Methodological challenges and choices when identifying EU related training needs of Estonian public service

Authors

  • Viljar Veebel
  • Liina Kulu
  • Ulrika Hurt

DOI:

https://doi.org/10.12697/eha.2015.3.1.05

Keywords:

training, public sector, methodology, Dunning-Kruger effect

Abstract

Artiklis analüüsitakse Eesti avaliku sektori töötajate koolitusvajaduse hindamisega seotud metodoloogilisi sõlmküsimusi, tuginedes aastatel 2002–2013 ametnike ja poliitikute seas korraldatud Euroopa Liidu alase koolitusvajaduse uuringutele. Sarnaste uuringute kaudu koolitusvajaduse kindlaksmääramisel on keskse tähtsusega kolm aspekti. Esiteks, uuring peaks olema keskendunud just koolitusvajaduse, mitte aga igapäevatöös oluliste teemade, koolitussoovide vms väljaselgitamisele. Teiseks, uuringut ette valmistavas faasis tuleb välistada tulemuste kalibreerimine, kus vastajaid suunatakse nn ohtlikele küsimustele vastama uuringu tellija jaoks sobival viisil. Kolmandaks on soovitatav peale küsitluspõhise uurimismeetodi kasutada ka mõõdetavat teadmiste kontrolli vormi (nt testi), mis võimaldab objektiivselt tuvastada vastaja kalduvust teadmisi ja oskusi üle- või alahinnata (nn Dunningi-Krugeri efekt).

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Published

2015-04-30

How to Cite

Veebel, V., Kulu, L., & Hurt, U. (2015). Methodological challenges and choices when identifying EU related training needs of Estonian public service. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 3(1), 103–126. https://doi.org/10.12697/eha.2015.3.1.05

Issue

Vol. 3 No. 1 (2015)

Section

Articles

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