Microcredit Provision, Lifelong Learning, and Productivity of Poor Women in Indonesian Villages

2020 ◽  
Vol 70 (4) ◽  
pp. 360-376
Author(s):  
Ace Suryadi ◽  
Dasim Budimansyah ◽  
Muhammad Solehuddin ◽  
Yanti Shantini ◽  
Dadang Yunus
Keyword(s):  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Women Entrepreneurs ◽  
School Attendance ◽  
Learning Experiences ◽  
Skills Training ◽  
Research Subjects ◽  
Daily Production ◽  
Poor Women

This study aims to analyze the effect of lifelong, notably adult and informal, learning experiences on the business capability and productivity of poor women entrepreneurs in rural Indonesia. The measures of entrepreneurial ability of the research subjects were in terms of their engagement, as microcredit receivers, in adult learning processes through daily production and selling activities; this includes the relative earnings gained from their income generating activities. The data collected are those from 400 respondents randomly selected from microcredit receivers of Bina Artha microfinance institutes in Cianjur, West Java, Indonesia. The data analysis focused on examining the effect of adult learning variables in comparison to school attendance on the women entrepreneurs’ business capability. The findings showed that some forms of adult and informal learning experiences had stronger effect on the entrepreneurs’ business capability than the school attendance. In light of the findings, it is to suggest that microcredit providers arguably should provide relevant skills training to improve lifelong learning experiences of microcredit receivers. This recommends that microcredit providers should take into account the benefits of lifelong learning experiences of microcredit receivers as one of the most important criteria for granting loan extension.

scholarly journals ADULT LEARNING: TRENDS AND OPPORTUNITIES IN THE ORGANIZATION

2016 ◽  
Vol 4 ◽  
pp. 35 ◽  
Author(s):  
Janina Čižikienė ◽  
Audronė Urmanavičienė
Keyword(s):  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Market Research ◽  
Professional Training ◽  
New Technologies ◽  
Scientific Literature ◽  
Document Analysis ◽  
Continuous Learning ◽  
Highly Qualified

The European Union's education and lifelong learning policy stresses informal learning within the society. The article aims to review the concept of lifelong learning and to analyze opportunities for continuous learning process in organizations. New technologies, innovations in the workplace and professional training encourage employees to improve constantly and awareness of the importance of lifelong learning can help to secure their future in a changing labor market. Research methods applied were as following:  literature and document analysis, expert interviews, analysis of the results and interpretation. The article presents a review of scientific literature and research data reveals leaders’ approach to employees' willingness to raise their qualification constantly and the organization's opportunities. The survey showed that employers want to have a highly qualified staff meeting the requirements of the organization, but do not always have sufficient funds for professional development. 

scholarly journals GLOBAL TRENDS OF ADULT EDUCATION IN THE UNESCO’S DOCUMENTS

2019 ◽  
Vol 2 (16) ◽  
pp. 28-38
Author(s):  
Олена Василенко
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Community Education ◽  
Learning Activity ◽  
Global Trends ◽  
Knowledge Based ◽  
Formal And Informal Learning ◽  
Citizenship Skills

The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication. The author summarizes that UNESCO as a world international organization has a crucial significance in promoting and developing adult learning and education through adopting a number of documents, concepts and reports that define mainstream trends and development directions. The latest may be referred to the following: replacement the concept of Development of Adult Education with the Adult Learning and Education, widening by this way sphere of its implementation; defining three core learning domains in the field of ALE as: literacy and basic skills; continuing education and professional development; liberal and community education (active citizenship skills); confirming the paradigm of traditional distinction between three basic categories of learning activity: formal, non-formal and informal learning; noting, however, that there should be a distinction between purposeful informal learning and random informal learning. It is noted in the article that the efforts of numerous UNESCO organizations are focused on specific areas that need improvement, such as: giving everyone a fair chance at education so that everyone has equal access to adult education; a significant increase in participation in adult learning and education in order to achieve equal progress in adult education and learning in different countries, etc. Key words: the UNESCO, lifelong learning, adult education, adult learning and education, formal, non-formal and informal learning, equal participation

scholarly journals Peculiarities of biographical research for the analysis of the informal teacher education

2020 ◽  
Vol 85 ◽  
pp. 03008
Author(s):  
Irena Zemaitaityte ◽  
Giedre Pauriene ◽  
Alina Petrauskiene
Keyword(s):  
Teacher Education ◽  
Grounded Theory ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Data Base ◽  
Learning Experiences ◽  
Teaching Profession ◽  
Professional Competencies ◽  
Grounded Theory Methodology ◽  
Biographical Research

The article reviews peculiarities of biographical research. Emphasis is placed on the experiences determined by the biographical circumstances, which have served educators as impetus for informal studies, as well as founding layers for the growth of pedagogical professional competencies. When discussing lifelong learning and the growing demands on educators' professionalism, it is most important to understand how the competences of the teaching profession develop in informal learning; next, it is possible to identify the structures that enable this process. The aim of the article is to reveal the peculiarities of a biographical method and the expression of pedagogical competences of the pedagogical professionals formed through informal learning and stimulated by biographical circumstances. The analysis and results of the obtained data base on the study logic of the construction of the abduction theory according to Peirce and the Grounded theory methodology according to Strauss and Corbin [1]. The research revealed that the processes of informal learning, critical for the competencies of an educator‘s profession, take their route in childhood. Learning experiences in childhood, as well as further biographical experiences not only determine the interest in the pedagogical profession, but also determine pedagogical abilities and values.

scholarly journals Beyond the “STEM Pipeline”: Expertise, Careers, and Lifelong Learning

Minerva ◽  
2021 ◽  
Author(s):  
John D. Skrentny ◽  
Kevin Lewis
Keyword(s):  
African Americans ◽  
Lifelong Learning ◽  
Stem Education ◽  
National Survey ◽  
College Graduates ◽  
Skills Training ◽  
Forward Movement ◽  
Science And Engineering ◽  
Science Technology ◽  
Stem Pipeline

AbstractStudies of education and careers in science, technology, engineering, and math (STEM) commonly use a pipeline metaphor to conceptualize forward movement and persistence. However, the “STEM pipeline” carries implicit assumptions regarding length (i.e. that it “starts” and “stops” at specific stages in one’s education or career), contents (i.e. that some occupational fields are “in” the pipeline while others are not), and perceived purpose (i.e. that “leakage,” or leaving STEM, constitutes failure). Using the National Survey of College Graduates, we empirically measure each of these dimensions. First, we show that a majority of STEM workers report skills training throughout their careers, suggesting no clear demarcation between education and work. Second, we show that using on-the-job expertise requirements (rather than occupational titles) paints a very different portrait of the STEM workforce—and persistence in it (where substantial attrition remains evident, especially among women and African Americans). Third, we show that STEM-educated workers are well-prepared for but dissatisfied with non-STEM jobs, complicating our understanding of leaving. Collectively, these results recommend expanded conceptions of STEM education and careers and contribute to studies of science and engineering workforce transitions and diversity.

scholarly journals Muḍārabah and mushārakah as micro-equity finance: perception of Selangor’s disadvantaged women entrepreneurs

2020 ◽  
Vol 12 (2) ◽  
pp. 217-237
Author(s):  
Reazul Islam ◽  
Rubi Ahmad
Keyword(s):  
Women Entrepreneurs ◽  
Structural Equation ◽  
Islamic Law ◽  
Profit Sharing ◽  
Equity Financing ◽  
Content Type ◽  
Disadvantaged Women ◽  
Poor Women ◽  
Microfinance Institution ◽  
Equity Finance

Purpose This study aims to gain the perception of Selangor’s disadvantaged women on the Sharīʿah (Islamic law) rules on two micro-equity financing instruments, namely, muḍārabah (profit sharing) and mushārakah (profit-and-loss sharing) (M&M). Design/methodology/approach A survey was carried out in the rural area of Selangor district in Malaysia by administering a self-generated structured questionnaire. A total of 330 completed questionnaires were retrieved from the members of an Islamic microfinance institution (IsMFI), namely, Amanah Ikhtiar Malaysia (AIM). The data were analysed by using structural equation modelling. Findings The female borrowers of AIM perceive the Sharīʿah rules of M&M requiring high moral and ethical values and diligent repayment performance. They are aware of some other underlying provisions such as business liquidation, share transfer, information discloser and business termination. The overall findings of this study suggest that the perceived Sharīʿah rules are akin to those that are commonly used in general partnership businesses between Muslims. It also indicates that disadvantaged entrepreneurs would accept the rules that are easy to comprehend as well as favourable to their interests. It further suggests that respondents’ experiences of microfinance and business operation do not have a significant influence on their perception of M&M instruments. Research limitations/implications This study was limited to Selangor. So, the perception of Muslim women surveyed may not represent the views of all women in Malaysia. However, it can offer a primary understanding of the said issue. Practical implications The findings of this study can help IsMIFs take initiatives to offer M&M as micro-equity finance to poor women entrepreneurs. Originality/value So far, limited studies have been carried out on M&M-based microfinancing. This paper offers new insights presenting disadvantaged women entrepreneurs’ perception of these financing instruments.

scholarly journals Someone Like Us: Trades identities and support for work/learning

2011 ◽  
Vol 19 (1) ◽  
pp. 19-34
Author(s):  
Chris Holland
Keyword(s):  
Informal Learning ◽  
Learning Experiences ◽  
Learning Support ◽  
Family Status ◽  
Advantages And Disadvantages ◽  
Formal And Informal Learning ◽  
Emerging Themes ◽  
Language Literacy ◽  
Vocational Learning ◽  
Learning Connections

This paper reflects on specific findings from a 2009 study of on and off-job learning that explored apprentices’ learning experiences, formal and informal learning connections, and implications for language, literacy and numeracy in vocational learning. The study was conducted in the glazing industry in New Zealandi, and as part of that study, apprentice profiles were developed. This discussion focuses on three of those profiles and reflects on two emerging themes. The first theme is employer and apprentice perceptions of the value of apprentices coming from a ‘trades family’. The second theme is the range of inclusions and exclusions, advantages and disadvantages that apprentices experience depending on their ‘trades family’ status in both on and off-job learning. The paper then considers what kind of learning support might help integrate the different identities required within an apprenticeship.

Adult learning in traditional music

2005 ◽  
Vol 22 (2) ◽  
pp. 125-140 ◽  
Author(s):  
Peter Cope
Keyword(s):  
Social Context ◽  
Adult Learners ◽  
Adult Learning ◽  
Informal Learning ◽  
Traditional Music ◽  
Technical Advice

This study is based on interviews carried out with 13 adult learners of traditional fiddle playing. The average age of the learners was 56 and they had been learning to play for between 2 and 20 years. All of the interviewees had taken music at school but none of them had been stimulated to participate further in any significant sense. The aspiration to learn to play the fiddle had various sources. Learning usually took place through traditional workshops and through the medium of the tune rather than through scales and exercises. Only one of the participants took regular conventional individualised lessons. They tended to take a pragmatic stance with regard to technique, looking for technical advice when they came up against barriers to progress. The music they played was within an aural culture and most of them learned by ear although they tended to regard notation as a useful supplement. All of them played in some sort of social context and all of them described an immense sense of pleasure and achievement from their playing. It is suggested that this kind of informal learning may have implications for learning to play instruments at school.

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