Interfaces and contradictions comparing adults' attitude to learning and employers' expectations

Abstract

This paper, based on empirical research, aims at analyzing interfaces and contradictions of employers' and employees' attitudes to in-service professional training. We present the results of a two-stage empirical research program. The research enabled the identification of the attitude to whether opportunities for learning are provided and what barriers can be identified. Also, the employers' attitudes to the ways of providing these opportunities, and certain contradictions and tasks for the future were identified. Several methods of empirical research have been employed as well as the critical and systemic analyses of documents and literature.

Eksperimentas edukologijoje: patirtis ir perspektyvos

“…Maždaug trečdalis disertant u naudoja eksperiment a (34 iš 90 arba 37,8%), ekspertin i vertinim a, interviu, stebėjim a. Pagal V. Zuzevičiūt e ir kt. [8], eksperimentas buvo naudojamas šešiose aukštosiose mokyklose, parengusiose edukologijos moksl u daktarus (išskyrus VU, bet jame iš viso apgintos tik 8 disertacijos). Analizuojant vis a nagrinėjam a laikotarp i, galime matyti, kad eksperimentas populiarėja pastaraisiais metais: 2000 metais eksperimentavo 6, 2003 metais 11 disertant u naudojo eksperiment a, 2004 m. eksperiment a taikė 6 disertantai, tuo tarpu kitais metai 2-3 disertantai taikė eksperimentavim a. Paskaičiuota χ 2 kriterijaus reikšmė rodo (χ 2 = 10,892, p = 0,283, p > 0,05), kad skirtingais metais apgintose disertacijose eksperiment u dalis yra panaši (svyruoja nuo 20 iki 55 proc.)…”

Higher Education Lecturers’ Support/Assistance in Student Learning: Study Case of Lithuanian Higher Schools

“…Students, thus, believe that lecturers do not help them to analyse their interests, capabilities, skills, ideas, attitudes, beliefs, values, related to the learning/studies and professional environment. A lecturer should encourage a student to assess an actual performance, by adopting appropriate decisions in learning/studies, and help the student to analyse his/her interests, capabilities, skills, ideas, attitudes, beliefs, values in relation to the learning/studies and professional environment (Zuzevičiūtė et al, 2011). A teacher should demonstrate a positive behaviour in the area of facilitation of learning/studies as follows: formulation of questions and structuring hypotheses, so as to expand a student's vision in learning/study activities, hypotheses that would be based on the lecturer's experience and unbiased information; help in improving SOCIETY.…”