Learning across Generations in Europe: Contemporary issues in older adult education constitutes an important book in the emergent field of study of older adult learning. The book gives a clear and ...wide overview on the different concepts, ideas, and meanings, related to older adults’ education, learning and intergenerational learning through strong theoretical standpoints, empirical research, and policy directions. Readership: Educational Researchers and their students
Learning across Generations in Europe: Contemporary issues in older adult education constitutes an important book in the emergent field of study of older adult learning. The book gives a clear and ...wide overview on the different concepts, ideas, and meanings, related to older adults’ education, learning and intergenerational learning through strong theoretical standpoints, empirical research, and policy directions.
OLD GUYS SAY YES TO COMMUNITY Jelenc Krašovec, Sabina; Fragoso, António; Gregorčič, Marta
AS. Andragoška spoznanja/Andragoška spoznanja,
04/2019, Letnik:
25, Številka:
2
Journal Article
V prispevku preučujemo evropeizacijske vplive na oblikovanje politike in prakse izobraževanja odraslih v Sloveniji. V prvem delu pojasnjujemo koncept evropeizacije izobraževanja, analiziramo evropsko ...politiko izobraževanja odraslih in opozarjamo na prevladujočo instrumentalno ekonomistično konceptualizacijo izobraževanja odraslih. V drugem, empiričnem delu analiziramo politiko izobraževanja odraslih – resoluciji o nacionalnem programu izobraževanja odraslih (2004, 2013) ter letne programe izobraževanja odraslih za obdobje od 2005 do 2018 – in opažamo, kako je evropski ekonomistični diskurz prežel nacionalni kontekst, kakor tudi, kako so finančni mehanizmi potržili področje izobraževanja odraslih v Sloveniji. Ugotavljamo, da se je slovenska politika izobraževanja odraslih priporočilom Evropske unije prilagodila tako, da so od začetka krize v letu 2008 do leta 2016 nacionalna sredstva za izobraževanje odraslih stalno upadala, kar je posledica varčevalnih ukrepov, ki zadevajo izobraževalni sistem, šele po letu 2016 so se postopno začela spet povečevati. S tem ko se Slovenija vztrajno podreja evropskim standardom, ki vključujejo zlasti reformo poklicnega izobraževanja, privatizacijo in komercializacijo izobraževanja odraslih, izgublja svojo izhodiščno vlogo, ki jo je pri razvoju izobraževanja odraslih imela po osamosvojitvi.
V prispevku najprej analiziramo vlogo in pomen izobraževanja in usposabljanja starejših delavcev z vidika učinkov na delovnem mestu. Učinki oz. vplivi izobraževanja in usposabljanja (starejših) ...delavcev se kažejo na različnih ravneh pojavnosti, in sicer kot znanje, spretnosti, vrednote, vedenje posameznikov, po drugi strani pa se učinki kažejo tudi na organizacijski ravni. V prispevku analiziramo podatke raziskave PIAAC, pri čemer izhajamo iz teze, da so starejši delavci v primerjavi z mlajšimi diskriminirani pri dostopu do izobraževanja in usposabljanja, povezanega z zaposlitvijo oz. delom. Ugotovitve analize predpostavke potrjujejo.
Že od leta 1995, ko je ESREA v Stroblu organizirala prvo znanstveno konferenco novoustanovljene zveze raziskovalcev na področju izobraževanja odraslih (ESREA), so ti dogodki eno izmed osrednjih ...znanstvenih srečanj raziskovalcev s področja andragogike in strokovnjakov, ki se ukvarjajo z izobraževanjem odraslih. ESREA je bila ustanovljena z namenom promoviranja teoretičnega in empiričnega raziskovanja v izobraževanju odraslih, kar uresničuje tako z znanstvenimi srečanji raziskovalcev kot s spodbujanjem mreženja in povezovanja raziskovalcev glede na njihovo področje raziskovanja. Tako v okviru ESREE trenutno deluje 11 omrežij, ki povezujejo strokovnjake z raznolikih raziskovalnih področij (učna kariera odraslih, izobraževanje andragogov, biografsko raziskovanje, spol in izobraževanje odraslih, globalno in lokalno v izobraževanju odraslih, izobraževanje starejših odraslih, migracije, rasizem, homofobija itd.) in od katerih vsaka organizira vsakoletne seminarje in konference s svojega področja. V okviru ESREE pa so organizirane tudi trienalne konference, kjer se srečajo raziskovalci iz vseh raziskovalnih omrežij.
The paper deals with public spaces as open, everyday arenas where people share experiences beyond their immediate circle of friends, family and age group. Public space is understood as a forum for ...social and personal change (Harvey, 2011; Lefebvre, 2013; Arendt, 1996; Habermas, 1989; 2001). Questions are analysed from the point of view of community members, who are strongly attached to the space and who are interested in belonging and in proactive changes in their living environment (Iecovich, 2014; Kohn 2004; Mean and Tims, 2005). The paper is based on the presumptions that public space has an important role in generating ideas and activities of community members and that it is an important venue for community members’ informal learning. Ethnomethodological research in two public spaces (the Tabor community in Ljubljana and a small community in the coastal town of Izola) show that there are differences between both public spaces regarding top-down initiatives and bottom-up, self-organized activities. However, although the activity initiators were in one case different associations rooted in the community, and in the other the local people themselves, most of the activities were conducted by people living in the selected communities/public spaces themselves as is typical of grassroots activities. It was confirmed that learning was not often mentioned by members of either community and was mostly a hidden activity, resulting in tacit knowledge.
This article addresses the issue of marketisation in the field of adult education by reflecting on the Europeanisation of education currently taking place through the establishment of European adult ...education policies. The article argues that Europeanisation fosters marketisation of adult education and commodifies valuable knowledge and desirable forms of neoliberal subjectivity. An analysis of Slovene adult education policies from 2004-2015 reveals how a European economised vocabulary is being implemented in Slovene adult education policies and practices. The main argument of this article is that these practices are shaped through financial mechanisms that marketise the adult education field. This results in new relationships between governing bodies within the field, the unstable and decreasing role of public adult education institutions and the prevailing role of private providers of adult education, who offer training programmes to meet labour market needs. (DIPF/Orig.).
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