Abstract:

Introduction:
Learning is the key to a successful life, a secure livelihood nowadays, throughout our lives. In many countries, however, they are experiencing difficulties as a result of the relationship between external and internal factors. Many programs aim to promote education by ensuring the right of education to everyone in the world for their purpose.
The question is whether the real motivations of the stakeholders and the assumed motivations from outside are always the same.

Method:
As a cultural anthropologist, I conducted multiple fieldwork in several countries in East Africa and collected information about learning, education and education through participant observation. During this time, I met young students attending primary education who have not yet gone to school or left out.

Results:
It has been outlined to me that their real learning motivations are often far from what we think learning is usually important and their goals are more tangible and practical. I have found real and thought-out, perceived motivations that have different and different effects on learning success. These form certain patterns, can be classified into types, groups. The majority of the informants did not really want to go to school, study, but there were practical reasons or other constraints. At the same time, young adults or young people close to adulthood are now attracted by new motivational forces, such as new forms of modern technical tools and relationships. They can thus become an incentive for learning motivation.

Conclusion:
Consequently, it is important to pay attention and identify the students' real motivations, and if they are encouraged to go to school, they should also be motivated by the interest in the tools.

Keywords:

Learning motivation, adult learning, education for all.