Critical thinking, problem-solving strategies and individual development assessment among NEETs – research conducted in Slovakia, Poland and Estonia

ABSTRACT

The paper presents the initial results of research into the individual conditions of the psychosocial functioning of NEETs in the educational context. The study was performed between May and September 2017 in Slovakia, Poland and Estonia, by means of a triangulation of quantitative tools. The general objective of the study is to diagnose the level of critical thinking (Cornell Critical Thinking), reasoning (T.I.P.), problem-solving strategies (NCS) and individual development assessment (IDEA) in a group of NEETs, and to compare these variables with one another and with socio-demographic characteristics. Based on an initial analysis of the results (100 individuals from each country were invited to participate in the survey; 235 questionnaires were gathered), we can see that the group analysed presents a relatively high level of critical thinking and reasoning (intelligence indicator) and an average level of problem-solving attitude. Breaking stereotypes about NEETs, the study fits into the critical paradigm of andragogical research. The results served as the foundation for a series of postulates regarding educational programmes based on andragogical assumptions.

KEYWORDS:

• NEET
• Slovakia
• Poland
• Estonia
• critical thinking
• individual development assessment
• problem solving strategies
• intelligence

Acknowledgements

Authors would like to acknowledge with appreciation the Erasmus+ funded project “Adults Literacies as Benefit for Inclusion and Equity /ALBIE/” team composed of Slovakian, Polish, Estonian and Icelandic partners for contributing to the article by their devoted work and knowledge sharing, particularly by gathering data and making the field research possible. Sincere appreciation is extended to prof. Sona Karikova and Barbora Biresová. For the research methodology development and the team contributors: Milan Filip, Jolanta Maćkowicz, Agnieszka Domagała-Kręcioch, Artur Fabiś, Tiina Jaager, Mihkel Tomson, and Asrun Matthiasdottir.

Disclosure statement

No potential conflict of interest was reported by the authors.

SUPPLEMENTAL DATA

Supplemental data for this article can be accessed here

Additional information

Funding

This work was supported by the Erasmus KA2+ [2016-1-SK01-KA204-022586];

Notes on contributors

Łukasz Tomczyk

Prof. M. Kryston, as a director of the DA PF UMB has longstanding experiences as principal investigator, and managing director. He primarily focuses on non-formal adult education’ field, particularly on the analyses of subsystem of cultural andragogy. He is an author, co-author and editor of nine books.

Barbora Vanek

Prof. S. Kariková, focuses on issues of adult psychology – evolutional phases of adulthood. She led research team focused on impact of mobbing and bossing on teachers quality of life; she´s been focusing on issues of teachers‘ ethnic attitudes change while educating Roma pupils. She´s elaborated curriculum, given pre-service training of lecturers for education of seniors, as well as programs of lifelong learning for peer-county teachers. 

Ivan Pavlov

Doc. I. Pavlov, PhD focuses on systemic solutions and educational policies on teachers, curriculum and quality of lecturers in adult education. He researches andro-ethical intervention in education of adults. He is a member and co-researcher of research projects and advisory committees on education of marginalised groups. He has developed accredited programmes of adults’ lifelong learning; he participated in the development of the proposal of standardisation of teachers’ professional competencies.

Sona Karikova

Łukasz Tomczyk, Doctor of Philosophy – PhDr. (adult education) Charles University in Prague – Czech Republic, PhD (media education, social pedagogy) Pedagogical University of Cracow, computer science engineer. Author of 4 monographs and 90 scientific articles, editor of 13 collective monographs. Researcher in few international projects. Member of Academic Association of Andragogy, lecturer at several universities (Poland, Czechia, Slovakia, Macedonia, Bosnia and Herzegovina, Germany). His research interest concerns media education, information society and lifelong learning. Reviewer textbooks in the Ministry of National Education. Specialist in the field of quantitative analysis and methodology of educational research. Reviewer educational projects in the field of media education (Ministry of Culture). Scholarship holder of the Ministry of Science and Higher Education (young scientists). A member of the research network COST Action CA16207 European Network for Problematic Usage of the Internet.

Barbora Biresova

Mgr. B. Vaněk, PhD student at the University of Matej Bel in Banska Bystrica, Slovakia, Department of Andragogy, focuses on opportunities of intergenerational learning within the context of adult education, taking to consideration problems of current Slovak society such as low employability in labour market and related low educational attainment of individuals, families and all communities living in social deprived environment. Her research areas are Roma people living in marginalisation, issues of social inclusion and inclusive education opportunities for these populations. Her working experiences from nongovernmental and public administration sector translate into her academic research.

Miroslav Kryston

Mgr. Barbora Bírešová, PhD focuses on immigration of foreigners to Slovak republic. Sh researches questions of quality of migrants´ lives related to the education. She also researches stereotypes and prejudices in educator of adult’s work and their impact on the quality of education.