The project focuses on the development of the Andragogical Diagnostics field, specifically on the diagnosis of adult docility and its selected components. Adult education defines the ability to learn, ie the ability (in this case an adult) of a person to learn, ie to actively enter the learning process, acquire new knowledge, develop skills and habits and acquire new competences necessary for adequate integration into society . Despite the undeniable significance of this phenomenon, it was not theoretically anchored in the educational sciences until recently, so it was not possible to determine its diagnostic properties or set the possibilities for subsequent andragogical intervention. The target groups of the project are: 1. Experts in the field of andragogy, adult education, lecturers, diagnostics. 2. (Adult) trainees - measuring tools diagnose deficits and created intervention programs allow correction of their deficits in the educational process. 3. Human resources experts who will be able to use measuring tools for screening (finding out the level of motivation, self-regulation skills and hence the suitability of a candidate for a particular job position, etc.). The methodology proposed within the project is to achieve project objectives by provision of: 1. intellectual outcomes (O1 - O5) 2. multiplier events (E1) 3. transnational meetings (6) 4. Learning, Teaching and Training (C1) One of the main results of the project will be three standardized diagnostic tools for assessing the potential for adult docility and its components in all participating countries (ability and potential to learn) and its components (selected cognitive functions, self-regulation, motivation). Regarding the standardization of all three measurement tools, which will be performed on representative samples within the project, we will get a huge amount of data on achievement and its components in different age groups of the adult population in 5 EU countries, giving us a basic overview of docility in participating countries. Outcomes: (i.) Standardized Objective docility test (ODT) (ii.) Standardized Vallerand Motivation Scale (iii.) Standardized Self-Regulatory Questionnaire (SRQ) (iv.) Manual / Guide to each measurement tool in each of the partnership languages and summarised in English. (v.) Methodology - creation of intervention programs for individual components of docility on selected target groups with a specific focus on selected cognitive skills, self-regulation and motivation. (vi.) Development of the Andragogical Diagnostics field in all partner countries. (vii.) Obtained data on the achievement of adults of different age groups across various EU countries. (viii.) Docility intervention programs developed designed to mobilize the potential of adult learning and reduce identified deficits in various EU languages (Serbian, Finish, Slovak, Polish, Czech and English) to be used in different locations of educational environment. (ix.) Creation of a group of first trained lecturers diagnosing in new measuring instruments and able to offer adequate andragogical intervention - over all 25 educators of adults (preferential and andragogy students). (x.) A built partnership of subjects for continuous theoretical-scientific and practical-application activities.
Through the project, we focused on strengthening and improving andragogical diagnostics and interventions, which involved three fundamental steps: 1. Standardizing three diagnostic tools in all partner countries - The Objective Docility Test (ODT), Vallerand's Motivational Scale (AMS), and the Self-Regulation Questionnaire (SRQ). 2. Creating manuals for the application and analysis of acquired data in all partner countries' languages - these manuals serve as methodological guides for working with questionnaires and the data obtained through these tools. 3. Developing intervention techniques for enhancing docility in all three components, in line with the diagnostic results. Our intention was also to prepare the first group of lifelong learning instructors who will work with the manual and intervention techniques across all participating countries. An important ambition of the project was to obtain initial comprehensive data on the level of docility in partner countries, which can serve as a basis for further systematic support of lifelong learning. An indirect goal of the project was to enhance lifelong learning and professionalize the processes of andragogical counseling and intervention.
Understanding the aspects of lifelong learning requires a systematic andragogical approach, encompassing not only adult education support and identifying adult learning needs but also diagnosing the educability of the adults. However, andragogy does not possess its own diagnostic apparatus. Therefore, the DANUBE project introduces docility as its main topic – the potential to learn and opens a discussion on the possibilities of its diagnostics. An analysis of available resources has revealed the validation of 3 tools for andragogical diagnostics in the context of docility: the Objective Docility Test (ODT), Vallerand's Motivational Scale (AMS), and the Self-Regulation Questionnaire (SRQ). Since there has been limited research attention given to the topic of adult docility, the international context of standardizing tools for its diagnosis will provide a better overview of this subject, not only concerning age, gender or the education of the adult population but also from a European perspective, including both EU and non-EU countries. The project thus proves to be relevant and necessary, not only for the professionalization of diagnostics but also for a unique perspective on the educability of the adult population.