"Dostrzec Innego" - sztuka współczesna jako przestrzeń nieformalnej edukacji dorosłych, na przykładzie działań teatru.

Author(s): Julia Kluzowicz / Language(s): Polish / Issue: 2/2017

The article addresses the vital role of the contemporary art in the adulteducation in the area of tolerance in view of widely understood otherness. Non--formal education is one of the most important sources of knowledge acquisition byadults, and the contemporary art is a great example of such educational space. Theauthor of this article mainly focusing on the activities of the contemporary theatre,describes its three dimensions, in which non-formal education of adults towardstolerant attitudes occurs- it is the institutional dimension of the theatre, experimentaldimension as well as workshop-like theatrical forms. Tangible means are noticed inall these dimensions, which are used in the presence of a spectator by the contemporaryart. The author describes and categorizes those means, presenting the mechanismsof their educational impact.

"Kobiece elity sukcesu": próba rozpoznania pojęcia na potrzeby badań pedagogicznych i edukacyjnych

Author(s): Adela Kozyczkowska / Language(s): Polish / Issue: 2/2017

The aim of the text is to discuss methodological problems pertaining tounderstand for concept „women business elites” for the purposes of social studies,including pedagogical and educational research. Political transformation begun processof reconstruction of social structures and including business elites and womenbusiness elites. The author sees the need for pedagogical and pedagogical research ofwomen business elites. The research can enrich the scientific potential of pedagogyand the practice of constructing assistance programs.

"Pridodato u prevodu": nematerijalno kulturno nasleđe u prevođenju i primeni evropskih politikâ doživotnog obrazovanja u Republici Srbiji

Author(s): Ljubica Milosavljevic,Miloš Milenkovic / Language(s): Serbian / Publication Year: 0

Polazeći od noseće pretpostavke istraživačkog programa antropologije javnih i praktičnih politika, prema kojoj zakoni, strategije, vizije i planovi nisu "čisti" pravno-politički akti proceduralnog karaktera, već da "kriju" neke specifične, izabrane ili neintencionalne, antropologiji tradicionalno zanimljive institucionalne izbore iz obilja nematerijalnog kulturnog nasleđa (poput preskripcije identiteta ili standarda normalnosti), iznosimo preliminarne rezultate istraživanja primene evropskih politika doživotnog obrazovanja u Republici Srbiji. Preliminarna analiza "prevođenja" odnosno specifične glokalne kontekstualizacije, recepcije i instrumentalizacije pomenutih politikâ pokazuje da je na snazi praksa prenošenja, pravne i proceduralne transplantacije bez prilagođavanja kontekstu u kojem politikâ treba da bude primenjena. U slučaju neprilagođene politike doživotnog obrazovanja, izostanak prilagođavanja neophodnog da lokalna verzija a) odgovara međunarodno usaglašenim ciljevima i da istovremeno b) zaživi u praksi, objašnjava se na primerima diskrepancije lokalnih pojmova radnog vremena, neformalnog obrazovanja, "odgovarajućeg" životnog doba za obrazovanje s jedne, i pojmova originalno ugrađenih u tu politiku, s druge strane.

1898. 25 години от обесването на Левски: юбилей и преса

Author(s): Elena Getova / Language(s): Bulgarian / Publication Year: 0

The year 1898 marked the first jubilee of Vasil Levski – 25 years since his hanging. The dynamics of political processes in liberated Bulgaria at the time present a rather interesting and particularly complex picture against the background of which this event unfolded. The stereotype of jubilee celebrations was yet to consolidate and this particular occasion – the anniversary since the death of the Apostle of freedom – makes visible the deep political contradictions inherited from previous historical realities. The manifestations of these contradictions can be seen in the press in 1898.

A Comment on the Srivaths – Labarca Periodic Table

Author(s): Eric Scerri / Language(s): English / Issue: 5/2017

A formális és nem formális felnőttkori tanulás térségi vetületei

Author(s): Ágnes Engler,Edina Márkus / Language(s): Hungarian / Issue: 2/2016

In the Hungarian literature the formal adult learning is usually defined as adult education in the school system which is completed at the primary, secondary or tertiary level of education. The non-formal learning is less well-defined; in general it means organized training by an organization. Both of the learning manners are characterized by institutional approach. Our study attempts to approach the adult education from the perspective of the participants. We examine the participation rates and details using national statistical data, comparing the formal and non-formal learning from territorial approach.

A NEW VISION OF ADULT LEARNING. CHECKLIST - MOTIVATIONAL FACTORS INVOLVED IN ADULT LEARNING

Author(s): Simona-Nicoleta NEAGU / Language(s): English / Issue: 02/2016

Learning depends on many internal and external conditions and it is not only a function of memory. Learning requires, above all, motivational, in other words, success in learning depends on factors that excitability and response to stimulus (involvement), the intensity of learning, availability for learning, learning awareness. Adults will be motivated in learning tasks when they perceive that the result will bring satisfaction to one or more of their basic human needs: security, acceptance, respect, power, achievement, self-esteem, etc. Some people are motivated by monetary reward, providing benefits and titles, recognition. These rewards are called extrinsic motivators; although they are important, but they do not meet all human needs. In fact, often they only lead to short-term results and behavioral changes. To ensure a long-term motivation, teachers need to create a learning climate so that all needs are met. Such a work atmosphere will lead to intrinsic motivation, so they will be motivated by their own internal mechanisms. At the end of the paper it is presented a research on a group of 24 subjects. This is a checklist on motivational factors involved in adult learning. It was administered online through google docs. Why teach adults? What is their motivation to learn? There are differences in the motivation of male and female subjects? A conclusion of this study: While women are motivated more by security, house, money, comfort, balance, men are motivated primarily by career development goals, social life. To the women they come only after being satisfied necessity security.

A Novel Approach for Kinetic Study of Alkaline Hydrolysis of Ethyl Acetate

Author(s): Mala Das Sharma,U.S.V.R. Hymavathi / Language(s): English / Issue: 5/2017

We present an innovative electromotive force (EMF) measurement technique to study the kinetic behavior during alkaline hydrolysis of ethyl acetate. The explicit feature of this research is the application of green chemistry ideas that are inherent in the experiment. Using the new approach, we find that the kinetic behavior of the reaction under study follows second order with an estimated rate constant value at 25°C to be 2.45 × 10-3 cm–3 min–1. This value is in excellent agreement with the conventional end-point neutralization titration method discussed previously in the literature. The novel EMF measurement technique is simple, fast, accurate and eco-friendly. Keeping in view of long-term sustainability of the ecosystem, we feel that there is an urgent need to switch over from conventional laboratory practices to green chemistry approaches. Further, the method discussed here may prove to be extremely useful for teachers, researchers and students who wish to carry out kinetic study of other systems.

A Possibility to Teach and Learn Mathematics by Theatre Technology

Author(s): Sava Grozdev,Veselin Nenkov / Language(s): English / Issue: 2/2018

In the recent years new approaches were created to teach and learn Mathematics. One of them is by using theatre plays with mathematical content. The present paper proposes a scenario of such a play based on linear Diophantine equations.

A Smart Mobile Learning Conceptual Framework for Professional Development of UAE In-Service Teachers

Author(s): Athra Sultan Alawani Alawani,Abtar Darshan Singh / Language(s): English / Issue: 3/2017

Increasingly, mobile learning has been considered as a part of professional development due to its unique attributes: ubiquitous, flexible, highly personalized and easily accessible. It represents a paradigm shift for continuous professional development especially amongst teachers who have a tight working schedule. This paper will provide a conceptual framework for the design of a mobile learning course for UAE teachers’ professional development. It aims to assist teachers to continuously engage in professional development activities and mitigating challenges such as time constraints, suitability of training content, impactful strategies and personalization of learning. A smart conceptual framework based on the three important principles of learning design was developed and pilot tested. The main elements of the conceptual framework and the results of the pilot test are presented in this paper.

A Study of Begliktash Megalithic Complex

Author(s): Diana Kjurkchieva,Evgeni Stoykov,Sabin Ivanov,Borislav Borisov,Hristo Hristov,Pencho Kyurkchiev,Dimitar Vladev,Irina Nikolova Ivanova / Language(s): English / Issue: 2/2017

The article presents the results of interdisciplinary study of megalithic complex Begliktash conducted by a group of researchers from the University of Shumen. The main conclusion is that Begliktash is a natural phenomenon with interesting stone complex morphology that may have been artificially consolidated and used both to perform rituals and for calendar purposes.

A Survey of Mathematics Discovered by Computers. Part 2.

Author(s): Sava Grozdev,Hiroshi Okumura,Deko Dekov / Language(s): English / Issue: 6/2017

This is the second part of the survey on mathematics discovered by computers. The first part is published in 2015 in the International Journal of Computer Discovered Mathematics. The second part of the survey contains articles published in 2015 – 2017.

A tanulás térformáló ereje

Author(s): Tamás Kozma / Language(s): Hungarian / Issue: 2/2016

One of the unexpected outcomes of the ‘expansion of education’ happened to be an “expansion of learning” as a bottom-up activity as opposed to the top-down activity of schooling, teaching and (formal) education. The related political statements (Freire 1970, Illich 1971) as well as official documents (e.g. Faure 1971, Delors 1996) reflect that this shift of emphasis was not only didactical rather a political development. Community learning in the newer sense means the network of those who started to learn in various ways in a social and territorial unit. The density and intensity of the learning networks may create new ideas and thus would be the nest of social creativity and innovations. Recent research (e.g. the Canadian CLI and the German Atlas of Learning) tried to describe the territorial emergence of ‘learning regions’ and ‘learning cities’. One of them (LeaRn) presents the regional distribution of the statistics of lifelong learning which completes the traditional ‘distribution of knowledge’ in Hungary and may contribute to a more equitable view of the different territories of the country.

Abordarea paradigmatică a formării profesionale iniţiale a cadrelor didactice

Author(s): Elena Bîrsan / Language(s): Romanian / Issue: 1/2016

The article in question reflects the aspect of initial teacher training. The issue of teacher training has become, similar to what the specialists in the field have considered, beginning with the early period of the 21st century, an essential element not only for educational systems but also for all contemporary societies. A society with a recognized culture and civilization is formed and develops through a healthy education

Academic Coaching Centre – przykład kreowania postaw przedsiębiorczych społeczności akademickiej

Author(s): Wioletta Suszek-Maslowska / Language(s): Polish / Issue: 34/2016

Research objective: The aim of the article is to verify the legitimacy of using coaching methods in developing entrepreneurial attitudes of students and to present activities undertaken by members of the Academic Coaching Centre (ACC) in the Faculty of Entrepreneurship and Quality Science of Gdynia Maritime University. The ACC uses the method of coaching to create and develop entrepreneurial attitudes among students. The research problem and methods: The research problem focuses on answering the following question: To what extent and scope, in the opinion of students, does the ability to use coaching methods contribute to the development of their entrepreneurship? The study was conducted with the use of a questionnaire sent to all 68 ACC members in the years 2012-2015. The respondents were, therefore, a general population and the survey can be considered complete. The process of data analysis was based on the classic measure of central tendency – the arithmetic average and the rate structure. The process of argumentation: Undertaking any business activity requires proper preparation of legal, technical and specific competencies. The role of university education, among others, is to ensure education on the academic level, and, as a result, to prepare students for their future careers, often in the form of self-employment. How, therefore, can we encourage the development of academic entrepreneurship among students so that they can be ready to take up economic activities, in terms of knowledge, skills and specific competencies? Research results: The results of the study allow us to verify the research problem. 94% of respondents see tangible benefits of coaching in shaping the entrepreneurial mindset and the development of potential career related to business activities. Conclusions, innovations and recommendations: Taking into account the opinions of the respondents, the method of coaching can be recommended as an effective way of promoting development and of shaping entrepreneurial attitudes among students from different fields of studies.

Activities of staff and its team-leader for upgrading the competences of distance learning adult students

Author(s): Ineta Kristovska / Language(s): English / Issue: 2/2011

Abstract Nowadays, adult education is mostly affected but global economical processes, and this is characterized by the following: orientation towards labour market requirements (along with it – competition between labour force competences, threat of unemployment, etc.); international knowledge system; variety of communication systems. The society pays increasing attention to the development of the practical skills and competences, however, due attention should be paid to social rights and responsibility as well as facilitating and providing study motivation and flexibility. New and efficient transition to new methods, services and technologies has to be encouraged and ensured. Job-related distance learning was used already at the beginning of the 20th century and it has still maintained its role as one of the most useful and flexible forms of acquiring competences for adults, especially in rural areas. Like in any management process, the main role in the management of the distance learning study support system resources is played by a professional team and team-leader. The model of modern distance learning manager and the main tasks of the team- leader, managing distance learning study support system resources is described in the article.

Adaptácia dieťaťa na základnú školu z pohľadu matiek s rôznou vzdelanostnou úrovňou.

Author(s): Zuzana Bánovcanová,Lucia Krajcovicová / Language(s): Slovak / Issue: 1/2016

The contribution is dealing with a view of mothers on adaptation of the child to the primary school. Not only a child is accepting a new role of a pupil (schoolboy, schoolgirl), but parents are also accepting new duties and responsibilities which are connected to the change of a child starting a primary school. Our intention is to describe different approach of mothers, depending on their level of education, for the preparation of their child for this change to the most continuous adaptation. Our outcome is coming from analogous studies of authors from Czech-Slovak environment, which shows the diversity of approaches of mothers with higher education and lower education to the choice of school and preparation to it. In our case we describe some proceedings and strategies of these mothers, which are diverse especially in the late months of schooling, however, all mothers in our research leave the preparation of a child for school to a high extent to the nursery school.

ADOLESCENT – PERSONAL BRAND AND ITS RELATIONSHIP TO SELECTED ELEMENTS OF MEDIA COMMUNICATION

Author(s): Blandína Šramová,Milan Džupina / Language(s): English / Issue: 1/2/2016

The article deals with psychological aspects of perceived media communication by adolescents. The goal of the research was to determine a semantic space, which is attributed to a celebrity brand, commercial advertising and social advertising. These three objects were confronted with self-object, which represented the personal brand of adolescents. To meet the objectives, we used the method of semantic differential, which consisted of 35 bipolar adjectives. The sample consisted of adolescents (N= 68) aged 19.2 years in average. The results proved a significant relationship between the perception of celebrity and commercial advertising, as well as between celebrity perception and social advertising. Finally, a hierarchical analysis proved that adolescents connect their personality with celebrities, as well as with social advertising. Their attitudes towards commercial advertising showed ambivalent. On the one hand, commercial advertising was rejected by adolescents and on the other hand, it was perceived very similarly to social advertising. It proved very little differentiation between these two types of advertising.

ADULT EDUCATION AND CULTURE IN THE INTERWAR ROMANIA: THE EXAMPLES OF NICOLAE IORGA AND DIMITRIE GUSTI

Author(s): Ionut-Constantin Isac / Language(s): English / Issue: 13/2015

After the European Union 2007 enlargement, the time has come to reconsider the place of some valuable local adult education traditions in Central and Eastern Europe. Therefore, I have chosen the examples of two outstanding personalities of interwar Romania: Nicolae Iorga and Dimitrie Gusti, whose activity in the field of adult education still requires a thorough analysis for a full understanding of its historical meaning and importance. Therefore, the present paper attempts to explore the path they chose to become adult educators, and thus, accounts for key elements of their professional background, for the theoretical and practical knowledge of adult education they both had at that time, as well as for their ways to transform ideas into institutions in the above-mentioned field. As a result of the analysis of what Iorga and Gusti explicitly or implicitly asserted concerning adult education, one could find at least five distinct features, which I intend to present as clues for a future more detailed perspective of their understanding on adult education. In their views, adult education was intimately linked to the politics of culture – being in fact, an important part of the second one; adult education was conceived differently from school pedagogy; furthermore, it was thought that there are important differences between them; in interwar theorists’ and practitioners’ minds, there was a peculiar difference between andragogy as theory (i.e. encompassing and emphasizing the principles of adult education) and as practice of adult education; accordingly, adult education did not identify itself – as both process and result – with the bare assimilation of some disciplines, theories or formal principles, no matter how important they were seen per se; adult education did not mean the mere mechanical adoption of what had been done in other countries; on the contrary, the stake of its successful implementation was the making of the inland experience compatible with that of the outland one, by stimulating the innovation, initiative and self-responsibility. As I did on different occasions (see Isac, 2003, chapter 3.3., p. 67–86; Isac, 2004), to the end of the paper I propose a brief discussion about the meanings of this impressive cultural and educational inheritance for nowadays Romanian adult education in European context

Adult Education and Lifelong Learning in Romania: Current Issues and Future Perspectives

Author(s): Alexandru Clain / Language(s): English / Issue: 4/2015

One of the main objectives of the Education and Training 2020 Strategy is to increase participation rates in lifelong learning across EU member states. In spite of the fact that almost six years have passed since the strategy was adopted, empirical data shows that Romania has the lowest participation rate of adults in lifelong learning among EU member states, of only 1.5%. Starting from this premise, the present paper has two main objectives. The first objective is to determine the current state of affairs regarding the participation of adults in Romania in lifelong learning in general, and in adult education in particular, by looking at the main EU benchmarks in the field of lifelong learning. The second objective is to conduct a critical assessment of the current policy framework for lifelong learning in Romania, with special focus on the National Education Law from 2011 and the National Strategy for Lifelong Learning 2015 – 2020, in order to identify the main features of the policy framework, as well as potential issues and risks that could have a negative impact with regard to reaching desired results. Furthermore, several recommendations, which could contribute to increasing the participation of adults in lifelong learning, will be made.