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"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.

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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.

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A Study of Begliktash Megalithic Complex

Author(s): Diana Kjurkchieva,Evgeni Stoykov,Sabin Ivanov,Borislav Borisov,Hristo Hristov,Pencho Kyurkchiev,Dimitar Vladev,Irina 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.

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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.

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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.

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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.

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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.

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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

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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.

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Adults and old people learning opportunities: case of Lithuania

Author(s): Kestutis Trakšelys / Language(s): English / Issue: 1/2016

The article discusses the adult and old people learning opportunities for Lithuania. Adult education is one of the most important factors that determine both the development of the society and the human achievements in modern society. Education is a social practice which includes education and cultural communication in the broadest sense, as well as actions of human reproduction at large. Access to adult education should ensure the justice in the society, although scientists argue that education system is usually powerless to correct other social systems created by inequality and in justice Accessible and quality adult education system ensures better life, social mobility, and provides status. Accessibility of education (particularly adult’s) is unconsciously problem, unequally understandable phenomenon, rarely becoming the object of special investigation. This can be logical: usage of this concept gained a wider scope only in last years, when essential European political educational documents appeared, first of all, Memorandum of life-long learning. In long-life learning ensuring strategy, the analysis of present state is provided. A potential of informal adults education suppliers when integrating groups of social exclusion, consolidating local communities by raising political and civil literacy of society, what is directly related to common welfare of society, are not fully used. Seeking to increase the integration of socially vulnerable society groups, juridical base is constantly improved in recent years. The law of disabled people social integration and the law of social companies are enacted, interinstitutional programs, reflecting the needs of different social separation groups, making assumptions to develop the initiatives directed to education of social separation groups are implemented.

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Ageizm, uczenie się przez całe życie a samorealizacja: krytyczny zarys problematyki.

Author(s): Kateryna Novikova / Language(s): Polish / Issue: 3/2015

In the article several examples of public discourses were analysed. Discourses on lifelong learning and later life learning included elements of ageism. Positive principles of lifelong learning were compared with the available observations concerning the role of the elderly people in the family and social life in Poland that usually come down to – awaited by larger family – working and material support. Another dimension represented public discourse on longer period of professional activity, learning for longer life with no reference to self-realization, personal development of the elderly or their talents and new skills discovered while taking active part in the learning processes in later life.

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Aktualność działań resocjalizacyjnych ochotniczych hufców pracy w świetle badań świadomości istotnych obowiązków małżeńskich młodzieży OHP

Author(s): Jacek Zielinski / Language(s): Polish / Issue: 2/2016

The aim of the present study is to illustrate the adequateness of the activities undertaken by the state institution of Voluntary Labour Corps (VFL – Ochotnicze Hufce Pracy) within the scope of pre¬paring young people taking part in the activities organised by that organisation for social and marital life. The study depicts the history of forming VFL structures, legal foundations of VFL activity, edu¬cational and rehabilitation activities of young people. The final part of the study presents the views of the youth with regard to the institution of marriage, which constitutes for them a life perspective.

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Analfabetyzm funkcjonalny czasu transformacji cywilizacji

Author(s): Waldemar Furmanek / Language(s): Polish / Issue: 1/2017

The illusory illiteracy phenomenon discussed in the article can be referred only to the so-called General education, general education of adults.

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Andragogical approaches of parental education in modern society.

Author(s): Ruta Marija Andriekiene,Kestutis Trakšelys / Language(s): English / Issue: 3/2012

The article discusses the involvement of parents in the environment pedagogization through andragogical systems. Priority education accrues to the family as the overriding social institute where people suffer first and most important socialization. Other public structures, socializationis a little later. Families with no auxiliary Institute, seeking to create and maintain the existing structures and relations in the country, while the main condition for realizing human potential, is an institution which has unique features, a significant impact on personality formation and social development. The family, as the first social institutions, has a major impact on children’s education, but the child started attending an educational institution care for the child’s education and upbringing are reduced. Parents stop to be interested in their child problems, achievements, then disposing of education and training to function in an education institution. Is commonly observed that few parents communicate with teachers, educational institutions are reluctant to participate in community life. The family as an institution leads to pre-school children’s education office complexity. Development of parental rights and obligations appears from the need for them to find a qualified educational assistance to children’s education area. Therefore, educational institutions are addressing both issues of parental education, development of formal models micro studying. In this way, it allows parents to learn the same environment in which nurtures and their children. This is consistent with parents’ needs, helping them with teachers to address children’s educational development issues. At the same time pre-school institutions is enhanced by both parents, as adults group, a personal interest in education in general, as well as orientation to the preschool modernization. This article deals with andragogical system provided to parents to parents’ engagement in school life, suitable for a child learning to create a climate, the motivation to maintain in order to make appropriate learning and life conditions. Andragogical means of encouraging parents to become involved in community activities in educational institutions as being of its members are active not only contributes to children’s education institutions in management, but it will be acquired from the planning, coordination, organization and evaluation skills.

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ANDRAGOGICAL SELF-ASSESSMENT OF ONLINE LEARNING

Author(s): Cristina Nicolaescu / Language(s): English / Issue: 01/2016

This paper is drawn from my research-based teaching activity applied to university students of English regarding self-direction and andragogy, in the attempt to establish philosophy and methodology. Since academic teaching is a complex educational process, I will only address the assessment stage of online learning, which may give a diagnosis of the techniques efficiency, the one that signals the need of changes for a presumable improvement. Assessment of online learning takes many forms (objectively-scored tests, subjectively-rated tests, criterion-referenced tests and learner self-evaluation), but I will focus on learner’s self-evaluation, a relatively new method in the field of adult education (Rogers and Knowles). First I choose to start with the hypothesis that undergraduate compulsory education is or should be designed by academic staff as a preparation basis for the alumni continuing professional education, ideally with the revision of the curriculum (Erikson and Piaget). My concerns for lifelong learning that is measured in the form of formative and summative assessment are the core of the paper, on the purpose of presenting how the shift from higher education level to a career-making advancement may happen. I will give an account of both strategies and methods following a stage-based structure from goals to possible achievements. Then, I will exemplify with a second language acquisition, more specifically with learning idioms and the difficulties in translating them from Turkish to English and vice versa. A student achieves knowledge concerning fixed phrases in the foreign language based on several types of resources and then checks one’s own work for errors. The investigation into strong and weak factors of the process will further mark the beginning of a deeper analysis, while the successful review becomes the reference point within the proposed quality assurance activities with relevant general conclusions. Malcolm Knowles’s approach will be taken as basis of discussion, including the five major assumptions about adult learners: self-concept, experience, readiness to learn, orientation to learning and motivation to learn. His conception of andragogy stems from the different traditions of psychological analysis: humanist and behavioral. I will investigate how much of his theory or set of assumptions may serve teaching practice. Independent, asynchronous learning is supported by the wide possibilities opened by technology, not being bound by the constraints of space, time and experience. After the presentation of learning stages and an in depth description of possible andragogical self-assessment methods, as a conclusion I will look into the educational benefits of allowing students discover their own potential and results, in a trial and error approach, in order to achieve not only new knowledge, but also to develop capabilities in specific areas.

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Andragogický výzkum (Július Matulčík)

Author(s): Július Matulcík / Language(s): Slovak / Issue: 1/2015

Review of: PRŮCHA, Jaroslav: Andragogický výzkum, Praha: Grada 2014, 152 s. ISBN 978-80-247-5232-7 by Július Matulčík

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Andragogo vaidmenų raiška modernioje visuomenėje

Author(s): Kestutis Trakšelys,Ruta Marija Andriekiene / Language(s): Lithuanian / Issue: 3/2016

The article reveals and analyzes the heterogenic roles of andragogues in the nowadays changing adult education reality. Today we can meet the elements of andragogue’s activities in various sectors and social fields: vocational education and training, continuing vocational training, professional and social integration, institutions and organisations providing in-service training for staff, adult education, various administrative structures, associations, leisure clubs, health education, social work, colleges, universities, institutions that are dealing with informally or non-formally acquired learning outcomes validation, providing counselling or information services, etc. Thus, the andragogue’s profession is not legitimized yet and there is no andragogue’s position, we have to discuss the roles that are really performed and their expression in other positions. The article consists of two chapters. The Chapter One analyzes various roles realized by andragogue: andragogue lecturer, organizer, analyst, counsellor, and tutor. There are efforts based on scientific literature analysis and praxeological andragogues’ activities investigations in order to justify the roles performed by andragogue. The Chapter Two is dedicated to the real expression of the andragogue’s performance roles in different positions of adult education actor. It is assumed that this factor makes andragogues’ professionalization more difficult, there is a need to legitimize the profession.

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Aplicaţii multimedia pentru muzee şi expoziţii cu tematică istorică

Author(s): Adriana Bogdan / Language(s): Romanian / Issue: LIV/2015

The hereby article focuses on several multimedia applications available to visitors of museums and exhibitions of historical topics. For physical visits there are several applications running on audio devices, PDAs (Personal Digital Assistants), tablets, Google Glass intelligent glasses, info kiosks. The holograms accurately reproduce the originals and/or make possible their thorough visualization, on layers. The multi- and hyperspectral scanning offers adjacent patrimony information, detected outside the visible specter. In the case of the virtual exhibitions there are the photo/video galleries, the panoramic images and the virtual tours. The 3D visualization of the patrimony is displayed on the computer, with possibilities of studying it from any angle/position, actually possible by laser scanning, by structured light or by photogrammetry, as well as the option of physically reproducing the objects by a 3D printing device. Virtual reality is also mentioned, an option by which, based on the information already preserved, it is possible to reconstruct on the computer an image close to the original of the artifacts and of historical sites decayed or destroyed. The article mentions as well the efforts of conceiving a unitary European and worldwide framework for the 3D technologies in the patrimonial field.

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Ar Lietuvos mokytojams vis dar reikia tobulinti kvalifikaciją?

Author(s): Albinas Kalvaitis / Language(s): Lithuanian / Issue: 37/2016

The analysis presented within this article is based on results of a study carried out in 2014. A total of 683 teachers from 218 different general education schools were questioned. The respondents were asked about the last professional development event they had attended: its form, duration, location, participation fees funding source, etc. Also, respondents were asked if the event they had mentioned before was useful. That is how it was known that, according to the respondents, the least useful were traditional professional development events (primarily the seminars); also, of minor use were deemed events that were held for 6 academic hours or less. The survey shows that when the same respondents were asked what professional development events would be the most suitable for them, the majority indicated seminars and events with a duration of 6 academic hours or less – the types of events that teachers pointed out to be the least useful professional development events. The same answers were Janssen, S.; Kreijns, K.; Bastiaens, T. J.; Stijnen, S.; Vermeulen M. (2013). Teachers’ beliefs about using a professional development plan. International Journal of Training and Development, Vol. 17 (4), p. 260–278. Kalvaitis, A. (2014). Kvalifikacijos tobulinimo paslaugų įtaka praktinei bendrojo ugdymo mokyklos mokytojo veiklai. Tyrimo ataskaita. Internetinė prieiga: https://sodas.ugdome.lt/metodiniai-dokumentai/ perziura/3835 [Žiūrėta: 2016 09 22]. LaCursia, N. (2011). Perceptions of Professional Development from Northern Illinois Secondary Public School Health Teachers and School Administrators. The Health Educator, Vol. 43(2), p. 27–36. Lietuvos švietimo įstatymas. Internetinė prieiga: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_ id=395105&p_query=&p_tr2= [Žiūrėta: 2016 09 22]. Martišauskienė, E. (2010). Mokytojų požiūris į gebėjimus kaip profesijos kompetencijų dėmenį. Acta Paedagogica Vilnensia, t. 24, p. 101–113. Mokytojo profesijos kompetencijos aprašas. Internetinė prieiga: http://www3.lrs.lt/pls/inter3/ dokpaieska.showdoc_l?p_id=291726&p_query=& p_tr2= [Žiūrėta: 2016 09 22]. Pedagogo profesijos kompetencijų aprašo projektas. Internetinė prieiga: http://www.upc.smm.lt/ projektai/pkt/rezultatai.php [Žiūrėta: 2016 09 22]. Pella, S. (2015). Pedagogical Reasoning and Action: Affordances of Practice-Based Teacher Professional Development. Teacher Education Quarterly, Vol. 42(3), p. 81–101. Reeves, T. D.; Pedulla, J. J. (2013). Bolstering the Impact of Online Professional Development for Teachers. The Journal of Educational Research & Policy Studies, Vol. 1, p. 50–66. Smilgienė, J. (2012). Ikimokyklinių ugdymo įstaigų pedagogų kompetencijų tobulinimo poreikis bei galimybės dalyvaujant profesinėje veikloje. Mokytojų ugdymas, t. 18 (1), p. 12–29. Trakšelys, K.; Martišauskienė, D. (2013). Pedagogo profesionalizacijos aspektai modernioje visuomenėje. Tiltai, t. 2, p. 145–161. Urnėžienė, E.; Budrytė, K. (2014). Specialiojo pedagogo kompetencijos ir jų tobulinimo galimybės, pedagogų požiūriu. Pedagogika, t. 115(3), p. 135–146. DO LITHUANIAN TEACHERS STILL NEED PROFESSIONAL DEVELOPMENT? Albinas Kalvaitis Summary collected from the respondents, who attended more useful professional development events themselves. At the same time, the results demonstrated that school administration delegates and teachers sufficiently enough register professional development facts and gather confirmative documents of the professional development. Confirmative documents of the professional development are necessary, for example, if the teacher wants to get a higher qualification category. It could be said that for the bigger part of Lithuanian teachers, the obligatory professional development according to the Law of Education has become not an opportunity to improve their specific abilities and to educate more qualitatively during the lesson, but, unfortunately, turned into some sort of a ritual, which permits one to acquire the participation certificate of the professional development event faster and using as little expenditure as possible.

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Aspecte ale educației formale și celei non-formale în sectorul arab din Israel

Author(s): Hassan Manal / Language(s): English / Issue: 2/2014

Sistemul educațional din israel include atît educaţia formală, cît și cea non-formală, care este cea mai nouă abordare a învătării prin activităţi plăcute şi motivante. Articolul de față prezintă o privire de ansamblu asupra educaţiei non-formale în israel și relevă acele probleme ce constituie un impediment în exploatarea sistemului de valori, tipice culturii arabe, prin intermediul educației non-formale.

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