Технологія самоорганізації: застосування досвіду університетів Третього віку Великобританії
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Дата
2021
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Представлена модель технології самоорганізації в освіті дорослих, що базується на принципах та досвіді університетів третього віку Великої Британії, зокрема принципах довіри, самонавчання та взаємної допомоги, концепціях навчання від експерта, від любителя, використання різних режимів навчання, кооперативного навчання. Пропонується мету технології - задоволення освітніх потреб дорослих - реалізовувати через залучення їх не лише в якості тих, хто навчається, але й у якості тих, хто планує та реалізує освітні заходи. За підсумками реалізації технології зазначається, що результатом є створення ініціативної групи і поступове залучення до навчання людей із різними освітніми рівнями.
The aim of the article is to model the andragogical technology of self-organization in adult education, based on the principles and experience of third-age universities in the Great Britain. Research methods: analysis of world and domestic experience, pedagogical modeling and design, questionnaires, verification of model in practice, analysis of products of cognitive activity. The principles of trust, self-learning and mutual aid have been found to be the starting point for the universities of the third age in the Great Britain. There are four basic concepts. The first one is learning through teaching from an expert in the field. The second concept is learning through teaching from a keen amateur. Concept number three is learning through a variety of teaching modes. The last one is learning as equal learners. Based on the analysis of the British experience, a model of self-learning technology is proposed for adult education programs in Ukraine. The goal is to take into account the educational needs of adults who have cognitive motivation, by involving them not only as learners, but also as those who plan and implement educational activities. Terms of implementation: the presence of a leader who is able to attract participants and organize work according to the technology of self-organization in general. Stages: 1) involvement of participants in a broad initiative group; 2) conducting research to study the needs, discussion among participants; 3) planning of educational modules on the maintenance; 4) planning of training modules according to U3A concepts; 5) implementation of training programs (modules), including participants outside the circle of a wide initiative group; 6) questionnaires to get feedback. Discussion of the implemented program and the results of feedback from a broad initiative group and other participants is an adjustment. There are also adjustments for online and face-to-face methods depending on the epidemic situation. The model of the technology of self-organization in the adult education was tested by the "European adult education” Center (Mykolaiv) in several projects. In conclusion, it is noted that the technology of self-organization in adult education results in the creation of an effective broad initiative group of people with a high level of education and the gradual involvement of people with secondary vocational education and people without education. Effectiveness involves meeting existing educational needs.
The aim of the article is to model the andragogical technology of self-organization in adult education, based on the principles and experience of third-age universities in the Great Britain. Research methods: analysis of world and domestic experience, pedagogical modeling and design, questionnaires, verification of model in practice, analysis of products of cognitive activity. The principles of trust, self-learning and mutual aid have been found to be the starting point for the universities of the third age in the Great Britain. There are four basic concepts. The first one is learning through teaching from an expert in the field. The second concept is learning through teaching from a keen amateur. Concept number three is learning through a variety of teaching modes. The last one is learning as equal learners. Based on the analysis of the British experience, a model of self-learning technology is proposed for adult education programs in Ukraine. The goal is to take into account the educational needs of adults who have cognitive motivation, by involving them not only as learners, but also as those who plan and implement educational activities. Terms of implementation: the presence of a leader who is able to attract participants and organize work according to the technology of self-organization in general. Stages: 1) involvement of participants in a broad initiative group; 2) conducting research to study the needs, discussion among participants; 3) planning of educational modules on the maintenance; 4) planning of training modules according to U3A concepts; 5) implementation of training programs (modules), including participants outside the circle of a wide initiative group; 6) questionnaires to get feedback. Discussion of the implemented program and the results of feedback from a broad initiative group and other participants is an adjustment. There are also adjustments for online and face-to-face methods depending on the epidemic situation. The model of the technology of self-organization in the adult education was tested by the "European adult education” Center (Mykolaiv) in several projects. In conclusion, it is noted that the technology of self-organization in adult education results in the creation of an effective broad initiative group of people with a high level of education and the gradual involvement of people with secondary vocational education and people without education. Effectiveness involves meeting existing educational needs.
Опис
Ключові слова
освіта дорослих, андрагогічна технологія, самоорганізація, Велика Британія, університет третього віку, принцип довіри, принцип самонавчання, принцип взаємної допомоги, adult education, andragogy technology, self-organization, experience of Great Britain, University of the third age, principle of trust, principle of self-learning, principle of mutual aid
Бібліографічний опис
Пєхота, О. Технологія самоорганізації: застосування досвіду університетів Третього віку Великобританії [Текст] / О. Пєхота // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 5 (109). – С. 24–33. – DOI: 10.24139/2312-5993/2021.05/024-033.