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The paper outlines the development strategy for adult education in the Republic of Serbia, emphasizing the need for a learning culture that supports a knowledge-based economy. It discusses the impacts of socio-economic reforms on the workforce and the technological gap with the European Union. The establishment of Local Councils for Human Resources Development is proposed as a means to facilitate local-level educational policies and employment initiatives, promoting collaboration among various stakeholders to enhance adult education and ensure a capable workforce.
National report for CONFINTEA VI UNESCO conference in Brasil: Serbia - Development and State of the Art of Adult Learning and Education,
2013
In this study standardization of adult education in the Republic of Croatia has been analyzed. In spite of the fact that the adult education has a fairly good legal basis and support as well as developed network of institutions which are intended exclusively for adult education and/or which perform adult education, there are various difficulties. The most common assumption in creating adult education policy is that adults are a homogenous group, which they are not. This category includes people over the age of 15, i.e. those who have not continued regular secondary education, to the people of, so called, “third age”. The adults also differ by gender, which is not negligible when there is a matter of considering the needs of unemployed people, especially women. Gender validation is often neglected in standardization of adult education. Education on all levels is not excluded from the complex relations of globalization. This is especially visible in the attempts of implementation of v...
2013
The 21st century requires serious efforts to rethink, broaden, and fully embrace the notion of adult education. Adult education ought to ensure people’s access to knowledge and learning throughout their lives and thus create possibilities to enjoy cultural, social and economic development. Nowadays, adults face many unique challenges from the development of technology and science to the demands of an increased rapid social life. Therefore, the purpose in writing this paper was to better understand the importance of adult education for all: individuals, organizations, and societies including Kosovo society. This paper considers the adult education challenges that Kosovo faces as a society in transition. Every year, thousands of graduates enter the job market. They face a number of challenges such as trying to adapt to new environments, learning to perform new skills, and working to establish a professional identity and career goals. With the rapid rate of change in today’s workplace,...
Adult Education and Lifelong Learning in Southeastern Europe, 2017
In his seminal 1984 examination of the postmodern condition and the nature of knowledge in what was seen as a (Western) society entering a post-industrial era, Lyotard noted that knowledge had become valorized, a currency that enabled the individual to become an economic subject and enter into a social contract – an observation that constructs an individual at the turn of the century as encapsulating the interlinking spheres of educational, economic, and political. Another important point concerned the function of knowledge in a system (society, state) realised through the means of its legitimation: the legitimacy of knowledge had now become underlined by a technological, rather than a normative rationality. In other words, the running of a societal eco-system was now not driven by questions of what is right, just, or moral, but of how to achieve optimal levels of performativity and efficiency. Travel some 20 years into the future, and authors such as Novoa (2007) bemoan the discourse of the “obvious” in European (adult) education policy, based around topoi of efficiency, rigor, accountability, and benchmarking, steering competitiveness (in performance) among nation states and equating citizenship with employability for their denizens, a discourse created by a diffuse body of “neutral” experts, the latter ensuring its legitimacy and authority. This is the discourse intended to create a 21st century European: a “learning” European, ever since the 2000 Lisbon Agenda recognised (adult) education as a key resource for the (economic) development of European Union and its member states. The focus of this paper will not be a critical examination of the contemporary European adult education policy, which has been done profusely and persuasively by various colleagues in recent years (see, e.g. Jarvis, 2014; Mohorčič Špolar et al., 2014; Popović, 2014; Popović & Maksimović, 2012), but rather its effects on policy (learning1) in contexts which have a significant tradition of constructing an alternative adult education discourse. We will discuss here the assumptions underlying the current transfer of educational discourse (Silova, 2004; SteinerKhamsi, 2004) in adult education policy in Serbia, an EU candidate country, following a disruption and (dis)continuation of an earlier narrative, in the country’s efforts to shed the epithet of the Other, and finally become European.
DETUROPE, 2015
The aspiration of Serbia to join the European Union requires the transformation of the educational system of the country to adapt EU mechanisms. Such endeavours are reflected in the Law on Higher Education modificated in July 2013 and Law on Adult Education, wich is published in 2014. These may infer social and economic consequences on a wide scale. Our intention was to present the structure of the Serbian education system and the distribution of the educational level of the population applying secondary data analysis in our study. Furthermore, our goal was to shed light on a particular section of the Law on Higher Education which regulates the recognition of foreign degree (diploma); in addition, we intended to touch upon the issue of trainings in non-formal education controlled by the Law on Adult Education. Lastly, we addressed changes in the unemployment rate and levels of qualification of those without a job. Our work is applied from the perspectives of knowledge and knowledge transfer; since local economic development depends highly on the accumulated pieces of information acquired by experts.
1994
BACKGROUND AND THEMATIC OUTLINE FOR THE ESREA SEMINAR ON RESEARCH INTO ADULT EDUCATION AND LABOUR .MARKET In spite of the very different traditions and structures of adult and continuing education in the European countries, it seems to be a common tendency that the relation between adult education with some direct relation to work and labour market is becoming very important. Continuing education with a direct aim of work qualification, carreer and labour market effects is in many countries the fastest growing area of adult education. Companies, public employers and labour market organizations play an increasing role in defining and organizing adult education in several countries. And in liberal and general adult education, the reference to labour market and work seems to play an increasing role. This is also true in countries, where these sectors have been strong and have had their own life separated from work life, referring much more to cultural and private spheres. New groups of learners are becoming active in adult and continuing education. Along with new aims and new institutions it means a vast expansion in the possible arid desirable study area of adult education research. Furthermore these developments do reshape the whole material and conceptual framework of adult and continuing education. So not oly do they add new fields of study and interest, to the well-known ones; they also present a challenging need to rethink the purposes, the societal functions and the basic concepts of adult and continuing education. In ESREA there is an identified interest in forming a network within this field-partly in order to connect and learn from the each other in relation to the development in the practical adult and continuing education, partly in order to start a "cultivating process" for a new and expanding area of research.
Εκπαίδευση, Δια Βίου Μάθηση, Έρευνα και Τεχνολογική Ανάπτυξη, Καινοτομία και Οικονομία
In the present study, the issue under scrutiny is the contribution of adult education to economic development. The upgrading of adult education standards is seen as central to the delivery of European social cohesion and therefore to economic development. Adult education programs can enable the citizens to develop critical review and understanding of major contemporary problems of their lives, to reassess and interpret their experiences, and therefore to interact and communicate with other people and institutions. Transformative Learning Theory is such a tool for explaining this procedure. After all, future action will be planned: as citizens are presented with renewal ideas and patterns, they become more capable of forming and holding together the constituting parts of a cohesive European society towards economic development, together with other people and institutions.
Andragoška spoznanja [Studies in Adult Education and Learning], 2018
In this paper we discuss the professionalisation of adult education and learning in the territory of former Yugoslavia. The rationale behind the paper is based on the presumption that the process of profession-alisation represents a reflection of social conditions, tradition, culture, development of higher education institutions, the scientific/knowledge base for a certain field on the main elements of the profession. Our aim is to critically discuss professionalisation in the field of adult education and learning with a threefold focus (on the profession, representing the sociological dimension, on professionalism, representing the philosophical/ethical dimension, and on professionalisation, representing the andragogical dimension). The findings indicate that in the territory of former Yugoslavia significant but insufficient progress has been made when it comes to shaping the field of professional practice and in the professional preparation of andragogues/adult educators at universities, including improvement in continuing professional development. On the other hand, when it comes to establishing professional associations, licensing, and the development of professional code(s) of ethics, the process of professionalisation has been very moderate and slow. Keywords: professionalisation, profession, professionalism, andragogy, professionalisation in the field of adult education PROFESIONALIZACIJA NA PODROČJU IZOBRAŽEVANJA IN UČENJA ODRASLIH NA OBMOČJU NEKDANJE JUGOSLAVIJE-POVZETEK V prispevku razpravljamo o profesionalizaciji izobraževanja in učenja odraslih na območju nekdanje Jugoslavije. Pri tem izhajamo iz predpostavke, da proces profesionalizacije odseva družbene razmere, tradicijo, kulturo, razvoj institucij visokošolskega izobraževanja, znanstvene/spoznavane temelje dolo-čenega področja na osrednjih elementih te stroke. Naš cilj je kritično razpravljati o profesionalizaciji na področju izobraževanja in učenja odraslih s poudarkom na treh elementih: stroki, ki predstavlja sociološko dimenzijo, profesionalizmu, ki predstavlja filozofsko/etično dimenzijo, in profesionalizaciji,
European Journal of Education, 2004
Andragoška spoznanja
In this paper we discuss the professionalisation of adult education and learning in the territory of former Yugoslavia. The rationale behind the paper is based on the presumption that the process of professionalisation represents a reflection of social conditions, tradition, culture, development of higher education institutions, the scientific/knowledge base for a certain field on the main elements of the profession. Our aim is to critically discuss professionalisation in the field of adult education and learning with a threefold focus (on the profession, representing the sociological dimension, on professionalism, representing the philosophical/ethical dimension, and on professionalisation, representing the andragogical dimension). The findings indicate that in the territory of former Yugoslavia significant but insufficient progress has been made when it comes to shaping the field of professional practice and in the professional preparation of andragogues/adult educators at univers...
2019
The development of policies aimed at educating and developing citizens is of crucial importance as a result of the particular contemporary societal characteristics, the global demographic changes, the intense rhythm of immigration, the rapid development of technology and the increase in the unemployment rate. This research, through the analysis of the text "Third World Report on Adult Learning and Adult Education (UNESCO, GRALE III, 2016), comes to explore the key dimensions of adult education policies. The methodology used to investigate the material is the qualitative analysis and in particular the methodological tool of thematic analysis with the contribution of thematic networks. The analysis of the text shows that policies supporting adult education should be universal, holistic, inclusive and without exclusions. A second dimension concerns the need for the Member States to modernize their policies, to control and evaluate their implementation. The proportion of public funding in the field of adult education constitutes a challenge, since it remains fairly low in the government's investment priorities, which seem to give priority to other areas, such as health, infrastructure and social welfare. Moreover, it appears that all countries do not interpret international policies in the same way. Thus, policies are sometimes used as a general frame of reference and sometimes as well-established practices. These practices could be implemented by governmental organizations, research institutes, civil society organizations, trade unions and other agents. Finally, governments, in cooperation with regional and local authorities and services are called to broaden their policies and strengthen adult learning and education. Towards this direction, the development of the mobility and participation of trainees in programs such as ARION, Comenius, Grundtvig, Erasmus and Erasmus plus is absolutely of major importance (UNESCO, 2016).
Andragoske studije, 2018
In this paper, the authors present and analyse a recent policy recommendation for the promotion of vocational and adult learning in Croatia. They also introduce arguments in favour of wider stakeholder participation and provide guidelines for the implementation of marketing principles in the promotion of learning. Generic implications for similar initiatives in SouthEast Europe are also identified.
Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, 2019
The article presents the results of the comparative analysis of the formation and development of adult education in Ukraine and the Slovak Republic. The general (globalization, democratization, individualization of adult education) and specific (establishment of the legal framework, the introduction of an andragogical model of education in formal education) trends in the development of adult education in both countries. It has been proved that the Slovak Republic as a member state of the European Union has a well-established tradition of adult education through legislative provision, an effective system of preparation of andragogues as adults in adult education, and didactic provision of adult education in formal and non-formal education institutions. In particular, the actual direction of using Slovak experience in the development of adult education in Ukraine is to promote the continuous professional development of adults through the advisory mechanism (poradenstvo) – personalized...
International Journal of Lifelong Education, 2007
JELENC-KRAŠOVEC, Sabina (ur.), RADOVAN, Marko (ur.). Intergenerational solidarity and older adults education in community. Online ed. Ljubljana: Znanstvena založba Filozofske fakultete.
This is a peer reviewed book. Each paper was reviewed by two members of the scientific committee.
2015
In recent years, there has been a decrease in financing of formal education due to the changes in trends in demographic structure and slow growth of the economy, but also due to the more dynamic changes dictated by the labour market. Role of state in financing is important, but the role of other scientific and educational public and private institutions in designing the necessary models of education are also significant and it is shown that the process of establishment of education programs has to continually adapt to the market needs, mainly through stronger connection and contacts with the economy. Human resources are not fully utilized and adjusted to the needs of the economy. This paper shows average trends of education through European standards comparable with Croatian standards, which, on an annual basis, follow the achievements in line with the strategy Europe 2020, as well as certain concepts of lifelong learning, which should ultimately bring specific recommendations. Perf...
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