EduMAP: Interviews with Adult Education Policy-Makers and Personnel on the Social Exclusion of Young Adults 2017: Estonia

This dataset includes interviews with educational personnel and policy-makers in the adult education sector in Estonia working with vulnerable young adults. The interviews discuss contents of study programmes provided by the organisation, pedagogical approaches, gender equality, life management, social problems, socioeconomic status, and active participatory citizenship. The dataset is a six-interview sample of the interviews collected in Estonia for the Europe-wide EduMAP project (Adult Education as a Means to Active Participatory Citizenship). FSD's holdings also include data collected in the nine other EduMAP countries in their respective languages (the United Kingdom, Turkey, Spain, Romania, Latvia, Hungary, Greece, Finland and Germany). The EduMAP project was funded by the European Commission's "Horizon 2020" research and innovation programme (ID: 693388). Different interview schemes were used for interviews with educational personnel and educational authorities. In the interviews with educational personnel, the first questions concerned the interviewee's job responsibilities, practices in the organisation, and the types of vulnerable learners with whom the interviewee worked. Teaching practices were discussed as well as special education available at the organisation, the students' economic situation, and the concept of active participatory citizenship. Regarding the organisation's practices, the interviewees were asked about, for instance, the work processes for designing new educational programmes, pedagogical approaches, and learning/teaching methods that they had deemed particularly appropriate for vulnerable learners. Many facets of the organisation's practices were discussed in terms of gender, i.e. how possible gender differences were taken into consideration in teaching. Pedagogical details of the programmes were discussed in more detail with regard to, for instance, learning and teaching methods, contents of lessons, teaching processes, and the students' possibility of giving and receiving feedback. The interviewees were also asked what types of competences educational professionals working with vulnerable learners possess or should possess. Finally, the interviews examined the impact of the programmes from socioeconomic and sociocultural perspectives as well as the perspective of social activity and legal-political awareness. Attendance and graduation rates were also charted as well as suggestions for the improvement of the programmes. The final questions concerned collaboration and networking with other institutions. The interviews with educational authorities and policy-makers focused more on the national influence in educational policy, i.e. developing and implementing policies and legislation regarding vulnerable groups. In addition, these interviews discussed e.g. consulting representatives of vulnerable groups in developing policies, achievements and shortcomings of current educational policies, and the most important issues faced by vulnerable groups that should be taken into consideration in developing policies. Background information includes interview id and the interviewee's employment field. One of the interviews is a group interview. The dataset is only available in Estonian. Questionnaires and participant information sheets are only available in English. The data were organised into an HTML index at FSD.

本数据集收录了爱沙尼亚成人教育领域中服务弱势青年群体的教育从业者与政策制定者的访谈资料。访谈议题涵盖机构开设的学习项目内容、教学方法、性别平等、人生规划、社会问题、社会经济地位，以及积极参与式公民教育等维度。该数据集是为覆盖全欧洲的EduMAP项目（全称为"成人教育作为积极参与式公民教育的手段"，英文原名为Adult Education as a Means to Active Participatory Citizenship）在爱沙尼亚收集的6份访谈样本。芬兰社会科学数据档案馆（FSD）的馆藏还包含另外9个EduMAP成员国以各自官方语言收集的相关数据，涉及国家包括英国、土耳其、西班牙、罗马尼亚、拉脱维亚、匈牙利、希腊、芬兰与德国。EduMAP项目由欧盟委员会"地平线2020"（Horizon 2020）研究与创新计划资助，项目编号为693388。针对教育从业者与教育管理部门的访谈采用了两套不同的访谈提纲。针对教育从业者的访谈，开篇问题涉及受访者的工作职责、机构内的运营实践，以及其对接的弱势学习者群体类型。访谈还讨论了教学实践、机构提供的特殊教育服务、学员的经济状况，以及积极参与式公民教育的相关理念。关于机构运营实践，受访者被问及诸如新教育项目的设计工作流程、适配弱势学习者的最优教学方法与路径等问题。访谈还从性别视角剖析了机构运营的诸多环节，即教学过程中如何考量可能存在的性别差异。针对项目的教学细节，访谈进一步围绕教学方法、课程内容、教学流程，以及学员的反馈接收与提供渠道等方面展开深入探讨。受访者还被问及，当前服务弱势学习者的教育从业者所具备或应当具备的能力体系有哪些。此外，访谈还从社会经济、社会文化、社会参与及法律政治意识等多个视角，考察了相关教育项目的实施成效。研究团队同时统计了项目的出勤率与毕业率，并收集了针对项目优化的相关建议。访谈的最终问题聚焦于与其他机构的合作与网络构建。针对教育管理部门与政策制定者的访谈，则更侧重于教育政策的国家层面影响，即制定与实施针对弱势群体的教育政策及相关法规。此外，这类访谈还讨论了诸如政策制定过程中对弱势群体代表的咨询、现行教育政策的成就与不足，以及政策制定中需重点考量的弱势群体核心诉求等内容。数据集的背景信息包括访谈编号与受访者的就业领域。其中1份访谈为集体访谈。本数据集仅提供爱沙尼亚语版本。问卷与参与者知情同意书仅提供英文版本。相关数据已在芬兰社会科学数据档案馆（FSD）整理为HTML索引页面。