Metodološki aspekti istraživanja participacije odraslih u učenju i obrazovanju

Abstract

U radu se razmatraju metodološka pitanja i problemi u vezi sa aktuelnim načinima merenja participacije u obrazovanju i učenju odraslih u Evropi. Prikazani su najčešći načini merenja participacije, naročito metodološki pristup Eurostata, Statističkog biroa Evropske unije, njegov metodološko-statistički model AES (Studije o participaciji odraslih), kao i pojedini nacionalni i međunarodni modeli. Kritička analiza metodoloških aspekata usmerena je na: koncepte i definicije obrazovanja i učenja odraslih koje implicitno ili eksplicitno stoje iza načina merenja participacije, na način određivanja populacije i uzorka, definisanje vremenskog okvira koji ? merenjem obuhvata, upitnike, indikatore i benchmarks. Uz pojedine aspekte daju se i preporuke kojima se može unaprediti merenje participacije, a u cilju prikupljanja preciznih i pouzdanih podataka koji bi bili uporedivi u međunarodnim okvirima i omogućili bolje praćenje i evaluaciju participacije u obrazovanju i učenju odraslih.

The paper discusses methodological issues and problems related to the current ways of measuring participation in adult education in Europe. This paper presents the most common ways of measuring participation, in particular methodological approach EUROSTAT, the Statistical Office of the European Union, its methodological and statistical model AES (Studies on the participation of adults), as well as some national and international models. A critical analysis of methodological aspects is directed to: concepts and definitions of adult education and learning that implicitly or explicitly underlying the ways of measuring participation, in the manner of determining the population and sample, defining the time frame that includes measurements, questionnaires, indicators and benchmarks. In addition, recommendations are given that could improve measuring of participation, in order to collect accurate and reliable data, which can be comparable internationally, and enable better monitoring and evaluation of participation in adult education.