The study clarifies change-oriented adult education as a promising function of adult education today. It enters into a discussion of the theoretical basis of this concept and gives examples of ...change-oriented adult education.
This open access book sheds light on a range of complex interdependencies between adult education, young adults in vulnerable situations and active citizenship. Adult education has been increasingly ...recognized as a means to engage and re-engage young adults and facilitate their life chances and social inclusion thus contributing to an active citizenship within their societal contexts. This collection of chapters dealing with issues of social inclusion of young people represents the first book to explicitly approach the complex interdependencies between adult education, young adults in vulnerable situations and active citizenship from the European perspective. Social exclusion, disengagement and disaffection of young adults have been among the most significant concerns faced by EU member states over the last decade. It has been increasingly recognised by a range of stakeholders that there is a growing number of young people suffering from the various effects of the unstable social, economic and political situations affecting Europe and its neighbouring countries. Young adults who experience different degrees of vulnerability are especially at risk of being excluded and marginalised. Engaging young adults through adult education has been strongly related to addressing the specific needs and requirements that would facilitate their participation in social, economic and civic/political life in their country contexts. Fostering the active citizenship of young people, both directly and indirectly, is an area where many AE programmes overlap, and this has become a core approach to integration. This book considers social, economic and political dimensions of active citizenship, encompassing the development of social competences and social capital, civic and political participation and the skills related to the economy and labour market. The cross-national consideration of the notions of vulnerability, inclusion and active citizenship underpins the complexity of translating these concepts into the national contexts of adult education programmes.
Povzetek: Prispevek predstavlja rezultate analize sistemske ureditve izobrazevanja odraslih v Sloveniji. Sistemsko ureditev izobrazevanja odraslih motrim z vidika teoretskih spoznanj, ki jih ...prinasajo studije izobrazevalnih politik ter mednarodne in primerjalne studije v izobrazevanju odraslih. Metodoloski okvir postavlja analiza primarnih zakonodajnih dokumentov in izobrazevalnih politik, ki urejajo podrocje izobrazevanja odraslih in so nastali v obdobju od leta 1991 do 2020. Opravljena analiza pokaze, da so bili v Sloveniji v zadnjih treh desetletjih narejeni pomembni koraki pri urejanju podrocja izobrazevanja odraslih (sprejetje nacionalnega programa, letnih programov in zakona o izobrazevanju odraslih), a ti se vedno niso v zadostni meri zagotovili sistemskega urejanja izobrazevanja odraslih: upravljanja, zakonodaje, financiranja, mreze izvajalcev in izobrazevalnih programov. Prav tako delovanje mreze izvajalcev, ponudba in razvoj izobrazevanja odraslih ostajajo povsem odvisni od kratkotrajnih razpisov in projektnih sredstev Evropskega socialnega sklada. Izhajajoc iz opravljene analize, v zakljucku dajem predloge, ki jih je treba preuciti pri sistemskem urejanju izobrazevanja odraslih v tern desetletju.
This chapter describes the importance of evaluator education and some of the different ways in which evaluators can learn about the field.It discusses a historic perspective on evaluator education ...alongside its recent developments, and describes areas where further discussion is needed, including critical adult education, universal design for learning, and explicitly linking evaluator education with contemporary and anticipated future needs. It concludes by asking “what should evaluator education look like in the future?”
The article examines the correlation between choosing a personal educational pathway and developing learner autonomy. The authors share the opinion that educational pathways and self-directed studies ...have been getting vital in life-long learning. Thus, pedagogical universities should equip their students with skills of autonomous learners who are able to make well-informed choices about their own education and, in future, can facilitate a similar choice for their prospective schoolchildren.The study describes the authors’ positive experience in increasing students’ awareness of responsibility for choosing their personal educational pathways. The survey participants included 421 students who enrolled in the Bachelor’s program and the Master’s program at H.S. Skovoroda Kharkiv National Pedagogical University, Ukraine, in 2018 and in 2019. The obtained data indirectly proved the fact that learner autonomy of the 1st Year students was not sufficiently developed and it impeded designing their personal educational pathways. The students of the master’s program evinced more mature position in making choices and setting goals. The analysis of the students’ motivation demonstrates a certain dynamics towards a more conscious choice of elective components in the academic program and gradual transition from external motivation to instrumental and intrinsic ones. The results of the research show that an appropriate balance between teachers’ guidance and students’ personal responsibility enhances the process of designing a personal educational pathway.
The authors present the current requirements for professional competences of teacher assistants in the educational, (psycho) didactic, social and communication, managerial, normative and ...professionally-cultivating areas, which place higher demands on teacher assistants’ training at faculties of education, as well as in the system of lifelong learning. The article documents the findings from interviews with 59 Czech teacher assistants. The authors used the grounded theory approach to analyse the data. The findings reveal the key professional competences as perceived by teacher assistants.
The problem of adult education is actualized in the context of today, due to the introduction of continuing education and the need for lifelong learning. One of the priorities of education is always ...relevant to the preparation and development of the staffing potential of the education system, including adult education. The leading specialist in this field is andragogue as a specialist in training, counseling, providing social assistance and performing organizational and managerial functions in the adult environment. The relevance and demand for the training of andragogues is conditioned by the growing influence of education on the course of socio-economic, political, and cultural development of the world community. In order to find out the real state of andragogue preparation in Ukraine, the authors developed and tested a questionnaire of online adult education experts using the Google form. The results of the study show that representatives of state institutions, non-governmental organizations and public associations have enough scientific and practically oriented experience in the field of adult education. Their activities are centered around providing adult education and counseling services to careers, mobility, retraining and life trajectory design. The need for training andragogues as specialists in the field of adult education capable of effectively organizing the adult learning process has been identified. Respondents identified significant personal qualities of the andragogue: organizational and communicative abilities, broad outlook, emotional stability, availability of analytical, prognostic and project skills and cognitive activity.
This article aims to summarise long-term set of projects with common “Brand” InFormal. The described projects took place from 2015 to 2019 and were funded by Erasmus+: Youth both Key Action 1 and 2. ...This article is a summary rather than a description of the individual projects. The main focus of the projects was the integration of non-formal learning into the formal education, and the projects noted in the paper were sets of training courses where participants were educators and practitioners from both the formal (teachers, etc.) and the non-formal sphere (free time educators of extracurricular activities, youth workers etc.). This created a unique sharing environment and clash of ideas where participants themselves were often creators of the content (after receiving methodological background). In this article, we described what we understand as formal and non-formal learning and education and how it was used during the mentioned projects. Later in the results section comments on individual projects are shared. The discussion of results leads to the conclusion that the way of integrating formal and non-formal as outlined projects did is an excellent way to create mutual understanding for both teachers and the youth workers. It is also the way to gain most from both worlds and a way of giving the competence to educators to use the appropriate approach when necessary.
In this introduction to the special issue on Bildung and dialogical self theory (DST), I explain why the notion of Bildung warrants elaboration in a special issue of the Journal of Constructivist ...Psychology. The concept of Bildung-for some, too apolitical and individualistic-gains significance by relating it to intercultural understanding as a prime challenge for plural societies in which cultural and religious diversity easily leads to confrontation and even violent conflict. The special issue offers an interdisciplinary discussion of the relevance of DST for this topic, of Bildung and humanism, and of the practice of intercultural adult education. In three articles, arguments for dialogical self as a prerequisite for intercultural adult education are placed within the broader context of pivotal discussions conducted within psychology, philosophy, and religious studies on the subject of our globalizing world.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
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