Learning contract in adult education - experiences and best practices

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62156489%3A43670%2F21%3A43924816" target="_blank" >RIV/62156489:43670/21:43924816 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.21125/edulearn.2021.0530" target="_blank" >https://doi.org/10.21125/edulearn.2021.0530</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2021.0530" target="_blank" >10.21125/edulearn.2021.0530</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Learning contract in adult education - experiences and best practices

Popis výsledku v původním jazyce

Adult education is based on a relationship of partnership, where the subject of education can articulate his or her educational needs and the educator acts more as a guide and supporter of learning in the learning process than one who tells what to do and how to do it. This Malcom Knowles-inspired approach also entails a clear requirement to set a specific objective and rules during the education process. Learning contract is also important because it provides some red thread as to how the educational process will be conducted and what is desirable and what is not. The question is what such a learning contract should look like. Or what circumstances come into its setting. A young psychological approach a transactional analysis based on contracting can offer answers to these questions. While transactional analysis is a psychological direction, it also has its application in educations. This application has been operational since 1970 and is still being developed. The principle is the application of transactional analysis concepts in education. The transactional analysis within the concept of contracting distinguishes 3 levels of the contract. These are contract administrative, professional, and psychological. The administrative contract is sometimes referred to as the procedural contract and includes practical organisational arrangements on the location, start time, end time, responsibility of educators and learners, as well as financial compensation for educators. Clear administrative contract provides a safe space for all (educators and learners) and prevents unnecessary unpleasantness. The professional contract refers to the aims and objectives of the course or the whole educational programme. It includes what learners will be able to, or know, after the end of the learning event - the graduate&apos;s target competency. This includes how each side will contribute to supporting the education process (the educator will offer specific knowledge and experience; learners will collaborate and engage in activities). The Psychological contract is the most demanding and essential part of the entire contract. It is often unspoken and remains hidden. Voluntary participation in education, for example. Sometimes it&apos;s not aware at all. Psychological contract should be based on mutual respect and trust. Another useful concept of transactional analysis is The Three-Cornered Contract. This includes awareness of the parties involved in the education process. For it is not just educators and learners, but sponsors are also important. In this context, we can then talk about psychological distance, where the aim should be to set clear rules and conditions that are acceptable to all and some parties do not form coalitions against another party (e.g., a coalition of sponsor and educator). The aim of the article is to describe the practical experience and best practices of setting contract in adult education. Contracting is based on the theory of transactional analysis. Both face-to-face learning and remote learning.

Název v anglickém jazyce

Learning contract in adult education - experiences and best practices

Popis výsledku anglicky

Adult education is based on a relationship of partnership, where the subject of education can articulate his or her educational needs and the educator acts more as a guide and supporter of learning in the learning process than one who tells what to do and how to do it. This Malcom Knowles-inspired approach also entails a clear requirement to set a specific objective and rules during the education process. Learning contract is also important because it provides some red thread as to how the educational process will be conducted and what is desirable and what is not. The question is what such a learning contract should look like. Or what circumstances come into its setting. A young psychological approach a transactional analysis based on contracting can offer answers to these questions. While transactional analysis is a psychological direction, it also has its application in educations. This application has been operational since 1970 and is still being developed. The principle is the application of transactional analysis concepts in education. The transactional analysis within the concept of contracting distinguishes 3 levels of the contract. These are contract administrative, professional, and psychological. The administrative contract is sometimes referred to as the procedural contract and includes practical organisational arrangements on the location, start time, end time, responsibility of educators and learners, as well as financial compensation for educators. Clear administrative contract provides a safe space for all (educators and learners) and prevents unnecessary unpleasantness. The professional contract refers to the aims and objectives of the course or the whole educational programme. It includes what learners will be able to, or know, after the end of the learning event - the graduate&apos;s target competency. This includes how each side will contribute to supporting the education process (the educator will offer specific knowledge and experience; learners will collaborate and engage in activities). The Psychological contract is the most demanding and essential part of the entire contract. It is often unspoken and remains hidden. Voluntary participation in education, for example. Sometimes it&apos;s not aware at all. Psychological contract should be based on mutual respect and trust. Another useful concept of transactional analysis is The Three-Cornered Contract. This includes awareness of the parties involved in the education process. For it is not just educators and learners, but sponsors are also important. In this context, we can then talk about psychological distance, where the aim should be to set clear rules and conditions that are acceptable to all and some parties do not form coalitions against another party (e.g., a coalition of sponsor and educator). The aim of the article is to describe the practical experience and best practices of setting contract in adult education. Contracting is based on the theory of transactional analysis. Both face-to-face learning and remote learning.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

O - Projekt operacniho programu

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN21 Proceedings

ISBN

978-84-09-31267-2

ISSN

2340-1117

e-ISSN

—

Počet stran výsledku

6

Strana od-do

2420-2425

Název nakladatele

International Academy of Technology, Education and Development (IATED)

Místo vydání

Valencie

Místo konání akce

Valencie

Datum konání akce

5. 7. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—