The role of the heutagogy approach in advanced adult education as rebuilding the vocational self-concept in the industrial era 4.0 and society 5.0

Titi Sumarni; Putu Sudira

doi:10.21831/jpv.v12i2.49132

The role of the heutagogy approach in advanced adult education as rebuilding the vocational self-concept in the industrial era 4.0 and society 5.0

Titi Sumarni, Universitas Negeri Yogyakarta, Indonesia
Putu Sudira, Universitas Negeri Yogyakarta, Indonesia

10.21831/jpv.v12i2.49132

Abstract

Technical and Vocational Education and Training (TVET) is established by UNESCO and ILO as education and training beneficial for the community. The community will be able to develop when they can use their leadership skill properly. This is what makes adult vocational education very important in building the nation. One example of the role of adult vocational education is reducing unemployment through a heutagogy approach. The heutagogy approach centered on individual participants, where the individual has full autonomy in creating their learning. The heutagogy approach is also helpful for developing an individual's self-capacity and vocational self-concept. The individual vocational self-concept through the heutagogy approach can help students, graduates, alumni, and the community develop skills (re-skills, up-skills) and prepare to enter the world of work. The skill development can be done by forming (re-establishing) the individual's vocational self-concept. In the development of the industrial revolution 4.0 and society 5.0, the role of self-concept with a heutagogy approach in advanced adult education is to build vocational self-concepts so that they can be independent in learning, prepare work skills and utilize technology well as lifelong learning, and make an individual as a digital transformation society. Besides that, the heutagogy approach has a triple-loop learning process that aims to make the right decision on the learning power of vocational self-concept. With the preparation of work skills, the self-concept of vocational maturity means that the higher the self-concept, the higher the maturity in the industrial era 4.0 career and Society 5.0 or with the existence of vocational self-concept in the future can make mature decisions.

Keywords

Adult and advanced education; fourth Industrial Revolution; heutatogy approach; society 5.0; vocational self concept

Full Text:

PDF

References

Amsad, L. N. (2019). Tinjauan penalaran ilmiah pada penemuan-penemuan sains yang tak disengaja (serendipity). Jurnal Filsafat Indonesia, 2(1), 12–19. https://doi.org/10.23887/jfi.v2i1.17546

Billett, S. (2011). Vocational education: Purposes, traditions and prospects. Springer Science & Business Media.

Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076

Blaschke, L. M., & Hase, S. (2015). Heutagogy, technology, and lifelong learning for professional and part-time learners. In A. Dailey-Hebert & K. S. Dennis (Eds.), Transformative Perspectives and Processes in Higher Education (pp. 75–94). Springer International Publishing. https://doi.org/10.1007/978-3-319-09247-8_5

Blaschke, L. M., & Hase, S. (2016). Heutagogy: A holistic framework for creating twenty-first-century self-determined learners. In B. Gros, K. Kinshuk, & M. Maina (Eds.), The Future of Ubiquitous Learning (pp. 25–40). Springer. https://doi.org/10.1007/978-3662-47724-3_2

Bower, M. (2017). Abstracting technology-enhanced learning design principles. In M. Bower (Ed.), Design of Technology-Enhanced Learning (pp. 365–403). Emerald Publishing Limited. https://doi.org/10.1108/978-1-78714-182-720171013

Cartwright, S. (2002). Double-loop learning. Journal of Leadership Education, 1(1), 68–71. https://doi.org/10.12806/V1/I1/TF1

Cervai, S., Cian, L., Berlanga, A., Borelli, M., & Kekäle, T. (2013). Assessing the quality of the learning outcome in vocational education: the Expero model. Journal of Workplace Learning, 25(3), 198–210. https://doi.org/10.1108/13665621311306565

Deguchi, A., Hirai, C., Matsuoka, H., Nakano, T., Oshima, K., Tai, M., & Tani, S. (2020). What is society 5.0? In Society 5.0: A People-centric Super-smart Society (pp. 1–23). Springer Singapore. https://doi.org/10.1007/978-981-15-2989-4_1

Dick, B. (2013). Crafting learner-centred processes using action research and action learning. In S. Hase & C. Kenyon (Eds.), Self-Determined Learning: Heutagogy in Action (pp. 39–54). A&C Black.

Eberle, J., & Childress, M. (2009). Using heutagogy to address the needs of online learners. In P. L. Rogers, G. A. Berg, J. V. Boettcher, C. Howard, L. Justice, & K. D. Schenk (Eds.), Encyclopedia of Distance Learning (2nd ed., pp. 1945–1951). Information Science Reference. https://doi.org/10.4018/978-1-60566-198-8

Ferreira, C. M., & Serpa, S. (2018). Society 5.0 and social development: Contributions to a discussion. Management and Organizational Studies, 5(4), 26–31. https://doi.org/10.5430/mos.v5n4p26

Flood, R. L., & Romm, N. R. A. (2018). A systemic approach to processes of power in learning organizations. The Learning Organization, 25(4), 260–272. https://doi.org/10.1108/TLO-10-2017-0101

Gvaramadze, I. (2011). Developing generic competences in online virtual education programmes at the University of Deusto. Campus-Wide Information Systems, 29(1), 4–20. https://doi.org/10.1108/10650741211192028

Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. UltiBASE. https://webarchive.nla.gov.au/awa/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

Hasler, B. S. (2011). Intercultural collaborative learning in virtual worlds. In R. Hinrichs & C. Wankel (Eds.), Transforming Virtual World Learning (pp. 265–304). Emerald Group Publishing Limited. https://doi.org/10.1108/S2044-968(2011)0000004015

Ingarianti, T. M., & Purwaningrum, R. (2018). Teori dan praktik konseling karier integratif (N. F. Atif (ed.)). Refika Aditama.

Jamaludin, R., McKay, E., & Ledger, S. (2020). Are we ready for Education 4.0 within ASEAN higher education institutions? Thriving for knowledge, industry and humanity in a dynamic higher education ecosystem? Journal of Applied Research in Higher Education, 12(5), 1161–1173. https://doi.org/10.1108/JARHE-06-2019-0144

Johannessen, Å., Gerger Swartling, Å., Wamsler, C., Andersson, K., Arran, J. T., Hernández Vivas, D. I., & Stenström, T. A. (2019). Transforming urban water governance through social (triple‐loop) learning. Environmental Policy and Governance, 29(2), 144–154. https://doi.org/10.1002/eet.1843

Jones, C., Penaluna, K., & Penaluna, A. (2019). The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy. Education + Training, 61(9), 1170–1186. https://doi.org/10.1108/ET-10-2018-0211

Konno, N., & Schillaci, C. E. (2021). Intellectual capital in Society 5.0 by the lens of the knowledge creation theory. Journal of Intellectual Capital, 22(3), 478–505. https://doi.org/10.1108/JIC-02-2020-0060

Kwon, C., & Nicolaides, A. (2017). Managing diversity through triple-loop learning. Human Resource Development Review, 16(1), 85–99. https://doi.org/10.1177/1534484317690053

Lau, P. L., Chung, Y. B., & Wang, L. (2021). Effects of a career exploration intervention on students’ career maturity and self-concept. Journal of Career Development, 48(4), 311–324. https://doi.org/10.1177/0894845319853385

Lenka, U., & Chawla, S. (2015). Higher educational institutes as learning organizations for employer branding. Industrial and Commercial Training, 47(5), 265–276. https://doi.org/10.1108/ICT-01-2015-0001

Long, L. K., & Meglich, P. A. (2013). Preparing students to collaborate in the virtual work world. Higher Education, Skills and Work-Based Learning, 3(1), 6–16. https://doi.org/10.1108/20423891311294948

Matias, A., & Aguilar-González, A. (2017). What do geology and it have in common? The case of an international collaboration through experiential learning. In A. Lee & R. D. Williams (Eds.), Engaging Dissonance: Developing Mindful Global Citizenship in Higher Education (pp. 107–127). Emerald Publishing Limited. https://doi.org/10.1108/S2055-3641270000009006

McClory, S., Read, M., & Labib, A. (2017). Conceptualising the lessons-learned process in project management: Towards a triple-loop learning framework. International Journal of Project Management, 35(7), 1322–1335. https://doi.org/10.1016/j.ijproman.2017.05.006

Mitchell, E., & Watstein, S. B. (2007). The places where students and scholars work, collaborate, share and plan: endless possibilities for us! Reference Services Review, 35(4), 521–524. https://doi.org/10.1108/00907320710838345

Narayan, V., & Herrington, J. (2014). Towards a theoretical mobile heutagogy framework. Proceedings ASCILITE 2014 - Rhetoric and Reality, 150–160. https://ascilite.org/conferences/dunedin2014/files/fullpapers/138-Narayan.pdf

Okore, C., Asatsa, S., & Ntarangwe, M. (2021). The effect of social skills training on self concept of teenage mothers at St. Charles Lwanga Vocational Training College in Kibera Nairobi- County, Kenya. International Journal of Social Sciences and Economic Review, 3(1), 1–9. https://doi.org/10.36923/ijsser.v3i2.102

Pangestuti, D. C. (2019). Analisis pengalaman kerja, kompetensi, pendidikan dan pelatihan terhadap pengembangan karir dengan intervening prestasi kerja. Jurnal Riset Manajemen Dan Bisnis (JRMB) Fakultas Ekonomi UNIAT, 4(1), 57–68. https://www.researchgate.net/profile/Dewi-Pangestuti-2/publication/335105947_ANALISIS_PENGALAMAN_KERJA_KOMPETENSI_PENDIDIKAN_DAN_PELATIHAN_TERHADAP_PENGEMBANGAN_KARIR_DENGAN_INTERVENING_PRESTASI_KERJA/links/5ef6aff9a6fdcc4ca4339d2e/ANALISIS-PENGALAMAN-KER

Parslow, G. R. (2010). Commentary: Heutagogy, the practice of self-learning. Biochemistry and Molecular Biology Education, 38(2), 121–121. https://doi.org/10.1002/bmb.20394

Potočan, V., Mulej, M., & Nedelko, Z. (2021). Society 5.0: balancing of Industry 4.0, economic advancement and social problems. Kybernetes, 50(3), 794–811. https://doi.org/10.1108/K-12-2019-0858

Ramish, A., & Aslam, H. (2016). Measuring supply chain knowledge management (SCKM) performance based on double/triple loop learning principle. International Journal of Productivity and Performance Management, 65(5), 704–722. https://doi.org/10.1108/IJPPM-01-2015-0003

Reski, Y. Y. I. (2018). The correlational study between students interest and the students reading comprehension. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 6(1). https://doi.org/10.24256/ideas.v6i1.17

Rosenberg, M. (1989). Self-concept research: A historical overview. Social Forces, 68(1), 34–44. https://doi.org/10.1093/sf/68.1.34

Sha, X., & Taylor, B. (2019). Problems of human capital development when employing migrant workers. Journal of Chinese Human Resource Management, 10(1/2), 35–48. https://doi.org/10.1108/JCHRM-07-2017-0016

Shah, C. (2016). The blind leading the blind. Aslib Journal of Information Management, 68(2), 212–226. https://doi.org/10.1108/AJIM-08-2015-0125

Shiroishi, Y., Uchiyama, K., & Suzuki, N. (2018). Society 5.0: For human security and well-being. Computer, 51(7), 91–95. https://doi.org/10.1109/MC.2018.3011041

Sudira, P. (2017). TVET Abad XXI: Filosofi, teori, konsep, dan strategi pembelajaran vokasional (Hartono (ed.); 2nd ed.). UNY Press. http://staffnew.uny.ac.id/upload/131655274/penelitian/DOC C 3 Buku Referensi TVET ABAD 21 Filosofi, Teori, Konsep, dan Strategi Pembelajaran Vokasional.pdf

Sudira, P. (2019). Pendekatan pembelajaran vokasional dalam revolusi industry 4.0 dan society 5.0 diantara pedagogy, andragogy dan heutagogy. UNY Press.

Sumarsono, S. (2019). The paradigms of heutagogy and cybergogy in the transdisciplinary perspective. Jurnal Pendidikan Dan Pengajaran, 52(3), 172–182. https://doi.org/10.23887/jpp.v52i3.22882

Super, D. E., & Forrest, D. J. (1972). Career development inventory, form I: Preliminary manual. Teachers College, Columbia University.

Świerczek, A. (2018). Using triple-loop learning to identify adaptive behaviour of resilient supply chain. Transport Economics and Logistics, 78, 7–17. https://doi.org/10.26881/etil.2018.78.01

Triyono, M. B., Trianingsih, L., & Nurhadi, D. (2018). Students’ employability skills for construction drawing engineering in Indonesia. World Transactions on Engineering and Technology Education, 16(1), 29–35. http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.16, No.1 (2018)/05-Nurhadi-D.pdf

Wutsqo, B. U., Rizky, D. M., & Hidayat, D. R. (2020). Hubungan konsep diri dengan kematangan vokasional pada siswa SMK. Jurnal Ilmiah Bimbingan Konseling Undiksha, 11(1), 54–60. https://doi.org/10.23887/jibk.v10i2

DOI: https://doi.org/10.21831/jpv.v12i2.49132