Vsebina prispevkov v tej številki Andragoških spoznanj sovpada s časom izbora predstavnikov ljudstva v evropski parlament. Izdaja Andragoških spoznanj, ki je pred vami, pa ni le še ena izmed mnogih ...in (pre)številnih javnopolitičnih polemik, temveč daje izhodišče za razmišljanje o temeljnih temah na področju izobraževanja odraslih, s katerimi bi se morala v tem turbulentnem obdobju ukvarjati tudi Evropska unija.
Gospodarska recesija je pomembno zaznamovala življenje prebivalcev Evropske unije. Od leta 2008, ko se pojavijo prvi znaki recesije, sta se povečali brezposlenost in revščina v večini članic Evropske ...unije. Številni evropski in nacionalni strateški dokumenti so kot enega ključnih neekonomskih instrumentov izhoda iz recesije omenjali vlaganje v izobraževanje. Prepričanje politikov o pomembni vlogi izobraževanja pri reševanju gospodarske recesije pa odpira vprašanje o dejanskih spremembah na tem področju. V prispevku je na eni strani prikazano razumevanje vloge izobraževanja odraslih pri gospodarskem razvoju v evropskih strateških dokumentih in na drugi strani vključenost odraslih v izobraževanje in ovire pri tem ob začetku gospodarske recesije.
Conceptualisation of autonomy in the public school field, which can be traced from the sixties and seventies of the last century, has primarily resulted in the connecting the school system with ...economic interests. This often leads to other aims of autonomy, like social, personal, etc. If we are to upgrade an existing economic view of autonomy in the public school field, it is necessary that we primarily upgrade a view on autonomy with its foundations found in the fields of psychology, sociology, philosophy and the legal sciences. This allows us on the one hand to provide a modern interpretation of the concept of autonomy (in the public school field). On the other hand, we can use a variety of disciplines to develop a comprehensive display of autonomy forms in the public school field. In this article, we decided for a detailed explanation of two forms of autonomy, namely: institutional and individual. Institutional autonomy is interpreted in the public school field as the autonomy of the schools as institutions. Individual autonomy is, in the context of the school field, understood as the teacher's autonomy. An analysis of the various forms has shown the complexity of autonomy in schools and simplicity of existing scientific discussions. Reducing the analysis of autonomy in the school field only onto the autonomy of schools or just on the teacher's autonomy makes it impossible to identify the interactions between different forms.
Montessori activities were implemented in nursing care of older adults in the home environment with the aim of creating meaningful, inclusive, and failure-free daily activities that improve their ...quality of life.
In-depth comparative case studies with exploratory methods were used based on structured interviews and observation of four purposely selected older adults with and without dementia in the home environment. The data was collected using the Montessori methodology, which was divided into five phases.
Diff erent types of activities and roles were developed based on the individual’s abilities and interests. The participants felt more independent and self-confident in the performance of planned activities and satisfied that they are busy during the day and engaged in activities that contribute to their better mobility and health.
Implemented activities can facilitate the inclusion of older adults in the daily routine of family life, increase the quality of life and the possibility of self-care in the home environment.
Nursing students are an important population for the study of health literacy and health-related behaviours. On one hand, they are a population of young adults, that is starting to independently take ...care of their own health and on the other hand, they are becoming professionals who will provide support and pass knowledge to people making changes in their lifestyle in order to preserve their health or to manage a disease. The focus of this research is therefore oriented towards the study of health literacy and behavior related to health in the population of nursing students.
We have studied health literacy and behaviour related to health on a sample of 337 students from the health care study programmes in Slovenia. We utilised two instruments to measure students’ health literacy (Health Literacy Screening Questions and Quick assessment of literacy and primary care – Newest vital sign) and a scale to measure health-related behaviors.
Factor analysis identified three dimensions of health literacy: the understanding of health or disease, the understanding of the instructions received in the health system and the orientation within the health system. Variables related to health literacy and health-related behaviors are closely connected.
The education of nursing students should put emphasis on the topics of health literacy and their own health care. It should also support and encourage students to maintain healthy living habits, as they themselves should set an example of what they teach the patients.
The European Union memorandum on lifelong learning emphasizes the key conditions for effective development of lifelong learning skills evaluation together with the objective. One of the key ...conditions for success of the lifelong learning represents recognition of knowledge. The recognition of knowledge acquired through nonformal and informal learning, lifelong learning is to contribute to the approximation of the learning needs of a knowledge society. So, the recognition of knowledge leads to important changes in the educational systems on national levels. In the European area, widely diverse skills recognition models are known, which are primarily conditioned by tradition and relationship development skills between the worlds of education and work. Despite this diversity, we can distinguish four models of the national recognition of knowledge, namely: the Scandinavian, Mediterranean, Anglo-Saxon and Francophone model. The paper presents the similarities and differences by implementation of these models in higher education. In particular, we will be interested to know how the homogenization of the European Higher Education Area will impact on these models and how they will develop in the future. This is particularly important for countries in the area of the southern Mediterranean countries which want establish comparable standards for the recognition of knowledge.
"Bisher waren die Entwicklung und Bewertung von Qualifikationen in der Europäischen Union in erster Linie durch das Subsidiaritätsprinzip bestimmt. Die Homogenisierung des Bildungswesens in der ...Europäischen Union kann jedoch nicht weiterhin auf einem Teilansatz für die Anerkennung und Bewertung von Qualifikationen beruhen, sondern erfordert eine Synthese der internationalen und sektoralen Bewertung und Entwicklung von Qualifikationen. Dieses Ziel spiegelt sich in dem Wunsch wider, einen Europäischen Qualifikationsrahmen zu schaffen. Gleichzeitig impliziert die Schaffung eines Europäischen Qualifikationsrahmens die Entwicklung und Erstellung nationaler Qualifikationsrahmen. Der vorliegende Artikel stellt die Methode für den Entwurf eines nationalen Qualifikationsrahmens in Slowenien vor, wobei insbesondere darauf eingegangen wird, welchen Einfluss der Europäische Qualifikationsrahmen auf den nationalen Qualifikationsrahmen hat." Es werden die Möglichkeit der Anwendung einer offenen Methode der Koordinierung sowie damit zusammenhängende Schwierigkeiten dargestellt: Komplexität (horizontal und vertikal), Unvorhersehbarkeit, langsame Entwicklung, Phänomen 'Trojanisches Pferd' und Phänomen 'Des Kaisers neue Kleider'. (Autorenreferat, BIBB-Doku).
"This paper discusses certain developments in education policy in the European Union since the implementation of the Lisbon strategy. Greater focus on lifelong learning as a means of increasing the ...competitiveness of the European Union, and establishment of several new, efficient policy tools (above all the 'open method of coordination') have, in a relatively short space of time, opened up national policies in education and training, resulting in 'Europeanisation' of these policies and even the beginning of a process of formation of common European core skills in education and training: a model of 'key competences' that the European citizen should possess to be able to meet the challenges of the increasingly complex environment that surrounds us." (Autorenreferat, BIBB-Doku).
This paper discusses certain developments in education policy in the European Union since the implementation of the Lisbon strategy. Greater focus on lifelong learning as a means of increasing the ...competitiveness of the European Union, and establishment of several new, efficient policy tools (above all the "open method of coordination") have, in a relatively short space of time, opened up national policies in education and training, resulting in "Europeanisation" of these policies and even the beginning of a process of formation of common European core skills in education and training: a model of "key competences" that the European citizen should possess to be able to meet the challenges of the increasingly complex environment that surrounds us. (Contains 3 footnotes.)
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