满足在职成人学习者的特殊需求:从坦桑尼亚改进的发展机会和障碍(O和OD)系统培训的见解

Hagai Joseph Mwakisisya
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引用次数: 1

摘要

社区参与是发展的先兆,但培育社区参与需要付出巨大的努力和时间。正是在这种背景下,坦桑尼亚政府与日本国际协力机构(JICA)合作,通过培训当地政府工作人员,推出了“发展机遇与障碍”项目(O和OD)。这项研究旨在查明和审查在O和O培训中使用的方法。它侧重于成人的特殊需要以及这些需要在培训实施中体现的程度。本研究采用访谈法、焦点小组讨论法、文献回顾法和观察法进行数据收集。收集到的数据通过主题分析进行分析,其中产生主题。这项研究表明,成人学习者是特殊的,因为他们知道自己为什么要学一些东西;他们需要被视为有能力和自我指导的人;他们从生活经验中有大量的学习资源,他们需要学习什么能帮助他们面对现实生活中的情况。为配合上述需要,培训采用了不同的策略,例如:由学员亲自扮演角色、到不同地方进行实地考察,以及广泛采用个案研究,让学员获得第一手经验。这些方法为学员提供了第一手经验,提高了他们在实地解决问题的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Meeting On-job Adult Learners’ Special Needs: Insights from Improved Opportunities and Obstacles to Development (O and OD) System’s Trainings in Tanzania
Community participation is a precursor to development, yet, its nurturing calls for enormous efforts and time. It is against this backdrop the government of Tanzania in collaboration with Japan International Cooperation Agency (JICA) is rolling out Opportunities and Obstacles to Development project (O and OD) through training of the local government staffs. The study seeks to identify and examine the methodologies employed in O and Od trainings. It focuses on the adults’ special needs and the extent to which they are embodied in the implementation of the training. This study employed interviews, Focus Group Discussion, documentary review as well as observation in data collection. The collected data were analyzed through thematic analysis in which themes were generated. This study upholds the fact that adult learners are special because: they know why they learn something; they need to be seen and treated as capable and self-directed; they have vast learning resource from life experience, and their need to learn what will help them confront their real-life situation. To cater for the above needs, the O and OD trainings employ various strategies such as: role-plays that are performed by trainees themselves, field study visits to different places where O and OD is being implemented and case studies which are also widely used to provide trainees with the first hand experiences. These methodologies give the trainees a first-hand experience which improves their problem-solving skills in the field.
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