The formation of the concept of organised self-directed learning in 1993 was based on foreign experience.
The development of organised self-directed learning in Slovenia took the form of a two-year action research in the project Development and Implementation of Self-Directed Learning Centres in the period 1993-1995.
Theoretical considerations about the need for self-directed learning of adults and reflections on the introduction of organised self-directed learning in Slovenia were the foundations for shaping the concept. These included:
- a low and inadequate educational composition,
- a lack of alternative forms of learning,
- the need for a different development of personality,
- new conditions in market economics,
- a high level of female employment,
- poor access to information and communication technology among the population,
- the findings from studies by the renowned Canadian adult educator Allen M. Tough.
Developing organised self-directed learning was considered crucial for fostering a culture of learning in Slovenia and is an essential factor in individualising learning.
This was followed by informing educators and others who could potentially open Self-Directed Learning Centres in their organisations. Promotion at conferences, informative seminars and in the media was aimed at professionals and the wider public. It received an exceptional response and a great deal of interest. Therefore, the next step was opening a demonstration Self-Directed Learning Centre on the premises of the SIAE in 1994. It had three learning stations: one with a computer and cassette player, another with a VCR and CD player and the third with a CD-ROM. The centre was primarily intended for showcasing the technology and learning materials for self-directed learning, but it was also in use.
Already during the preparation of the concept, the SIAE’s tasks were clearly outlined. They were intended to encourage the establishment of new centres, provide professional support, and monitor the existing centres. Those tasks included:
- individual guidance (aimed at institutions in implementing the concept of organised self-directed learning);
- coordination among institutions (aimed at identifying common needs, finding solutions and motivating);
- providing training for heads of the centres and counsellors working within them (basic training and additional professional development);
- information dissemination (aimed at centre users, considering it was a novelty);
- evaluation (intended for monitoring the work of the centres);
- sourcing suitable self-directed learning materials from the global market and providing training for the development of new materials in the Slovenian language;
- involvement of new institutions (aimed at supporting the establishment of new centres);
- development of a model self-directed learning centre at the SIAE (primarily for demonstrating self-directed learning materials).
In 1995, the conceptual design materialised in the form of the first Self-Directed Learning Centres. Over the next 30 years, organised self-directed learning, with the professional support of the SIAE, was developed, and new centres were established, leading to a growth in the number of participating adults. We estimate that to date, their total number has exceeded 150,000. The number and accessibility of learning resources, materials and ICT equipment in the centres also increased. The emergence of the internet contributed to the development of an online Self-Directed Learning Portal in 2015 (in Slovenian). In 2018, the significant role of Self-Directed Learning Centres and the work of counsellors were recognised in the preparation of the Adult Education Act (2018). Guidance for self-directed learning was incorporated into the guidance in ALE as a public service. This provided a basis for stable funding of activities within the public service providers in ALE. As of 2023, 35 such providers are operating across Slovenia, including public institutions for ALE and AECs.
If 30 years ago, a space for learning equipped with modern technology and access to learning materials and resources were the primary advantages of Self-Directed Learning Centres, today, the primary focus is on the guidance role of the centre. Counsellors have been a part of Self-Directed Learning Centres since their inception, and their role has strengthened over the years. They offer support to adults in identifying their needs, setting learning goals, planning their learning, and finding and selecting suitable resources and materials. They monitor and motivate them during their learning and provide guidance when they encounter learning difficulties. After completing their learning, they assist in evaluating the learning experience and setting new goals. They are adept at recognising the needs of adults in their environment and responding to them. They search for or create learning materials and provide support for their use of information and communication technology.
In the original concept of organised self-directed learning, Self-Directed Learning Centres were primarily intended for those not enrolled in courses and other forms of organised education and learning.
Another significant difference lies in the accessibility of technology and various resources and materials for self-directed learning.
Self-Directed Learning Centres have always adapted and responded to users’ needs as well as societal developments and changes. These factors call for a thorough review and updating of the concept today. At the SIAE, we will tackle this in the coming years. We plan to prepare professional guidelines and tools as part of a new developmental project (funded by the European Cohesion Fund). In doing so, we will consider both adult participants and modern approaches to the guidance process of self-directed learning as per the Guidelines (in Slovenian). We will update and enhance the Self-Directed Learning Centres online portal. We will create e-learning materials for self-directed learning and strengthen the professional development of counsellors in the centres.
Learning is sometimes a necessity, a need, while at other times, it’s a desire and joy. Regardless of the reason for learning and seeking knowledge, it is easier when we do it at a time and place and in a manner tailored to our needs. Self-Directed Learning Centres can provide exactly that – complete individualisation of learning while offering professional support when needed. Therefore, organised self-directed learning remains relevant today, 30 years later, as an essential part of adult education and the LLL concept.
Urška Pavlič (urska.pavlic@acs.si), SIAE
