THE EFFECTS OF ADULT LEARNING
The Meaning and Significance of Non-formal Learning in the Lives of Adults
Jyri Manninen, Doctor of Education,
Saara Luukannel, Licentiate in Philosophy
Palmenia Center for Continuing Education, University of Helsinki
ABSTRACT
The term non-formal education covers the general adult education opportunities provided by adult education institutes in Finland. The essential feature of non-formal adult education is the diversity of curricula, voluntary nature of participation and use of learner-based methods. The institutes set up objectives independently and they have independent responsibility over the usage of the state subsidy.
The main providers of non-formal adult education are: adult education centres (mainly municipal), folk high schools, study centres, summer universities, and physical education centres. The non-formal sector covers 24 % of the total sum of resources allocated to adult education in the state budget. Approximately 50 % of the Finnish adult population participated in adult education in 2006.
This study evaluated the effects of nonformal learning from an adult learner´s point of view. Institutes of non-formal education cater for adults who pursue self-motivated studies related to their own interests and goals. The main motives for studying are to learn something interesting, social interaction and a desire for variety, but learners may also pursue professional goals.
The research material was collected through theme interviews (n = 19), group interviews of study groups (12 groups, 77 students) and an online questionnaire (n = 1744). The aim of the qualitative interviews was to identify possible meanings and significances of adult education in the interviewees´ lives. A number of possible effects of education, drawn from the collected material and earlier studies, were listed in the online questionnaire and the respondents were asked to evaluate how, if at all, these effects had been realized in their lives. Additionally, there were open questions in the online questionnaire. The written answers to these questions provided important research material.
The most common effects were an enthusiasm to continue learning, mental well-being, increased knowledge and skills, improved self-esteem, improved general well-being, creativity, self-confidence, and improved general knowledge, which 50-78 percent of respondents identified as having benefited ‘rather much´ or ‘much´ from studying. Opportunities for career and livelihood development benefited the least, but even in this regard 30-40 percent of respondents reported at least some positive development. Nonformal adult education is not necessarily aimed to give indirect work-related benefits.
The main conclusion, on the basis of statistical data, is that adult education influences the learners enthusiasm to continue studying (93% of respondents), skills and knowledge (84%), well-being (88%), development of skills and characteristics related to active citizenship (81%), employment and means of subsistence (33%). Qualitative analysis of the interviews and text-based content analysis of the open answers in the online questionnaire produced 35 main themes describing the different meanings and significances of adult learning. Timewise and concept-wise, the main themes were placed in the following impact categories: 1) benefits relating to the study process, 2) learning and competence, 3) direct benefits, 4) secondary effects, and 5) resulting effects. The effects of adult learning most often mentioned were activity and competence, international and intercultural competence, practical benefits, sense of community, self-confidence/self-reliance/self-esteem, a wider sphere of life, a larger circle of friends and acquaintances, mental well-being, quality and contents of life, and physical well-being.
The study results confirm earlier results regarding the wider effects of learning. On an individual level, these effects include mental and physical well-being and a strengthening of self-esteem. Also, participation in informal adult education clearly has such effects as earlier research connected with the development of social capital and social cohesion. These are, for example, general skills and attitudes regarding active citizenship, sense of community, and the birth of social networks.
The main focus in the study was on the effects at an individual level. However, the results allow to make some conclusions about the effects on the family, the near community, and society. Improvements in the content and quality of life, mental, physical and occupational well-being as well as the ability to cope with everyday life are reflected in the wellbeing of families and workplace communities as well as society at large. Informal adult education also has a significant role in developing skills for and realising the principles of life-long learning. The results clearly show an increased desire to study and improved self-esteem and self-confidence, which support participation in adult education. The development of active citizenships skills, which support the development of a civil society, is also noteworthy. The open answers in the online questionnaire emphasise the importance of international and intercultural skills and language knowledge as well as the opportunity to learn to understand other cultures, which may be expected to be of great importance as the adult population tries to adapt to the increasing challenges of internationalism and multiculturalism in a globalising world.
The research report in Finnish
