Getting knowledge after school. Attitudes toward adult education in Szeklerland

Abstract

The attitude towards adult education depends on individual abilities, capabilities and thinking, which all are greatly influenced by social factors. The present study examines some of the characteristics of adult learning in Szeklerland, namely (1) the learning experiences, (2) the most important motives that drive participation in adult education, (3) the general social attitudes towards adult learning and the (4) learning visions outlined by respondents. Based on the literature, the study first reviews the social change processes taking place in the rural area, which shaped the practice of adult education between 1990-2020. Then the study analyses the characteristics of attitudes towards adult education in Szeklerland, which relies on the data of a quantitative research carried out in 2019. Data was collected by a questionnaire containing 65 questions in total, which explored socio-demographic data and the adult learning practices of the sample (N=555). According to the most important results of the research, respondents’ learning experiences are basically positive, although they do not come from so many learning areas. In addition to livelihood motives, participation in adult education is driven by other reasons as well. Short-term, goal-directed learning career stages are typically dominant among respondents and this trend is also outlined in learning visions.