemination of the results Dr. Gina Ebner & MA Francesca Operti (European Association for the Education of Adults EAEA, Belgium)
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Tutkimuskohteena vapaan sivistystyön opinnot
• Ei‐ammatilliset kurssit
• Vapaaehtoisuus, omaehtoisuus, harrastustavoitteet
• Suomessa:
–
–
–
–
–
Kansalaisopistot
Kansanopistot
Opintokeskukset
Kesäyliopistot
Liikunnan oppilaitokset
Vastaajamäärät maittain
Vastaajia
% osuus
Englanti
709
8,2
Suomi
1252
14,5
Saksa
902
10,4
Italia
543
6,3
Romania
1043
12,1
Sveitsi
274
3,2
Serbia
981
11,3
Espanja
898
10,4
Tsekki
989
11,4
Slovenia
1055
12,2
Yhteensä
8646
100,0
Maa
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Suomessa kyselyyn vastanneiden
(n = 1252) opiskelupaikat:
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% of respondents
ISCED levels
First or second stage of tertiary education, ISCED 5 and 6
Post secondary education, ISCED 4
38,1
Upper secondary education, ISCED 3
Lower secondary education, or second stage of basic education, ISCED 2
Primary education, or first stage of basic education, or less, ISCED 1 or less
32,1
16,5
9,6
3,7
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Kurssien aiheiden pääteemat
mainintoja
%
941
10,9
1210
14,0
1290
14,9
1135
13,1
914
10,6
958
11,1
2099
24,3
Yhteensä
8547
98,9
Tieto puuttuu
99
1,1
8646
100,0
Kurssityyppi/aihe
Terveys & liikunta
Tietotekniikka & taitokurssit
Kielet
Taide, musiikki ja käsityöt
Yhteiskunta & kulttuuri
Työhön ja ammattiin liittyvät aiheet
Useita eri kursseja
j suorittaneet
Vastaajia yhteensä
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Suomen kurssiaiheprofiili
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Main results
• The BeLL study shows that
1 Participants
1.
Participants perceive multiple benefits after perceive multiple benefits after
participating liberal adult education courses
2. Statistical analyzes of survey data (n= 8646) found 10 benefit factors, and show that all groups of people benefit from adult learning
3. Qualitative analysis of interviews (80) and open questions in the survey (n=4443) show that people
questions in the survey (n=4443) show that people are able to recognize, name and describe these benefits.
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Main results
•
Qualitative analysis of interviews (n = 80) show that
1. Participants
p
experience
p
a wide range
g of benefits and are able to
name them - immediate outcomes as well as the development
of wider benefits.
2. The impact of liberal adult education goes beyond the
individual, affecting also those with whom they share a social
context.
3. Participants often use liberal adult education to promote their
life projects (cf. Illeris 2004) as well as to acquire specific
competences.
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Question: And the courses you were doing, in terms of thinking
about the outcomes - what have you noticed?
In technical terms if you like, all the courses I have taken, which are liberal arts, cultural sorts of things, they have all honed by writing skills 1, including the Open University course and the Spanish because you still have to write essays and things, so they have definitely honed my skills1
and in personal terms they have given me much more self‐confidence 2. [..] And they have also given me new social outlets3; I have made really good friends4 ‐ really good friends, lasting friendships4. And other things have come out of them [...]
[a 70 year old woman]
• Benefits:
– Skills & competencies (writing skills) 1
– Self‐confidence 2
– Social networks 3, new friends 4
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Health
Locus of contro
ol
Self-efficacy
Social
engagement
SKILL
S
LS
Mental Well-being
Tolerance
Sense of Purpose
in Life
Family benefits
Work-related benefits
Changes in educational
experiences
Survey questionnaire
All potential benefits found in the literature and in earlier
studies included in the questionnaire as statements
1. ”psychological” benefits/potential outcomes:
− Locus of control, self-efficacy
self efficacy
− Example: “31. I feel that I have influence over the things that
happen to me.”
2. ”other” benefits/potential outcomes:
− Tolerance, trust, changes in educational experiences,
competencies, social networks, sense of purpose in life, civic and
social engagement, civic competence, mental well-being, work
related benefits, physical health, health behaviour, and family
related benefits
− Example: “25. I am supportive of my children’s learning.”
− Measurement of change in these:
2.3.1 Now, please assess whether these liberal adult education courses have caused the following changes in your life. Use the following scale:
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Much less (‐ ‐ ‐) Less (‐ ‐) Slightly less (‐) No change (0) Slightly more (+) More (+ +) Much more (+ + +)
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Lomake
‐ hyötyjä (14) mittaavat väittämät (39)
‐ muutoksen arviointi
‐ paperilomakkeet ja verkkolomakkeet
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Example:
Changes in educational experiences
• Definition:
– Learning motivation, learner self confidence, learner efficacy control and outcome beliefs, task value, and expectancy for success (Pintrich 1988; Ruohotie 2000
expectancy for success (Pintrich, 1988; Ruohotie, 2000, 8; also expectancy‐valence –model of participation, Rubenson, 1979). •
Statements:
–
–
–
–
2. I am motivated to learn
12. I feel confident as a learner
8. I see adult learning as an important opportunity
19. I am encouraging others to learn too
• Measurement of change in these
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Those who have participated in liberal adult education during the past 12 months…
h
86% have now better learning motivation
87% see adult learning now as a more important opportunity
81% feel now more confident as a learner
78% are more likely to encourage others to learn as well
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Opiskelun aikaansaamat muutokset (kaikki maat, n = 8646)
Vähemmän kuin ennen
Ei muutosta
8. Näen aikuisopiskelun tärkeänä mahdollisuutena 1,7%
7,9%
Enemmän kuin ennen
86,9%
2. Olen motivoitunut opiskelemaan 2,5%8,8%
85,8%
22. Tapaan muita ihmisiä 2,7%12,4%
81,4%
12. Luotan omaan oppimiskykyyni 2,8%12,3%
80,5%
y
opiskelemaan
p
19. Kannustan myös muita 3,3%
,
14,4%
,
78,4%
,
6. Kokonaisuuden huomioiden olen onnellinen 3,1% 15,3%
77,2%
9. Arvostan muiden ihmisten näkemyksiä 2,1% 17,8%
75,7%
35. Suhtaudun myönteisesti elämään 3,5%
17,6%
74,8%
15. Olen tyytyväinen elämääni 4,2%
18,6%
72,9%
11. Arvostan muiden ihmisten kulttuureja 2,7%
21,3%
71,5%
29. Tiedän, mitä haluan elämältäni 3,6%
23. Kiinnitän huomiota terveyteeni 3,5%
22,5%
24,5%
3 Olen m kana erkostoissa (ystävät, 3. Olen mukana verkostoissa ( stä ät kollegat jne.)
kollegat jne ) 5,6%
5 6%
21 9%
21,9%
69,3%
68,2%
66 9%
66,9%
5. Pyrin noudattamaan terveitä elämäntapoja 4,0%
26,0%
65,7%
33. Luotan siihen, että pystyn toimimaan tehokkaasti yllättävissä …4,6%
26,0%
64,3%
64,0%
28. Kun teen suunnitelmia, olen varma että pystyn myös …4,3%
26,8%
30. Uskon, että pystyn itse määräämään elämäni suuntaa 5,0%
26,5%
63,5%
31. Tunnen, että minulla on mahdollisuuksia vaikuttaa minulle …5,1%
26,4%
63,1%
18. Tiedän, miten saan ääneni kuulumaan ryhmässä 5,3%
26,3%
63,0%
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Esityksen nimi / Tekijä
32. Minun on helppo keskittyä tavoitteisiini ja saavuttaa päämääräni
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5,6%
27,4%
61,7%
20
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20. Luotan yleensä muihin ihmisiin
17. Olen tyytyväinen fyysiseen terveydentilaani
34. Jos joku vastustaa minua, löydän keinot joilla saan tahtoni läpi
6,8%
29,3%
9,3%
6,5%
4. Toimin aktiivisesti lähialueeni hyväksi
52,7%
39,9%
15,8%
12,6%
13. Minulla on vaihtoehtoisia työ‐ ja uravaihtoehtoja
11,6%
7. Olen valmis muuttamaan työn perässä
24. Luotan kykyihini toimia vanhempana 1,2%
10,5%
35,7%
40,9%
35,6%
41,1%
35,1%
38,3%
30,5%
22,3%
20,7%
12,8%
6,2%
,0%
36,9%
36,1%
19,3%
25. Tuen lasteni opiskelua ,9%9,0%
41,6%
39,6%
22,4%
10. Minulla on mahdollisuus parantaa tulotasoani
26. Poltan tupakkaa…
54,2%
32,1%
11,6%
16. Olen kiinnostunut politiikasta
16. Olen kiinnostunut 27. Käytän alkoholia…
55,6%
29,2%
9,5%
14. Luotan päätöksentekijöihin
58,4%
32,4%
1. Voin hyvin työssäni nykyään 4,9%
21. Voisin osallistua vapaaehtoistoimintaan
59,2%
27,6%
79,0%
86,0%
5,0%
4,9%
10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0% 80,0% 90,0% 100,0%
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Tulosten vertailua
- kaikki maat (8646) vs. Suomi (1252)
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Tulosten vertailua
- kaikki maat (8646) vs. Suomi (1252)
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Confirmatory Factor Analysis
Benefit Factors (sum scores)
Locus of Control ((3 items))
Self‐Efficacy (3)
Sense of Purpose in Life (2)
Tolerance (2)
Social Engagement (5)
Changes in educational Experiences (4)
Health (3)
Mental Well‐being (2)
Work (2)
Family (2)
Cr.α (n)
.85 (8066)
.85 (8044)
.78 (8170)
.80 (8147)
.78 (7717)
.80 (7975)
.84 (8056)
.82 (8134)
.77 (7475)
.89 (2735)
Second order factors:
CONTROL OF OWN LIFE
(8 items) .93 (7853)
ATTITUDES & SOCIAL CAPITAL
(11) .89 (7444)
HEALTH, FAMILY & WORK
(9) .83 (2468)
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Main result
(10 benefit factors)
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71 % had experienced family related benefits
Small but statistically significant difference between means of male and female
respondents (5.30 vs. 5.48, p < .01)
Positive changes in Family factor by gender
(
(more parental confidence & more supportive to childrens' learning)
l
fid
&
i
hild
'l
i )
Slightly more
Women (n=1932)
15,5
22,2
Men (n= 872)
14,7
23,1
More
Much more
35,6
29,7
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86 % experienced positive changes in
”Social engagement”
(networks, voluntary activities, meeting other people, trust)
Changes in "Social engagement" by type of course
Slightly more
Several courses attended
32,0%
Work related and vocational topics
33,3%
37,9%
Creative activities
39,1%
ICT & skills
Health & sports
Much more
37,7%
Society & culture
Languages
More
37,4%
45,4%
13,7%
30,3%
31,0%
47,8%
36,4%
20,2%
24,9%
30,6%
17,1%
14,9%
7,9%
16,9%
29,1%
12,9%
The relation between the Course Type and the development of ”Social engagement” was statistically significant and the course type also explained 79,6 % of differences in “Social engagement” (F6; 11,929 =
7,738, p <.01, ƞ2p = .796). 29.1.2014
Examples from interviews
• “But you keep learning something new. You keep expanding your horizons, meeting new people and becoming acquainted with other points of view.” (GER_E), men, retired, 63 years old • “That too is definitely quite important. Because people tend to “ h
i d fi i l
i i
l
d
move in certain circles […]. And there, it is quite nice to be able to get together with other people for a change, people from different professions with different educational backgrounds […]. I personally always find it quite fascinating.” (GER_A)
• “I’ve been able to make new contacts. My circle of friends and acquaintances has grown. Information is transmitted better as i
h
I f
i i
i db
a result. I get important information and hear about what’s going on in society.” (GER_A), woman, retired, 70 years old
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47 % had also work related benefits
(new career or income opportunities)
• In qualitative analysis (interviews and open questions) also other work related benefits were
questions) also other work related benefits were found, like “efficiency & increase in job or task performance”:
– #00:21:06‐5#: Yes, without question it has influenced my working quite much. I know the looms through and through. I am capable of repairing them, I know how they work so at work I am capable of doing things that I normally couldn’t if hadn’t attended these courses.
g
g
y
f
• Majority of the participants are not looking for Work related benefits, but experience these as a “side product”. These seem to be an added value for participation in liberal AE. 29.1.2014
89 % had HEALTH, FAMILY & WORK related benefits
Some small but statistically significant differences between countries
(ANCOVA analysis, controlling for educational level and type of courses)
Changes in HEALTH, FAMILY & WORK sum score by country
Slightly more
SLO
33,6%
19,6%
ITA
GER
22,5%
46,9%
32,3%
46 1%
46,1%
23,5%
2,7%
27,9%
41,7%
SWI
ROM
18,8%
57,6%
SRB
Much more
37,7%
CZE
ESP
More
29 4%
29,4%
16,2%
10 0%
10,0%
48,8%
23,3%
47,4%
26,2%
40,2%
FIN
35,3%
UK
34,6%
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34,3%
9,9%
11,9%
40,9%
31,6%
13,2%
18,7%
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Lower educated experience more
changes…
Changes in HEALTH, FAMILY & WORK sum score by educational level
educational level
Slightly more
ISCED 5 or 6
40,7%
ISCED 4
42,0%
ISCED 3
ISCED 3
ISCED 2
ISCED 1 or less
Much more
34,8%
12,8%
34,1%
34 8%
34,8%
12,6%
38 3%
38,3%
28,8%
20,4%
More
16 7%
16,7%
40,2%
34,0%
22,3%
32,7%
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The survey questionnaire included two open
benefit questions and the following instruction:
• Please think back to your learning experiences and participation during the past 12 months in these liberal
participation during the past 12 months in these liberal adult education courses and try to answer the following questions by writing your answer in the empty space provided below the questions.
• 2.1 What immediate outcomes, if any, have you noticed from your participation in learning?
noticed from your participation in learning?
• 2.2 What other outcomes, long term effects or changes have you noticed?
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Example of analysis
(first 400 respondents per country, n = 4443)
Examples of individual answers
Statements (f = 10.366)
Themes (50 benefits + 19 skills)
I have learnt some things to apply to my hobby
pp y
y
y of horse f
keeping that improves the quality of my life [..]. It keeps my mind active, and improves my wellbeing by giving me goals to achieve. (UK_open_100003)
I am healthier and more mobile when I do Pilates. I am more critical of my own art work, and strive to reach a higher level. (UK_open_100009)
learnt some things to apply to my hobby
y
y
skills (not specified)
improves the quality of my life
quality of life keeps my mind active
mental well‐being
improves my wellbeing
well‐being in daily life
giving me goals to achieve
learning motivation
healthier
physical well‐being
physical well‐being
more mobile
health benefits
more critical of my own art work
Self‐expression and creativity
strive to reach a higher level
learning motivation
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Key findings in a nutshell
SUMMARY
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Main result 2
(second order benefit factors)
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Structural Equation Model
(SEM, n = 8417)
The statistical parameters indicated a satisfactory model fit: χ² (367, N=8, 417) = 5700.502, p < .000; comparative fit index (CFI)=0 93; Tucker Lewin index (TLI)=0.92; root mean square (CFI)=0.93; Tucker‐Lewin
index (TLI)=0 92; root mean square
error of approximation (RMSEA)=0.04; and standardised root mean square residual (SRMR)=0.04 (Hu and Bentler 1999). Bentler‐Bonett’s test of normed fit index (NFI) (NFI=1‐5700.502: 77646.568=0.93 [≥ .90]) showed that the variance of the data was acceptable (Bentler and Bonett 1980).
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C28
Ch2
Ch8
Ch12
.69 .73 .74
Ch19
.62
SE3
.53
SE4
.68 .65
SE20
SE21
.70
C34
C35
.73
H5
.82
.69
.89
.92
.90
.84
SE22
C33
Health
Tolerance
.77
C32
.48
R²=
.03
Social
Engagemen
t
C31
.80 .81 .83 .81
.75
.94
.91
.81
Control
of own
Life
R²=.57
ATTITUDES & SOCIAL CAPITAL
R²=.03
.16
C30
.79
.73
Changes in
Educational
Experieces
Participation in Liberal Adult
Education
C29
T9
.80
.81
HEALTH,
WORK &
FAMILY
R²=.84
.91
Mental
WellBeing
.5
9
.84
H23
M6
.84
M15
.98
F il
Family
.42
H17
F24
.82
F25
T11
.79
Work
W10
.80
W13
“Suomeksi…”
jyri.manninen@uef.fi
www.sivistys.net/nakokulmat/tieteen‐sana/
20
Tammiseminaari 2014
Kuopio 30.1.2014
Lisää tunnetta…
Tukevat
toisiaan…
Synnyttävät…
Key findings in a nutshell
• The BeLL study shows that
– Liberal adult education generates multiple benefits for individuals and societyy
– 70 ‐ 87 % of respondents experienced positive changes in learning motivation, social interaction, general wellbeing and life satisfaction.
– Less frequently experienced changes related to work and career and on active citizenship, but even here 31 ‐ 42 % have experienced some positive changes.
have experienced some positive changes.
– Qualitative analysis of interviews (80) and open questions in the survey (n=4443) show that people are able to recognize, name and describe these benefits.
29.1.2014
jyri.manninen@uef.fi
www.sivistys.net/nakokulmat/tieteen‐sana/
21
Tammiseminaari 2014
Kuopio 30.1.2014
Key findings in a nutshell
• Statistical analyzes of survey data (n= 8646) found 10 benefit factors, and show that all groups of people benefit from adult learning
• These benefits can be summarized as changes in CONTROL OF g
OWN LIFE, ATTITUDES & SOCIAL CAPITAL and HEALTH, FAMILY & WORK.
• There are some small but statistically significant differences between gender, types of courses and countries:
– respondents in Slovenia, Romania and Spain seem to experience more changes, even when background variables are controlled for (theme for further analysis)
• However
However, these differences are in practice rather small, and these differences are in practice rather small and
the main result is that all groups benefit from liberal adult education, and that all types of courses generate changes in peoples’ lives. 29.1.2014
Key findings in a nutshell
• Significant difference: the lower the educational level is, the more changes participation in liberal adult education generates
…can narrow gaps between different social groups caused by differences in childhood schooling opportunities differences
in childhood schooling opportunities
…is an important ”equalizer” of well‐being and learning opportunities ...is likely to increase the probability of future participation, particularly for those who have had poor previous educational experiences. Therefore it is a good low threshold learning service motivating especially lower educated to study further
• Some age related differences: – for
for younger participants liberal adult education serves as a younger participants liberal adult education serves as a “stepping
stepping stone” into society, improves their sense of control of their own life
– for older participants it is a “cushion” softening age related changes like retirement, loss of friends and family members, and skills decline
29.1.2014
jyri.manninen@uef.fi
www.sivistys.net/nakokulmat/tieteen‐sana/
22
Tammiseminaari 2014
Kuopio 30.1.2014
Kiitoksia!
Thank you!
jyri.manninen@uef.fi
www.sivistys.net/nakokulmat/tieteen‐sana/
23