{"id":5230,"date":"2021-04-18T15:12:21","date_gmt":"2021-04-18T15:12:21","guid":{"rendered":"https:\/\/manager.openweb.ro\/?p=5230"},"modified":"2021-10-15T13:24:56","modified_gmt":"2021-10-15T13:24:56","slug":"barriers-to-adult-learning-with-some-evidence-from-romania","status":"publish","type":"post","link":"https:\/\/manager.faa.ro\/?p=5230","title":{"rendered":"Barriers to Adult Learning with Some Evidence from Romania"},"content":{"rendered":"\t\t
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\u00a0Pages: 14-20<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Introduction<\/strong>.\u00a0The purpose of lifelong learning is to develop the\u00a0<\/span>required competencies in order to be permanently adapted and fitted in a continuous changing world. If\u00a0<\/span>learners acquire new competencies, they will be able to live more productively and have a better understanding\u00a0<\/span>of their own needs and how to better adapt to changes. After attending the training and some barriers\u00a0<\/span>are overcome, some learners encounter some changes which refer to a shift in mind and attitude changes,\u00a0<\/span>which increase their quality of work and social relationships. Some practical evidence is presented from the\u00a0<\/span>report \u201cImplementarea Programului \u00cenv\u0103\u021bare pe Tot Parcursul Vie\u021bii \u00een Anul 2012\u201d from Romania with\u00a0<\/span>respect to how some barriers were identified and overcome. Descriptive statistics is presented in a table of\u00a0<\/span>data for Romania that refers to persons aged 25 to 64 for the years 2010-2015 who stated that they received\u00a0<\/span>education or training in the four weeks preceding the survey.<\/span><\/p>

Aim of the study<\/strong>.\u00a0The aim of this article is to explore some of the barriers which adult learners ecounter and\u00a0<\/span>how to overcome them in the approach of lifelong learning. The literature usually recognizes two types\u00a0<\/span>of barriers to adult learning: external or situational and internal or dispositional. When facing internal\u00a0<\/span>and external barriers, students are not able to continue their learning. This article explores some reasons\u00a0<\/span>which they encounter in reaching their target of learning.<\/span><\/p>

Keywords:<\/b> lifelong learning, adult learning, barriers to education, education, motivation.<\/span><\/p>

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JEL Classification:<\/b> D83, I21, P36<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Introduction. The purpose of lifelong learning is to develop the required competencies in order to be permanently adapted and fitted in a continuous changing world. If learners acquire new competencies, they will be able to live more productively and have a better understanding of their own needs and how to better adapt to changes. After attending the training and some barriers are overcome, some learners encounter some changes which refer to a shift in mind and attitude changes, which increase their quality of work and social relationships. Some practical evidence is presented from the report \u201cImplementarea Programului \u00cenv\u0103\u021bare pe Tot Parcursul Vie\u021bii \u00een Anul 2012\u201d from Romania with respect to how some barriers were identified and overcome. Descriptive statistics is presented in a table of data for Romania that refers to persons aged 25 to 64 for the years 2010-2015 who stated that they received education or training in the four weeks preceding the survey.<\/p>\n

Aim of the study. The aim of this article is to explore some of the barriers which adult learners ecounter and how to overcome them in the approach of lifelong learning. The literature usually recognizes two types of barriers to adult learning: external or situational and internal or dispositional. When facing internal and external barriers, students are not able to continue their learning. This article explores some reasons which they encounter in reaching their target of learning.
\nKeywords: lifelong learning, adult learning, barriers to education, education, motivation.
\nJEL Classification: D83, I21, P36<\/p>\n","protected":false},"author":147,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[30,31],"tags":[76,125,313,607,671],"coauthors":[1368],"class_list":{"0":"post-5230","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-30","7":"category-2016-vol-23-issue-1-may","8":"tag-adult-learning","9":"tag-barriers-to-education","10":"tag-education","11":"tag-lifelong-learning","12":"tag-motivation","13":"jel-d83","14":"jel-i21","15":"jel-p36"},"_links":{"self":[{"href":"https:\/\/manager.faa.ro\/index.php?rest_route=\/wp\/v2\/posts\/5230","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/manager.faa.ro\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/manager.faa.ro\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/manager.faa.ro\/index.php?rest_route=\/wp\/v2\/users\/147"}],"replies":[{"embeddable":true,"href":"https:\/\/manager.faa.ro\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5230"}],"version-history":[{"count":3,"href":"https:\/\/manager.faa.ro\/index.php?rest_route=\/wp\/v2\/posts\/5230\/revisions"}],"predecessor-version":[{"id":8006,"href":"https:\/\/manager.faa.ro\/index.php?rest_route=\/wp\/v2\/posts\/5230\/revisions\/8006"}],"wp:attachment":[{"href":"https:\/\/manager.faa.ro\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5230"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/manager.faa.ro\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=5230"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/manager.faa.ro\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=5230"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/manager.faa.ro\/index.php?rest_route=%2Fwp%2Fv2%2Fcoauthors&post=5230"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}