Despite a rich tradition of institutional adult education and relatively continuous development of andragogical theory and practice, the Republic of Croatia has only adopted strategic and legal ...frameworks that have created the conditions for the professionalisation of adult education staff in the last twenty years. This paper aims to present the andragogical thought, legislative framework, and andragogy study programme in Croatia. The need for the university education of andragogues stems from research results that indicate many employers prefer highly educated staff in this field. To respond to current needs, the Faculty of Humanities and Social Sciences in Rijeka is going to implement a University Part-Time Graduate Study in Andragogy programme designed in accordance with ten years of positive experience in adult education in the Republic of Croatia, modern achievements in andragogical theory and practice, and based on the Croatian Qualification Frame.
Kljub bogati tradiciji institucionalnega izobraževanja odraslih in relativno neprekinjenega razvoja andragoške teorije in prakse je Hrvaška šele v zadnjih 20 letih vzpostavila strateško in zakonsko ogrodje, ki je ustvarilo pogoje za profesionalizacijo zaposlenih v izobraževanju odraslih. Članek predstavlja andragoško misel, zakonodajno ogrodje in študijski program andragogike. Potrebo po univerzitetni izobrazbi andragogov so pokazali rezultati raziskav, da številni delodajalci dajejo prednost visoko izobraženemu kadru na tem področju. V odgovor na sodobne potrebe bodo na Filozofski fakulteti na Reki izvajali program izrednega diplomskega študija andragogike, oblikovan v skladu z desetletjem pozitivnih izkušenj dela na področju izobraževanja odraslih v Republiki Hrvaški, s sodobnimi pristopi k andragoški teoriji in praksi, ter na podlagi Hrvaškega ogrodja kvalifikacij.
Adult education is an important part of the life of every individual and community because the acquisition of knowledge, skills, and competencies ensures the progress of society. Every state that ...strives for the development and creation of a knowledge society is aware of the importance of providing educational opportunities for people at all periods of human life. Croatia has long recognized the importance of adult education in the concept of lifelong learning. Following that, qualitative research was conducted to examine the opinions of 154 students of the teacher's module on adult education. Among other things, answers were given to questions related to student notions of adult education, the importance, and functions of adult education, the role of educators in adult education, the position and prospects of adult education in Croatia. Although it was expected that students-future professors will express positive opinions, perceptions, and expectations related to adult education, some of the students' answers are quite indicative and suggest that teacher education programs should certainly include content that deals with adult education to academic citizens became fully aware of its importance and acquired certain competencies for working with adults.
Članek predstavlja rezultate raziskave, ki je analizirala odnos mladih do vseživljenjskega učenja. Študija je bila izvedena na vzorcu 100 hrvaških univerzitetnih študentov različnih programov ter 100 ...dijakov srednje šole iz Opatije. Cilj študije je bil pridobiti vpogled v znanje o vseživljenjskem učenju in v odnos udeležencev do njega ter hkrati preveriti, ali pri tem obstajajo razlike med dijaki in študenti. Pri pridobivanju podatkov sta bila uporabljena dva vprašalnika, eden za dijake in drugi za študente. Rezultati so pokazali, da študenti o vseživljenjskem učenju vedo več kot dijaki ter da pri večini udeležencev obstaja zanimanje za nadaljevanje učenja v prihodnosti. Medtem ko več kot polovica dijakov vseživljenjskega učenja ne doživlja kot nujnega, je večina študentov prepričana, da je pomembno za njihovo prihodnost. V zaključku članka so podana priporočila in nakazani možni praktični nastavki raziskave.
Adult education is an important part of the life of every individual and community because the acquisition of knowledge, skills, and competencies ensures the progress of society. Every state that ...strives for the development and creation of a knowledge society is aware of the importance of providing educational opportunities for people at all periods of human life. Croatia has long recognized the importance of adult education in the concept of lifelong learning. Following that, qualitative research was conducted to examine the opinions of 154 students of the teacher's module on adult education. Among other things, answers were given to questions related to student notions of adult education, the importance, and functions of adult education, the role of educators in adult education, the position and prospects of adult education in Croatia. Although it was expected that students-future professors will express positive opinions, perceptions, and expectations related to adult education, some of the students' answers are quite indicative and suggest that teacher education programs should certainly include content that deals with adult education to academic citizens became fully aware of its importance and acquired certain competencies for working with adults.
The paper presents the results of a quantitative research aimed at measuring the self-assessment levels of media competence of student teachers at the teacher module of the Faculty of Humanities and ...Socialsciences in Rijeka. The research was conducted while using a uantitative methodology. The instrument was designed as a quantitative questionnaire that measured the self-assessment of students’ mediacompetence dimensions. The claims are divided into three groups according to the dimensions of media competence, namely: the use of media, media didactics, and the critical analysis of media content. Dataobtained through the self-assessment questionnaire were coded and statistically processed using IBM SPSS.The results of the research have shown that the students evaluate their levels of media handling and media didactics slightly higher in comparison to the level of critical analysis of the media content. It is necessary to introduce subjects which will provide students with media competency in order to educate and raise the children who grow up surrounded with media technology. This research can serve as an assessment of the current stateof the students’ self- evaluation to consider the needs for enhancing the students’ media competencies.
The paper presents the results of a quantitative research aimed at measuring the self-assessment levels of media competence of student teachers at the teacher module of the Faculty of Humanities and ...Social sciences in Rijeka. The research was conducted while using a quantitative methodology. The instrument was designed as a quantitative questionnaire that measured the self-assessment of students’ media competence dimensions. The claims are divided into three groups according to the dimensions of media competence, namely: the use of media, media didactic, and the critical analysis of media content. Data obtained through the self-assessment questionnaire were coded and statistically processed using IBMSPSS. The results of the research have shown that the students evaluate their levels of media handling and media didactic slightly higher in comparison to the level of critical analysis of the media content. It is necessary to introduce subjects which will provide students with media competency in order to educate and raise the children who grow up surrounded with media technology. This research can serve as an assessment of the current state of the students’ self- evaluation to consider the needs for enhancing the students’ media competencies.
Uloge edukatora u obrazovanju odraslih kontinuirano se mijenjaju, a sve ih se češće naziva mentorima, savjetnicima, motivatorima i evaluatorima, odnosno pridaju im se uloge za koje je nužno ...posjedovanje širokog spektra generičkih i specifičnih kompetencija. S obzirom na oskudan broj provedenih studija o kompetencijama edukatora u Republici Hrvatskoj, provedeno je istraživanje s ciljem ispitivanja i analiziranja stavova zaposlenika ustanova za obrazovanje odraslih o ključnim kompetencijama koje su potrebne za rad s odraslima te utvrđivanja stavova o važnosti pojedinih skupina kompetencija. U istraživanju je sudjelovao 91 ispitanik, a podaci su prikupljeni mrežnim anketiranjem. Rezultati istraživanja sugeriraju da zaposlenici ustanova za obrazovanje odraslih smatraju da je za rad s odraslima potrebno posjedovati društvene kompetencije, kompetencije savjetovanja odraslih polaznika, osmišljavanja i razumijevanja procesa učenja, poučavanja i vrednovanja, kompetencije razvoja obrazovnih programa i korištenja novih tehnologija te kompetencije kontinuiranog profesionalnog razvoja, kao i da razumiju njihovu važnost za proces obrazovanja odraslih.
The roles of educators in adult education are constantly changing. Educators are increasingly called mentors, counselors, motivators, and evaluators: roles for which it is inevitable to have a wide range of generic and specific competencies. Given the scarce number of studies on the competencies of educators in Croatia, a survey was conducted to examine and analyze the attitudes of employees of adult education institutions on key competencies needed to work with adults and to determine attitudes about the importance of certain groups of competencies. The total number of participants in the research was 91. The data was collected through an online survey. The results of the research suggest that employees of adult education institutions believe that working with adults requires social and counseling competencies, competencies for designing and understanding learning, teaching, and evaluation, competencies for developing educational programs, using new technologies and continuous professional development. In addition, they understand the importance of competencies for the adult education process.
Training teachers to work with students with ADHD is a particular challenge for the creators of the study program. Adequate training of teachers to work with students with ADHD results in a high ...level of inclusion of children with ADHD in the educational system. This paper aims to analyze performance plans and programs that explain the teacher, and which have satisfied themselves and the extent to which such studies contain a quantitative need for ADHD content. The method for realizing this goal is a phenomenological-descriptive review of existing courses at all universities in Croatia, which include initial training on ADHD, with a qualitative examination of course holders on the quality of study content dedicated to ADHD. Researchers sent the inquiries by e-mail to 98-course holders or department heads, and 71 of them responded (72.4%). The data were analyzed by comparing the number of hours in which ADHD is discussed with the number of hours provided for the entire study (undergraduate, graduate, or integrated undergraduate and graduate). Class teachers achieved a satisfactory level of knowledge about working with students with ADHD, but subject teachers did not meet enough topics about ADHD on faculty which implies the need for more systematic lifelong education.
Training teachers to work with students with ADHD is a particular challenge for the creators of the study program. Adequate training of teachers to work with students with ADHD results in a high ...level of inclusion of children with ADHD in the educational system. This paper aims to analyze performance plans and programs that explain the teacher, and which have satisfied themselves and the extent to which such studies contain a quantitative need for ADHD content. The method for realizing this goal is a phenomenological-descriptive review of existing courses at all universities in Croatia, which include initial training on ADHD, with a qualitative examination of course holders on the quality of study content dedicated to ADHD. Researchers sent the inquiries by e-mail to 98-course holders or department heads, and 71 of them responded (72.4%). The data were analyzed by comparing the number of hours in which ADHD is discussed with the number of hours provided for the entire study (undergraduate, graduate, or integrated undergraduate and graduate). Class teachers achieved a satisfactory level of knowledge about working with students with ADHD, but subject teachers did not meet enough topics about ADHD on faculty which implies the need for more systematic lifelong education.
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