scholarly journals The Influence of Policy on Emotional Labour and Burnout among Further and Adult Education Teachers in the U.K.

2020 ◽  
Vol 15 (24) ◽  
pp. 232
Author(s):  
Walifa Rasheed-Karim
Keyword(s):  
Adult Education ◽  
Equal Opportunity ◽  
Further Education ◽  
Panic Attacks ◽  
Teaching Staff ◽  
Emotional Labour ◽  
Staffing Levels ◽  
Working Space ◽  
Group Interviews ◽  
The Impact

The Society for Education and Training (SET) regards maintaining wellbeing for teachers as important as it ensures the retention of staff and the progress of learners. A survey conducted with teachers reported various factors contributing to lack of wellbeing of teachers in further education (FE) and adult education [19]. Focus group interviews asked teachers in an FE college about equal opportunity, management, working conditions, staffing levels and career prospects and how they use emotions. For some, there is insufficient working space and time for breaks between lessons. They will take work home to complete, learners can be affected when staff are ill and supply staff are not employed due to funding so covering for existing staff imposes demands on them. Management policies lack practical application and promotion opportunities are restricted for some. This paper examines the extent to which existing policies shape the practice of teachers and whether this impacts on their wellbeing in terms of emotional labour and symptoms of burnout. Interviews reveal that teaching staff may suffer from panic attacks and anxiety and feel unsupported by heads of departments. However, they will maintain a professional exterior when interacting with learners. The impact of policy on work life-balance (WL-B) is discussed. Some teachers do not have sufficient time to spend with families and presumably interests and hobbies while more experienced teachers can separate family life from working life and so maintain a balance. The paper examines the adequacy of existing standards for staff seeking to maintain wellbeing.

scholarly journals The Effect of Stressful Factors, Locus of Control and Age on Emotional Labour and Burnout among Further and Adult Education Teachers in the U.K.

2020 ◽  
Vol 15 (24) ◽  
pp. 26
Author(s):  
Walifa Rasheed-Karim
Keyword(s):  
Adult Education ◽  
Locus Of Control ◽  
Working Conditions ◽  
Focus Group Interview ◽  
Further Education ◽  
Cross Cultural ◽  
Teaching Staff ◽  
Emotional Labour ◽  
Number Of Factors ◽  
Stress Levels

The literature reveals that there are associations between a large number of factors occurring in the classroom and at schools and colleges, and that these impinge on the wellbeing of teachers in terms of emotional labour and burnout. However, most studies are cross-cultural and there has yet to be reliable and valid research conducted into the major occurrences of stressful elements that impinge on teachers in Further Education (FE) and adult education. Furthermore, the extent to which stressors found in FE and adult education are associated with emotional labour and burnout has yet to be elucidated. The literature shows that age is a mediator of both burnout and stress among the older and more experienced teaching staff. Furthermore, locus of control (LOC) is discussed as an important individual difference in moderating stress levels of teachers. This paper investigates the extent to which teachers in FE experience emotional labour and burnout with respect to age and LOC, and how this moderates stress levels. From a survey and focus group interview, the results show that gender and ethnicity, as well as age, had an effect on what teachers found stressful, the frequency and kind of emotional labour they experience, and their particular experiences of burnout. It is suggested that results could be implemented when considering the design of working conditions for individual teachers.

scholarly journals "Többször nekifutottunk, de lepattantunk mindig a közöny miatt"

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Dóra Hangya
Keyword(s):  
Adult Education ◽  
Equal Opportunity ◽  
Further Education ◽  
Reference Points ◽  
Specific Information ◽  
Education Programs ◽  
The Subject ◽  
Open Point ◽  
Structured Questionnaire ◽  
Do So

Az ÚNKP kutatás célja annak vizsgálata, hogy a szakértői nyilvántartásban szereplő felnőttképzési szakértők és programszakértők kötelező továbbképzéseinek moduljai (14/2014. (III. 31.) NGM rendelet) tartalmaznak-e ismereteket a fogyatékossággal élő felnőttek képzésben való részvételének feltételrendszeréről, valamint hogy a felnőttképzési szakértők számára nehézséget okoz-e, ha a felnőttképzési intézmények munkatársai a témát érintő kérdésekkel fordulnak hozzájuk. Előzmény a KJM Alapítvány 2016. évi Phd pályázata keretében lefolytatott kutatás, amely eredményei szerint a válaszadó engedéllyel rendelkező felnőttképzési intézmények 95%-a úgy véli, hogy a felnőttképzési szakértők számára szükséges volna olyan tartalmú továbbképzés biztosítása, mely támpontokkal látja el őket annak érdekében, hogy segíteni tudják őket az egyenlő esélyű hozzáférés biztosításának megteremtésében (n=136). (Hangya, 2016, Hangya, 2017)A kutatás módszere teljes körű mintavételen alapuló félig strukturált kérdőíves lekérdezés. 314 fő válaszolt a kutatás kérdőívére, mely a tisztított minta 41%-a. A szakértők 80%-a jelezte, hogy a kötelező továbbképzések nem tartalmaztak fogyatékosság-specifikus ismereteket. A válaszadó szakértők több mint 90%-a egyetért azzal, hogy szükséges volna ennek pótlása (n=312). 227 fő nem vett még részt ilyen témájú továbbképzésen, de 78%-uk szívesen tenné, amennyiben rendelkezésre állna ilyen (n=227). A válaszadók (n=308) 59,4%-a nem találkozott még olyan kérdésekkel a felnőttképzési intézmények részéről, melyek a fogyatékossággal élő felnőttek egyenlő esélyű hozzáférését érintik, 46,5%-uk számára ez nehézséget jelentene.  84 fő (27%) fogalmazott meg nyitott kérdés keretében a témával kapcsolatban fejlesztési javaslatokat. The aim of the ÚNKP research is the investigation of whether the obligatory further education modules for adult education experts and program experts (14/2014. (III. 31.) NGM regulation) contain information regarding the conditionality for adults living with disabilities participating in education and the level of difficulty for adult education experts to inform colleges from adult education institutions on questions regarding this subject. A precursor is a research conducted within the framework of the 2016 Phd application of the KJM Foundation, according to which 95% of adult education institutions authorized for a response is of the opinion that the provision of a further education program for adult education experts which contains reference points to facilitate the provision of equal opportunity access would be necessary (n=136). (Hangya, 2016, Hangya, 2017)The method of research is a semi-structured questionnaire survey based on comprehensive sampling. 314 persons answered to the research questionnaire, which makes up 41% of the purified sample. 80% of experts indicated a lack of disability-specific information within the obligatory further education programs. More than 90% of respondents agree that supplementation of such information is necessary (n=312). 227 persons did not yet participate in further education programs within this subject, however, 78% would gladly do so if given the opportunity (n=227). 59,4% of respondents (n=308) did not yet encounter questions from adult education institutions regarding the equal access of adults living with disabilities, 46,5% would consider this a difficulty.  84 persons (27%) formulated developmental suggestions regarding the subject within the framework of an open point.

scholarly journals Methodological challenges for the qualitative researcher: The use of a conceptual framework within a qualitative case study

2020 ◽  
Author(s):  
Elizabeth Gregory
Keyword(s):  
Conceptual Framework ◽  
Qualitative Case Study ◽  
Social Contexts ◽  
Further Education ◽  
Teaching Staff ◽  
Qualitative Researcher ◽  
Learner Identity ◽  
Methodological Challenges ◽  
The Impact

This article presents the MERITS Plus model, a conceptual framework developed during qualitative research into the process of academic transition and the impact of educational choices upon learner identity. The article considers some of the methodological challenges faced by qualitative researchers, and how effective the use of a conceptual framework might be in addressing these issues. The MERITS Plus model was developed and modified through two pilot studies and a piece of major fieldwork, the Learner, Identity and Transition Project (LITP), a qualitative case study conducted in a college of further education in England. Empirical data were collected through semi-structured narrative interviews with 24 learners studying either an A level or a BTEC programme, and from a focus group with teaching staff. The MERITS Plus model is a multilayered approach, comprising, first, a six-element framework (Motivations, Expectations, Reality, Identity, Transition, and Stories and Synthesis) used to analyse the data, and, second, the use of Bourdieu's thinking tools to examine the complexities raised by the data. By combining these approaches, the study was able to present narratives directly by using the MERITS Plus model to create eight composite learner profiles drawn from the data to illustrate the range of different learner types found within one educational setting. Thus, the model is presented as a method of preserving the integrity of participant voice collected via qualitative methods, while allowing a systematic analysis of narratives both as individual stories and as products of particular social contexts.

COVID-19 and its impact on Further Education college students in Northern Ireland

2021 ◽  
Author(s):  
William John Andrews
Keyword(s):  
Further Education ◽  
Teaching Staff ◽  
Science Students ◽  
Emotional Wellbeing ◽  
Subject Knowledge ◽  
Student Questionnaire ◽  
Level 3 ◽  
Education College ◽  
The Impact ◽  
Remote Learning

The effect COVID-19 is having on students and teachers, in academic and emotional ways remains to be understood. This research explored impact on level 3-5 science students attending an FE college in NI, and the science teaching staff. Primary outcome involved analysis of the impact of COVID-19 on academic progress, and emotional state during times of remote teaching, and the perceived impact of remote learning on subject knowledge. Feedback was generated using a mixed-methods approach of questionnaires followed by semi-structured focus groups. Analysis of n=11 staff and n=84 student questionnaire responses, using a mix of Likert type, short and long response questions, showed that while remote learning is overall seen as somewhat positive as it allows more structure, it is perceived neutrally in terms of student receptiveness. Students feel their development as scientists, and emotional wellbeing have been negatively impacted. Lecturing staff, while utilising a number of platforms to encourage engagement, felt overall negatively about online learning. Implications and further analysis will be presented.

scholarly journals PRACTICE OF ACTIVITIES OF HIGHER EDUCATION INSTITUTIONS AND SCIENTIFIC INSTITUTIONS FOR TRAINING SPECIALISTS FOR WORK IN THE FIELD OF ADULT EDUCATION

2020 ◽  
pp. 19-25
Author(s):  
Liudmyla CHERKASHYNA ◽  
◽  
Tatiana VORONA ◽  
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Educational Institution ◽  
Postgraduate Education ◽  
Teaching Staff ◽  
Factors Influencing ◽  
State Pedagogical ◽  
National University ◽  
Economic Zones ◽  
The Impact

ntroduction. The problem of lifelong learn-ing is not only the impact of scientific and technological revolution and globalization processes that significantly affect the socio-economic development of the world, but also the need for qualified personnel capable of lifelong learning, because investing in human capital brings the greatest and most profitable effect. not only to man but also to the economy as a whole. This question poses a new challenge to society – the urgent need for teaching staff to work with adults. As it turned out, free economic zones are not quite ready to train specialists for the sys-tem of non-formal and informal education.Analysis of publications.In the works of domestic sci-entists (O. Anishchenko, S. Arkhipova, O. Banit, O.Bodyk,L. Vashchenko, N. Demyanenko, O. Dubasenyuk, S. Iz-bash, L. Lukyanova, N. Nychkalo, O Samodumska, M. Skrypnyk, T. Sorochan, L. Tymchuk, T. Shanskova, etc.) the problem of andragogy training in Ukraine was raised.Purpose. Summarize the scientific and practical achievements of scientists in the training of andragogues in the field of adult education. Results. The data of the results of cooperation of Ukrainian and German scientists on the development of the project "On the way to the introduction of the scientific field" Adult education and postgraduate education in Ukraine "are presented. The author's project of the qualifi-cation characteristic of the profession (position) "Andra-gogue", developed by O. Anishchenko, is analyzed. Atten-tion is paid to the factors influencing the change of para-digms in education, as well as the change of the tradi-tional model of learning to andragogy. The conceptual bases of development of adult education, the leading factors influencing adult education are considered; exist-ing models of andragogy training: competence, cognitive, human-centered, communicative, reflexive; author's course "Practical andragogy", developed and implemented by M. Skrypnyk. Information on the activities of the Center for Adult Education of Tavriya National University named after VI Vernadsky. The scientific and practical activity of the Ivan Zyazyun IPOD of the National Academy of Peda-gogical Sciences of Ukraine is covered. Statistical data on the training of masters in the specialty 011 Educational, Pedagogical Sciences at Chernivtsi National University. Yu. Fedkovych, NPU named after M.P. Drahomanov and SHEI "Donbas State Pedagogical University" with speciali-zations "Adult Education", "Andragogy", "Fundamentals of Andragogy". The proposals of the Free Economic Zone to start training andragogues are highlighted. Attention is paid to the preparation of masters at SHEI "Donbass State Pedagogical University" in the specialty 011 Educational, pedagogical sciences. The important achievements of educators in developing a standard of higher education in Ukraine are indicated: the second (master's) level, field of knowledge 01 Education / Pedagogy, specialty 011 Edu-cational, pedagogical sciences. Conclusion. Thus, in the analyzed scientific works, the authors unanimously point out that there is an urgent need for specialists in adult education. We agree with the statements of the scientists of the National Academy of Pedagogical Sciences of Ukraine about the lack of monitor-ing between the existing inquiries of consumers and the proposals of institutions for the provision of educational services. We see that it is education that should be advanced in order to be able to predict the needs of mankind in the new specialists and prepare them in advance. It should be noted that teachers of public and private free economic zones must have a higher pedagogical education or the qualification of a teacher of a higher educational institution, an andragogue

TEACHING THE TEACHERS—WHAT EDUCATION AND TRAINING NEEDS ARISE AMONG TEACHERS THROUGH THE USE OF SIMULATION IN THE EDUCATION OF EMS PERSONNEL IN THE GERMAN HEALTH CARE SYSTEM

2015 ◽  
Vol 1 (1) ◽  
pp. 41.3-41
Author(s):  
Michael Wessels ◽  
Manuel Geuen
Keyword(s):  
Patient Safety ◽  
Emergency Services ◽  
Teaching Method ◽  
Medical Personnel ◽  
Further Education ◽  
Teaching Staff ◽  
Transfer Of Knowledge ◽  
Performance Skills ◽  
Intensive Training ◽  
Emergency Services Personnel

Background & PurposeThe professional qualifications of paramedics in the emergency services are not uniform at the federal level across Germany. Federalism leads to a considerable heterogeneity of regional regulations and curricula for training at the state-approved emergency services School. This results in an uneven transfer of knowledge of action skills, scientific findings as well as inconsistent application of appropriate teaching methods. Finally, this culminates in an inconsistent qualification of EMS personnel.To illustrate the needs of teachers in simulation in training and continuing education of EMS personnel.MethodsBased on a systematic literature review and expert interviews on training and further education of non-medical personnel in emergency care simulation was analysed as a teaching method from an educational perspective. For a standardized carrying out of the interviews a unified interview guide was used. The statements of the experts were analysed with the software MAXQDA.ResultsThrough simulation, in conjunction with debriefings an outstanding benefit for the direct learning from mistakes is made possible, both in the whole group as well as in the setting of reality (train where you work). This supports a long-needed culture of errors in emergency service as well as improving patient safety in emergency response. This requires intensive training of the teaching staff in pedagogy and technology. Further research needs were identified for potential fields of application of simulation in the training of EMS personnel.ConclusionsSimulation provides for the training of emergency services personnel, particularly in view of the new profession of emergency paramedics (Notfallsanitäter) and their advanced performance skills extensive opportunities. With the help of simulation abilities and skills as well as inter-professional teamwork can be taught and improved individualized. In fact, simulation contributes to improving patient safety and guideline- based care of emergency patients.

scholarly journals How Do the Timing and Duration of Courses Affect Participation in Adult Learning and Education? A Panel Analysis

2021 ◽  
pp. 074171362110190
Author(s):  
Fabian Rüter ◽  
Andreas Martin
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Fixed Effects ◽  
Research Literature ◽  
Temporal Organization ◽  
Educational Institutions ◽  
Positive Effects ◽  
Matching Process ◽  
Education Participation ◽  
The Impact

Participation in adult learning and education requires the availability of, and accessibility to, learning opportunities provided by educational institutions. One fundamental element is time. Adult learning and education participation can only be realized by successfully matching individual time-availabilities with the temporal organization of provided courses. To address this required matching process, this study contributes to research literature as one of the first studies that investigates the impact of timing and course duration on participation counts (longitudinally). For this, we use organizational data from public adult education centers ( Volkshochschulen—VHS; the main adult education providers in Germany) from 2007 to 2017. Methodologically, random- and fixed-effects models are applied. We find significant positive effects on participation counts between increasing program breadth in terms of temporal formats and increasing average course duration.

scholarly journals The signs of frenetic standstill: The concept of change in the discourse of lifelong learning and the tempo of the Czech National Qualifications Framework

2021 ◽  
pp. 0961463X2110060
Author(s):  
Tomáš Karger
Keyword(s):  
Adult Education ◽  
Technological Change ◽  
Document Analysis ◽  
Further Education ◽  
Prior Learning ◽  
The Czech Republic ◽  
Organizational Hierarchy ◽  
National Qualifications Framework ◽  
Recognition Of Prior Learning ◽  
Recent Developments

The aim of this study is to interpret recent developments in the field of adult education in the Czech Republic through the theory of social acceleration. The study is designed as focused ethnography, drawing upon observation, interviewing, and document analysis. The material is read through the concepts of acceleration and frenetic standstill and contextualized in the discourses on industry 4.0 and recognition of prior learning. The study shows how the notion of constant technological change drives the Czech discourse of adult education, introducing a sense of urgency and pressing for faster developments in the further education of adults. However, the field of adult education exhibits a lack of consistency in its development, translating into absenting sense of progress. Within this context, the Czech National Qualifications Framework (NQF) has produced a steady output of qualification standards even though its internal processes have been prolonged. The tempo of the NQF and the absenting sense of progress can be read as signs of a frenetic standstill, accompanied by a high fluctuation of individuals on all levels of an organizational hierarchy. The study argues that acceleration is not driven by technological change in the observed context as the examined discourses expect. Instead, social acceleration seems to be perpetuating itself as a relatively independent force, eroding institutions that are seen as key in adapting to the incoming transition.

The Use of Twitter as an Interactive Learning Tool Within a Postgraduate Public Health Course: A Pilot Study

2020 ◽  
pp. 237337992097842
Author(s):  
Rimante Ronto ◽  
Alexandra Bhatti ◽  
Josephine Chau
Keyword(s):  
Public Health ◽  
Online Survey ◽  
Learning Experience ◽  
Empirical Studies ◽  
Teaching Staff ◽  
Learning Tool ◽  
Interactive Approach ◽  
Master Of Public Health ◽  
Use Of Social Media ◽  
The Impact

Twitter has gained attention in recent years as a tool to use in higher education to enhance students’ learning, engagement, and reflective writing. This study explored public health students’ perceptions on the usefulness of Twitter as a learning tool, engagement with their peers, staff, and the broader public health community. Participants were Master of Public Health students from a public university based in Sydney, Australia. A mixed methods approach was used combining content analysis of tweets, an online survey and two focus groups. Students were asked to engage with Twitter by reflecting on each week’s teaching content and by liking and replying to their peers’ tweets. Participation and engagement in this task were high initially and declined toward the end of semester. Most student tweets aligned with topics taught during the semester. Survey and focus group data indicated most students had positive views on using Twitter and reported finding engagement with Twitter beneficial in obtaining current information on health promotion news and trends, increasing their professional networks and allowing them to connect with their peers and teaching staff. Results indicate Twitter is a promising interactive approach to enhance public health students’ engagement and overall learning experience, as well as being useful for professional networking. Larger scale empirical studies are needed to investigate the impact of the use of social media platforms such as Twitter to various learning outcomes longitudinally and beyond this course.

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