Self-education skills in the

process of education
Objectives:
 1. importance of self-education and its relation
to education.
 2. basic abilities necessary for self-education
 3. self-education stages and conditions for
shaping self-education
 4. direct and indirect educational impacts on
the development of self-education
1. Do you self-educate yourself regularly or just in certain
situations?
2. What is the focus of your self-education?
3. When have you started with self-education? What has
brought you to it?
4. How much time and resources do you spend on learning
and development?
5. How do you know if the training has made a difference
to your professional growth and development?
6. What are the challenges of implementing learning and
development in your workplace?
7. How are the teachers promoting you SRL in the
classroom?
The main task of higher education is to help the future
teacher create a stable orientation for lifelong self-
improvement, self-education and self-development.
Achieving this goal involves a shifting of the center
of the training onto a student's personality, his
interests, needs and abilities, creating conditions for
professional development. V.A. Sukhomlinsky
(1969) emphasized that the development of
someone’s personality is highly influenced by the
formation and development of the necessity for self-
education
One of important issues for the first year students is: to master skills of
working with a bibliography (40%); (15%) to efficiently plan and allocate
time for studies and recreation; 20% of students seek to acquire the skills
necessary for independent academic work, 10% of freshmen want to learn
how to work with a book and 10% want to learn “the ability to properly
take notes in a lecture” and “create notes easy for further use"; 5%
consider it necessary to learn how to listen carefully, and to understand the
lecture and lecturer. Among the main difficulties faced by students in the
1st year of study, we can single out difficulties connected with the
transition to the new (lecture and seminar) form of education (“it is hard to
get used to seminars so far”, “it is difficult to focus on academic material
throughout the whole lecture”); the growing role of students’ self-work in
the learning process (“sometimes it is difficult to study topics
individually”).
The reason for this lies in an incomplete understanding of the content of the
material of the lecture and they do not have time to independently interpret
information, and analyze it, to express their views, argue and defend them.
Self-education
During childhood, one is being educated by other persons, mostly
adults (heteronomous education) while in adulthood, one educates
himself/herself (autonomous education). Self-education is thus the
autonomous continuation of education.
Self-education is a conscious and long-term effort at forming oneself to
meet the stipulated goals (Čáp, J., 1993) and improving one’s own
personality in the widest possible sense (Pelikán, J., 1995).
Self-regulated learning (SRL) refers to self-generated thoughts,
feelings, and actions that help students reach their goals (Schunk and
Zimmerman 1998).
Self-education is a planned, systematic and intentional process of
developing the rational skills and abilities, conative and character
qualities, interests and the sensual life of the individual. It stems
from the individual’s own will and motivation, which are different
for individual people.
Why and when self-education is formed
 Self-education occurs when an individual decides to
change or improve his/her psychological and character
qualities/features, feels the need to know and find more,
deal with life’s goals and/or display better performance.
 Self-education takes place after self-evaluation, in
response to examples set by others or after evaluation by
others.
 Self-education is carried out with various depth and
focus, depending on age
 In adulthood, self-education occurs on the basis of the
basic human needs and circumstances.
Prerequisites for Self-education
Self-awareness – awareness about oneself and one’s own existence
Self-knowledge – getting to know oneself, special features in actions,
behaviour and experience, key moment for self-education,
- getting to know one’s weaknesses and strengths is important,
- self-knowledge occurs through self-reflection,
- the need for objective self-knowledge, beware of biased
information about oneself within the self-examination and
formation of selfknowledge (may be influenced by the evaluation
by others),
- self-distance is an important instrument of self-reflection
(Ulrichová, 2013),
- self-knowledge methods: simple registration of own behaviour and
conduct, regular reflexion, possibly in writing, dailies and free
association methods (professional supervision required). Individual
methods have their pros and cons – for more details see Míček,
1986).
Self-approach, self-concept – opinion about oneself and/or relationship
to oneself formed on the basis of self-knowledge and self-evaluation;
influences self-evaluation.
Self-evaluation – evaluation of oneself
- should focus on own thinking, behaviour and action, needs, interest,
conative qualities and skills,
- - influences one’s behaviour, activities and performance, formation
of personality,
- - self-evaluation is influenced by communication, relationships
among people and atmosphere; children may be influenced by their
surroundings especially easily,
- - we register positive or negative, high, low or unstable self-
evaluation,
- - errors in self-evaluation; overrating oneself (increased
selfevaluation) or underrating oneself (reduced self-evaluation),
- - self-criticism is related to self-evaluation – critical evaluation
focusing mostly on one’s negative utterances and features.
Stages of Self-education
Self-education is a process toward the fulfillment of one’s
own set intentions
Phases of self-education according to Opatřilová:
1. self-knowledge – the goal is to achieve true findings
about oneself – the prerequisite for setting realistic
targets for self-education,
2. setting the target – should be clear and realistic,
3. intentional formation of self-educational situations –
planned and systematic formation of self-educational
situation helps the implementation of self-education,
4. self-control – self-critical determination of the rate to
which one changed in relation to the set targets
(Opatřilová, 1984).
Phases of self-education according to Pospíšil
1. self-diagnostic,
2. self-motivation,
3. self-teaching and self-education (Pospíšil, Vlčková,
2006).
Phase of self-education according to G. Pintes
1. imitation of a certain model and identification with the
model,
2. motivation to achieve certain goals in life, personal
qualities and way of life (Pintes, In Duchovičová et al.,
2012)
 The process of SRL (self regulated learning) has
three stages: a forethought phase that involves goal-
setting and planning, a performance phase that
involves performing a task and self-monitoring, and a
reflection phase that involves evaluation of the result
and learning process. The conclusions drawn from
self-reflection have an impact on the learner’s
selfconcept. The outcome of this self-evaluation
influences the subsequent forethought phase, leading
to the cyclical character of the model
Currentversionof cyclicalphases model(Zimmerman&Moylan2009).
Conditions and Instruments for Self-education
Self-education and education are mutually connected and
determine and supplement each other, so that the target of all-
round development of the personality is achieved. ‘Education
creates the prerequisites for self-education and self-education
guarantees the success of education’ (Opatřilová, 1984).
1. internal conditions: intellect level (abstraction capability),
development of higher emotions, self-knowledge, realistic
self-evaluation, strong will, ability to organise one’s time;
2. external conditions: availability of self-education examples
and models, the option to make free and independent
decisions in serious situations in life (Pintes, In Duchovičová
et al., 2012).
Instruments for influencing the development of self-education
Self-education may be developed via direct and indirect
educational effect, but the indirect methodology is more
effective in the long run. The indirect method uses so-called
facilitation principle and aims from the beginning at the
development of abilities and skills for self-education.
Independence in the education process is adequate to the age
and personality of the person that it being educated.
High confidence from the educator in the person that is being
educated is required. The educated person needs to have a
high level of internal motivation for self-improvement and
self-development. (Duchovičová , 2012; Rogers, 2014)
Boekaerts’ three-layer model Boekaerts (1999) depicts
SRL as having various components that interact. In
Boekaerts (1999) model SRL has three layers/levels:
- the inner layer represents cognitive strategies,
- the middle layer represents the way students direct
their learning process,
- the outer layer represents the self-system comprising
students’ goals, motivation, and emotions.
Self-education methods are methods that may be used by
individuals to purposefully and systematically influence
themselves so that they achieve the goals set at the
beginning of the self-education process.
self-conviction – the ability to prove the correctness or
incorrectness of certain behaviour and actions; the most
important method;
self-training – repetition of activities by an individual to
create proper habits in behaviour, strengthening of will
etc.; requires high level of self-control;
self-encouragement – encouraging oneself to overcome
obstacles and persist; help from environment and people
around helps immensely (Opatřilová, 1984).
 Conclusion
Self-education means self-forming effects of an
individual to which such an individual is motivated.
He/she determines his/her own goals as well as the
means and instruments to reach them. He/she plans
and organises such activities. During self-education,
the following processes are applied: self-awareness,
self-knowledge and self-evaluation. These processes
must be gradually nurtured from one’s childhood.
“Formal education will make you a Living, Self
education will make you a Fortune” Jim Rohn

“It is better to know how to learn than to know.”

Competency Based
Learning and
Development
Competencies – are observable, measurable and vital
knowledge, skills and attitudes that are translations of
capabilities deemed essential for organizational
success.
Learning and Development (L&D) – is broadly defined
as a set of interventions for the personal, career and
professional development that intend to improve
individual and organizational performance.
Learning Materials – are knowledge products or tools
designed and utilized in L&D programs to facilitate
the learning process
 HUMANITARIAN COMPETENCIES
FRAMEWORK

CORE HUMANITARIAN
COMPETENCY DOMAINS
“Competencies are the behaviours that employees must have, or must acquire,
in order to achieve high levels of performance in their role”
- Core Humanitarian Competencies Framework (CHCF) , 2011

The six domains of core competencies in the CHCF are:

Understanding Humanitarian
Operating Safely and Securely
1 Context & Applying Humanitarian 4 at All Times
Principles & Standards

Managing Yourself in a Pressured

2 Achieving Results 5 and Changing Environment

Developing and Maintaining Demonstrating Leadership in

3 Collaborative Relationships 6 Humanitarian Context

SUPPORTING HUMANITARIANS TO WORK EFFECTIVELY 3

 HUMANITARIAN COMPETENCIES
FRAMEWORK

STEPS TO COMPETENCY BASED

LEARNING
Organization
identifies
competency
framework

Staff Manager Identifies

implements Competencies
PDP Required for Role

Manager Staff conducts

confirms PDP self-assessment

Staff proposes
personal Manager conducts
development performance review
plan (PDP)

SUPPORTING HUMANITARIANS TO WORK EFFECTIVELY 9

 HUMANITARIAN COMPETENCIES
FRAMEWORK

KEY BENEFITS OF COMPETENCY BASED

For the organisation - aligned with vision, mission, goal

For teams - identified behaviours leading to increased performance

For L&D plans - training programmes become more relevant and better
identification of training participants

For staff – focused learning and promotes engagement

SUPPORTING HUMANITARIANS TO WORK EFFECTIVELY 10

 LEARNING APPLICATION PLAN (LAP)

LEARNING APPLICATION PLAN

Learner: Office:
Title of Intervention: Date Conducted:
Specific Competency Targets to Develop/Enhance:

Learning Goals
What skills, Knowledge and
attitudes do I require to
achieve competency target?
(MUST be a SMART
objective)
Current Status Learning Strategies Required Resources Key Performance
What level of skills, How will I reach my learning What resources Indicators
knowledge and attitudes do I goal? do I need to achieve this How can I
have now with respect to this learning goal? demonstrate to myself and
learning goals? others that I have achieved
this learning goal?

Example: During the training  Review one office  Assignment Supervisor is satisfied with
Be able program, I tabulated and assignment that requires  Supervisors to check the output generated. If at all,
to evaluate computed data data output only
and analyze data as using MS Excel generation and evaluation and provide minimal correction noted
a reference  Work on this assignment by feedback
to evaluating and analyzing  Computer
policy interpretation and data
represent result in graph/chart  Present the results
form over the in
next two months an
appropriate graph/chart
 Request the
supervisor to review
output
 Tasks and Questions for Seminar
1) Try to evaluate your own self-education. What would you improve for it to have
a greater impact?
2) What direction can (should) the self-education of a university student take? And
of a teacher?
3) Characterise the personality-development model of the educational process and
characterise the importance of self-education within this concept.
4) Where does education end and is replaced by self-education?
5) Personality, intelligence and approaches to learning as predictors of academic
performance
6) Influence of Instructors’ and Students’ Personalities
7) Formation of self-education skills in the process of education
8) Self Development Skills to Build Strong Personality
9) The modern practice of adult education
10) Never Stop Learning
11) COMPETENCY BASED LEARNING
12) Competency-based Language Teaching in Higher Education
13) Competency-based learning in digital age
14) Factors influencing children’s acquisition and demonstration of self-regulation
on academic task
15) Toward self-directed learning in secondary schools: what do teachers do?
Literature
Almira Amirkhanova a*, Elizaveta Davletkalievaᵇ,
Bagdashzhan Muldashev . A model of self-education
skills in high education system. Procedia - Social and
Behavioral Sciences 171 ( 2015 ) 782 – 789
MÍČEK, L. Sebavýchova a duševné zdravie. Bratislava:
SPN, 1976. OPATŘILOVÁ, M. (1984)
PELIKÁN, J. Výchova jako teoretický problém. Ostrava:
Amosium, 1995.
ROGERS, Carl R. Způsob bytí. Prague: Portál, 2014.
ULRICHOVÁ, M. Etické aspekty v psychoterapii. Ostrava:
Moravapress, 2013.