МЕЃУНАРОДНО СПИСАНИЕ ЗА ОБРАЗОВАНИЕ, ИСТРАЖУВАЊЕ И ОБУКА
International Journal for Education, Research and Training is an international peer-reviewed scientific journal published by the Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje. It aims to contribute to the development of academic and professional debates in the field of education and training at local, national, regional, and international levels. The Journal encompasses topics related to educational theory and practice, teaching and learning processes, curriculum development, assessment and evaluation, teacher education and professional development, vocational education and training, lifelong learning, educational management and leadership, digital education, inclusive education, and interdisciplinary research in education.
University “Ss. Cyril and Methodius” in Skopje, Faculty of Philosophy – Institute of Pedagogy, Republic of Macedonia.
Abstract Adult education is one of the important segments in a society, because through the opportunities and programs it offers, it allows the adult population that has not completed primary and secondary education (which in Republic of North Macedonia is compulsory by Low) to complete its education, which will facilitate the process of integration into social living, the process of seeking and finding job, or in short will enable greater competitiveness in the labor market. At the moment we are facing a situation in which adults do not have a suitable institution in which to complete their education, which shortens their opportunities to look for a job or start their own company. Pending the institutionalization of the Law on Adult Education, which is still in the parliamentary procedure, non-formal education is the only option for adult education. This paper highlights the aspects of adult education, the needs and the real picture obtained from the empirical research of Roma adults in Bitola, made as part of the Project Roma ABC for the Western Balkans.
adult education, functional illiteracy, non-formal education
Авторско право(c) 2026 МЕЃУНАРОДНО СПИСАНИЕ ЗА ОБРАЗОВАНИЕ, ИСТРАЖУВАЊЕ И ОБУКА
THE INFLUENCE OF THE DIRECTOR-MANAGER ON THE PROFESSIONAL DEVELOPMENT OF THE TEACHERS IN THE PRIMARY SCHOOL
Abstract Rapid technical-technological progress exposes the constant changers in the world, setting new norms and rules, and with it come innovations and reforms in education as a key factor. The stakeholders of the educational process need to be constantly updated with the innovations, in order to be able to properly implement the principles of modern education. In order to have a successful organization and work in the school, it is necessary to have good cooperation between the director-manager with the professional service and the teaching staff, and this will provide a pleasant school climate for work. In this paper the emphasis is on the professional development of teachers and their connections with the managerial skills of the director-manager. Basic functions in good management and the pedagogical-managerial role of the director-manager will be considered. By analyzing the already obtained data, the connection of the school management with the professional development of the teachers will be perceived, the influence of the director-manager in that process and the enjoyment of the teaching staff from the implemented activities for upgrading the professional development.
director-manager, professional development, teacher,
FORMS OF PEDAGOGICAL WORK WITH CHILDREN WITH EDUCATIONAL PROBLEMS AND WITH DISTURBED BEHAVIOR
Abstract The subject of our research is the forms of pedagogical work with children at risk in the Republic of Northern Macedonia. The pedagogical profession is very important in working with children who show behavioral problems precisely because they are expert workers who have competencies, methods, techniques and forms of work with these children. The disrupted behavior of children and young people is a problem for all social communities. It involves violating norms of acceptable behavior by young people, whose biological, and thus emotional and social maturity is still in the development phase. The impaired behavior arises when the development of children is disturbed and is accomplished in the wrong directions. Therefore, there is a need to remove factors that have a negative impact. In this context, the adverse behavior of children and young people is regulated by legal provisions: Law on Justice for Children, Law on Social Protection, Family Law, Law on Primary Education, the Law on Pedagogical Service, the Zaacon for Prevention, Prevention and Protection from Domestic violence, the Law on Child Protection, Code of Criminal Procedure (LCP), Criminal Code (CC), indicating the time of their entry into force and application, but not the forms of pedagogical work. Hence the need for concretization, defining the forms of pedagogical work with children at risk in the Republic of Northern Macedonia in accordance with the legislation covering the work of pedagogues with children at risk in the Republic of Northern Macedonia.
Forms of pedagogical work, children at risk, legislation,
Abstract Teacher’s role in the process of education is of paramount importance, primarily due to the distinctive function that teachers carry out. In this regard, the question whether and to what extent the students will be overburdened in the teaching process, in large scale, depends on the work of the teacher. From didactic and pedagogical point of view, the teacher in his work with students can significantly influence student overload; by increasing the requirements set to students, he increases students’ work and time needed to meet these requirements; or vice versa, by reducing these demands, he reduces this overload to a level below the optimal limit. Therefore, the teacher is the one being able to shorten or lengthen the subject material that he teaches, and in this manner, he may or may not become a factor that leads up to student overload. If the teacher is creative, if he does not ask for the exact repetition of what was taught, but he pursues creative thinking and comprehension, then he shortens the time and effort that students devote to studying and vice versa. This means that a contemporary teacher should be qualified for a contemporary teaching practice. Accordingly, the extent to which students become overloaded or optimally overloaded in the contemporary teaching depends precisely on that.
teacher, process of education, contemporary teaching, student overload
METHODS AND TECHNIQUES FOR SELF-REGULATED LEARNING IN THE CONTEXT OF THE LIFELONG LEARNING CONCEPT
Abstract The time in which we live today, with all the changes it brings with it in the various areas of life and work, conditions the need for constant learning and education. At the same time, it means that the modern system of education must be built on the basis of a new type of learning - learning to learn or selflearning. In fact, it arises in response to the social and political question: Do our youth possess sufficient knowledge, skills, and attitudes necessary for a productive life in a post-industrial society? Self-learning per se is the answer to this question, because it gives great autonomy to individuals and the introduction of power into their lives - personal, educational and social. In such conditions, the still present state of "encyclopedic knowledge" is re-examined, vis á vis the affirmed need for students at all levels of education to get acquainted with the methods and techniques for independent learning, i.e. to be trained for self-learning. (Rizova, 2021) The main purpose of this paper is to point out the deficiency of educational programs that include elements of self-learning, the lack of manuals for teachers that would help prepare students for this type of learning, as well as the insufficient readiness of teachers to apply Innovative teaching methods and techniques in teaching - are an everyday obstacle that is still present in the education system in most countries, including ours. The paper also aims to present some of the methods and techniques for successful self-learning that will greatly contribute to the training of new generations of lifelong learners.
learning to learn; cooperative learning; lifelong learning; interactive models of learning.
PEDAGOGICAL IMPORTANCE AND REALIZATION OF EXCURSIONSIN PRIMARY SCHOOLS
Abstract The changes that have occurred in the field of education are a consequence of the criticism it faced because of its separation from life and society, and of the demonstrated needs for the school to become as welcoming and accessible as possible and more connected with the social environment. That connection can be best realized through educational excursions. However, they have still been insufficiently studied in our country despite their role and importance for the students themselves. In this paper, first of all the issues related to the educational value, curriculum positioning and organization of excursions in primary schools have been theoretically elaborated. Secondly, empiric insights obtained by a survey conducted with students and teachers in primary education have been presented and analyzed. The results obtained generally indicate that both the teachers and the students think that excursions are beneficial forte the realization of the educational process within the school and their opinion on the realization of excursions so far is positive.
excursions, extracurricular activities, primary school, pedagogical importance of excursions, realization of excursions
PEDAGOGICAL APPROACHES TO SOCIAL LEARNING, RELATIONSHIPS AND DEVELOPMENT IN EDUCATION
Abstract In modern treatment of education, the pedagogical approaches to social learning, establishing and building relationships, and the social development of participants, represents a new dimension in understanding and the access to education. Socialy- pedagogical approaches and the aspects to social learning, relationships and development, offers a completely different approach to the aims, role and expectations from and to the education. In fact enables the development of new ways and practices for the modern man in modern terms of educational and social relationships, communication and action. Through certain modern theoretical and practical foundation is encouraged and supported the setting up and implementation of pedagogical approaches to social learning, relationships and development of the participants in education, from conceptual, curricular, methodological and practical point of view, through the entire educational system. For closer treatment of the mentiones matter in accordance with existing educational practice and reality, a research was conducted by applying the appropriate methodology and methodological approaches and procedures. The survey covered various categories of participants in education, related to the educational process and practice, and reviewed some aspects of social learning and relationships that also affect the social development of the personality.
pedagogical approaches, social learning, relationships, development, education.
Авторско право(c) 2020 МЕЃУНАРОДНО СПИСАНИЕ ЗА ОБРАЗОВАНИЕ, ИСТРАЖУВАЊЕ И ОБУКА
COMMUNICATIONAL – LINGUISTIC COMPETENCES IN PRESCHOOL EDUCATION
Abstract Communicational -linguistic competences of educators from preschool education according to various surveys of educational and linguistic terms, recognize the importance that they have within the overall development of preschool children, as well as the qualitative exercise of the profession of educator. The importance of communicational – linguistic competence f educators even during in their initial education is paramount, not only to the development of language and speech in preschool children, but also for the development of the basic educationaly- social, communication relations and relations in everyday life and conditions. Preschool period is the starting point of personality development in all aspects, making communicational and linguistic abilities and skills are fundamental to the mentioned development. Communicational – linguistic competences of educators from preschool education developed since their initial education, constitute basic skills that are among the primary in their profession and the professional practice. For the immediate treatment of communicational – linguistic competences of educators from preschool education, research was conducted from qualitative and quantitative character, with an appropriate methodological approach and procedures, and based on which are drawn conclusions and recommendations.
communicational – linguistic competences, preschool educators, initial education.
A COMPARATIVE STUDY OF PHILOSOPHICAL COURSES SYLLABY INMACEDONIAN AND CROATIAN HIGH SCHOOLS
Abstract The text, as part of a broader analysis within the University project “Theoretical and practical update of the syllabi for the philosophical subjects (philosophy, ethics, logic, aesthetics) for high-schools” by the Institute for philosophy at the Faculty of Philosophy in Skopje, offers a comparative study of the high school philosophical courses syllabi in Macedonia and in Croatia. The main points of focus are the didactical objectives and outlined contents of the subjects, set by the syllabi in both countries. The general data from the preliminary comparison shows similarities in the presence of courses, with certain differences in the status of the subjects and in the number of years that they get taken. The didactical goals are similar in both countries, as philosophical subjects are expected to teach students how to properly think, how to use reason and arguments, how to substantiate claims, carefully communicate, employ value-thinking, extend compassion and solidarity, and learn to position themselves in society and in the world. The major difference, although this is not amiss in the Macedonian system, is the insistence, across all three subjects in the Croatian system, on the formation of informed, engaged, active and democratic citizens, aware of their own identity and the duties and responsibilities it carries, capable of cooperation in all societal roles. The approach to the study of philosophical topics differs – the Croatian is through problems (core philosophical problems, or topics of inquiry, tackled non-chronologically), and the Macedonian is through a historical overview of emergence of issues, authors, tendencies in philosophy (except in the elective Philosophy course, where the broad outline of the course is quite close to the Croatian). The preliminary impressions of the study of both systems lead to the suggestion that it is beneficiary to have Philosophy with both a historical and a problematic approach, that Logic, due to the competencies it gives to students, should be obligatory in Macedonia, and Ethics should be taken for three or even four years, and that Aesthetics should be expanded to all art schools in Macedonia.
philosophical courses, high school, objectives, contents, comparison
PARENTAL PARTNERSHIP FOR EFFECTIVE EDUCATIONALDEVELOPMENT OF PUPILS
Abstract The educational professionalism has to deal with the complexity of contemporary society, which requires a multidimensional approach to individual and collective needs. The dichotomy between social and health education, implied by the current double-track learning and training academic system, shows its limits in the introduction of a disparity in social acknowledgment - mainly due to a lack in legislation, that qualifies as “enabling degree” only the one related to health professions - which is likely to reduce the guarantees of citizenship rights, besides going on weakening the educational professionalism itself. An integrated model of lifelong learning comes out as a strategy in seeking a convergence between the two profiles, placing them in an organic project aimed to create generative connections between theoretical and experiential knowledge, transversal and specific, pedagogical and organizational skills, through which strengthen the value of educational social work.
educational professionalism, lifelong learning, acknowledgement.
Grading represents a series of procedures used to obtain information about student learning and education (observations, ratings of project realization, tests on paper and forming valuable judgements about the progress of learning). There are many different approaches and ways to grade students with disabilities in inclusive settings. These different philosophies often come into conflict with one another and the assessment of a student’s progress becomes a tense and stressful process for everyone that are involved. For students with disability educators, a fair and acceptable system of grading must be established before the grading happens. Above all, the grading system must be in accordance with the best practices, legal guidelines and the individual needs of the students who participate in the inclusive setting. Through joint efforts from the members of the IEP team, they should advance to identify important issues and strategies for evaluation and grading. The ratio of teachers towards the education of students with special needs is a deciding factor in increasing the inclusiveness of the school. Successful inclusion of the students with special educational needs in regular education depends largely on the availability of resources in the classroom and the way they are distributed by the teachers, also taking into account students without disabilities. The available time for teaching, knowledge, skills and working methods of the teacher also represents an important prerequisite for a successful inclusive process.
Авторско право(c) 2018 Milena Ilikj Peshikj
THE USE OF INTERNET IN THE LEARNING PROCESS
Although the main motive of using the Internet, especially Web 2.0 tools, is to exchange entertainment content, survey results showed that young people between 15 and 24 years are of the opinion that the use of Internet is possible in the learning process. The survey objectives were to register the content, purpose and the extent of Internet possibilities among young people and to determine their attitude regarding its potential use in the learning process according to their age. The hypotheses of this study were that the effective application of ICT in the learning process in certain areas correlated with successful learning outcomes. We assumed that the application of the Internet`s content varies in relation to age. The survey covered 173 students of different ages. The prevailing use of the Internet is for entertainment. Only 50% of students aged 15 to 19 uses the Internet with the aim of learning, while the older group, for the learning process and to stay informed. Even 78% of first year students use the Internet in the learning process, while 80% of fourth year students. Only three persons have written their own blog. Also, 94% of the oldest age group are members of internet forums whereas only 6 of youngest group visit them. Chat rooms are used for dating and socializing. These results emphasize the importance of monitoring the use of the Internet among young people and the introduction of the popular Internet space in education and provide a basis for further similar studies.
Авторско право(c) 2018 Bojana Perić Prkosovački, Snežana Šćepanović
CONTENT OF AESTHETIC EDUCATION IN PRIMARY SCHOOL
Aesthetic education is an integral part and necessary condition for the versatile and harmonious development of personality.Through it methodically and systematically are being developed the skills for: observation, experience evaluation and creation of beauty in art, nature, life and work. Each person at birth receives a certain disposition, whose development depends on a number of external factors (education, work, family, preschools, school, etc.).Contents for aesthetic education are all around us and are best understood and adopted in primary school. Modern school emphasizes the importance of proper development of aesthetic and creative abilities of students in all ages and levels of education adopting the curriculum, means of visual communication and enrichment of the daily lives of students with cultural events and arts, in which actively and creative, participate. School as an educational institution operates in the esthetic upbringing of many aspects : curricular and extracurricular activities , visits and meetings , exhibitions, publishing, film , theater and musical productions . Curricula for aesthetic education are located in all subjects who regularly are represented in the teaching process and further develop the aesthetic education and its important benchmarks.
Авторско право(c) 2018 Sabit Vejseli, Emil Sulejmani
SOURCES OF STRESS AND MOTIVATION FOR WORKING STUDENTS
Previous theoretical and empirical achievements in the field of educational psychology indicate that most research and studies are directed towards students, while there is a lack of research on the teacher's role and status in the educational process. If we regard teaching as an interactive process in which the leading actors are the teachers and the students, we must not disregard the impact of the ones on the others. It should be particularly highlighted that the teacher’s behaviour has an effect on: the student’s security, the level of anxiety, the value system, the mood, the adaptation and inadaptation, the academic success, the emotional balance as well as other types of behaviour. This research opens perspectives to many questions concerning teachers’ professional development and the characteristics they need to posses in order to fulfill their professional role successfully. The previous theoretical and empirical achievements in the field of educational psychology show that most reseach focuses on the students in the teaching process, thus neglecting the role of the teacher and their status in the educational process.
Авторско право(c) 2018 Frosina Denkova Zafirovska, Sofija Georgievska
HOW TO MOVE TOWARDS ENQA MEMBERSHIP?-MACEDONIAN QUALITY ASSURANCE AGENCY AGAINST ENQA EUROPEAN STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN HIGHER EDUCATION
Massification of higher education (HE), the entrance of new Public Management agenda and internationalization and globalization of HE prompts an increased pressure for accountability and the need for intensified quality control (Van Vught and Westerheijden 1994, Woodhouse and Stella 2006, Hopbach, 2012). In the context of expanded (state and private) higher education providers, the national quality assurance (QA) bodies, policies and practices are expected to play an important role in safeguarding the HE quality. This paper assesses the conformity of policies and practices of the Macedonian Higher Education Accreditation and Evaluation Board (HEAEB) with the European Standards and Guidelines (ESG) for Quality Assurance (QA) on external QA Agencies released in 2005 by the European Association for Quality Assurance in Higher Education (ENQA). Discussing HEAEB progress against ENQA membership criteria linked to its official status, activities, use of external procedures for QA, resources, mission, its independence and accountability procedures, it answers the question how close HEAEB is to achieve full membership. The multivariate analysis showed partial compliance at five and non-compliance at three of the total of eight ENQA standards, suggesting significant discrepancy between tasks prescribed under the HE Law and the HEAEB practices. HEAEB has not assumed yet the role for performing external evaluation of HEI, whereas ex-ante, paper–based and input oriented accreditation of higher education institutions and study programs proved to be ineffective. The research findings suggest lack of internal transparency and accountability procedures, no legal entity status and unfavorable situation with human and financial resources. This puts in question the operational independence of HEAEB and its efficiency. The paper provides recommendations for improved HEAEB effectiveness and achievement of full compliance.
European standards and guidelines for QA
Авторско право(c) 2018 Suzana Pecakovska
THE NEED FOR MARITAL EDUCATION IN MACEDONIA
In the past decades, the way marriage, marital life and intimate relationships function have considerably changed. Couples often choose to live in a non-marital community, delaying marriage and childbearing, and an increasing number of marriages are ending in divorce. Also, many relationships and marriages do not meet the needs and expectations of partners and tend to end up unhappylye. Numerous personal and social consequences arise from stress in relationships, conflicts, dissatisfaction, and divorce and they influence partners, their children and ultimately the whole family and society on multiple levels. Hence, the growing interest of researchers on topics related to marriage, divorce and intimate relationships and on the way to prevent the abovementioned consequences. In order to preserve relationships and marriages, partners need to learn how to be happy in that community, and the challengesto raise healthy and happy children. A possible strategy could be premarital and/or marital education, which as educational programs are increasingly introduced worldwide. The purpose of this paper is to explore the advantages of this kind of education and to consider possibilities for its introduction in the Republic of Macedonia.
Авторско право(c) 2018 Makedonka Radulovic
EDUCATIONAL PROFESSIONALISM IN THE ITALIAN DOUBLE-TRACK LEARNING AND TRAINING ACADEMIC SYSTEM
The educational professionalism has to deal with the complexity of contemporary society, which requires a multidimensional approach to individual and collective needs. The dichotomy between social and health education, implied by the current double-track learning and training academic system, shows its limits in the introduction of a disparity in social acknowledgment - mainly due to a lack in legislation, that qualifies as “enabling degree” only the one related to health professions - which is likely to reduce the guarantees of citizenship rights, besides going on weakening the educational professionalism itself. An integrated model of lifelong learning comes out as a strategy in seeking a convergence between the two profiles, placing them in an organic project aimed to create generative connections between theoretical and experiential knowledge, transversal and specific, pedagogical and organizational skills, through which strengthen the value of educational social work.
Авторско право(c) 2018 SettingsFrancesca Oggionni
THE IMPACT OF THE GLOBALIZATION AS A PHENOMENON IN FOREIGN LANGUAGE TEACHING
The globalization as a world process undoubtedly infiltrates all social categories and disciplines of life. This phenomenon affects each individual in a world that is constantly shrinking and affects one’s intimate existence within the communication, economy, health, medicine, everyday learning and more. It is a challenge especially for academic and teaching educational process as a whole. The word globe as a term etymologically comes from English language in the 15th century, which as a communication tool has emerged as a primary one in the information and technological processes in the 21st century. The globalization as a sociollogical element in a contemporary global society serves for expressing ideas, thoughts, emotions and value systems and its impact on teaching and pedagogy would be demonstrated by successful practice examples in teaching. We are going to talk about two contemporary methods in teaching English - Blended Learning and CLIL, and multiculturalism as well which are continually integrating the English language with other subjects areas and disciplines with the help of the information technology tools. The attention will be drawn to the growing spread of the introduction of standards and criteria in normative educational formal documents in English speaking countries such as CEFR, ELP, EU Framework of Key Competences, National Framework of Competences and other. The conclusion particularly in terms of the language teaching and realisation of the goals of educational language programs treats the language as a world language – lingua franca which surpasses the geographical areas and changes the local contexts, but also exists as an identification and peoples identity and culture.
EARLY GRADE READING FLUENCY AND COMPREHENSION IN MACEDONIA
Assessments of student learning in early grades, with instruments such as the Early Grade Reading Assessment (EGRA), offer an opportunity to determine whether early grade students are developing the fundamental skills upon which all other literacy skills build, and, if not, where efforts might be best directed. This is vital information for improving the quality of education, as the lack of quality assessment data in Macedonia, particularly after the introduction of several educational reforms, made it difficult to provide a clear overview of the current status of early grade student reading performance. The Foundation for Education and Cultural Initiatives “Step by Step” - Macedonia through the USAID Readers are Leaders Project, implemented in partnership with the education intuitions conducted nation-wide assessment in May 2016 with EGRA instrument of around 8,000 students at the end of Grade 2 and Grade 3 from 335 primary schools in Macedonian, Albanian and Turkish language of instruction. The results show that even students at the end of third grade do not have developed reading fluency, which directly affects their reading comprehension skills. Some of the examined environment factors show that education of parents, reading skills before starting school, availability of books at home and borrowing books from the library are predictors of better reading fluency and comprehension at school. The application of EGRA demonstrated that early grade assessments provide critically important information for opening a policy dialogue in order to inform education stakeholders of the current status of students’ performance, to review education programs and policy in the country and to raise awareness about the importance of reading in the early grades for all future learning.
Авторско право(c) 2017 Viktorija Dimitrovska
Globalization in the field of education is associated with the impact of global tendencies on national educational strategies and policies. Since the beginning of the 21st century, these have been the "philosophy" and the tendencies for lifelong learning and life-wide learning, which require the development of international and national strategies and measures to engage adults in educational activities and to expand the market of educational services. The organization and implementation of these services, the management of the adult education system and of the adult training process is a task for specific educational managers – adult education managers. This report examines the specifics of the activities and the tasks of adult education managers (at different levels of management), the qualities and the competencies they need in order to cope successfully with their responsibilities as well as their university training. The requirements for adult education managers’ education/training and status in the USA and New Zealand are presented.
IMPLEMENTATION OF E-LEARNING IN TEACHING
Today more and more we talk about a new form of knowledge transfer and learning based on the application of new modern information and communication technologies (ICT). New forms of knowledge transfer and learning using new modern information and communication technologies is e-learning. E-learning requires the rapid growth of knowledge and always changing plans and programs which are dependent on new innovative methods. This new vision of learning can be modernized educational process and teaching itself. The paper gives an overview of the conceptual definition of e-learning as well as its implementation in the process of instruction. A particular emphasis is given to the advantages of e-learning compared to traditional education in our country and the neighboring countries.
Авторско право(c) 2017 Lazar Stošić, Samson O Fadiya, Zafer Ağdelen
ARE SELF-ORGANIZED COMMUNITES A LEARNING SITE? (A case study of informal learning and social action in Maribor, Slovenia)
Article deals with participatory democracy as an informal experience-based learning process in communities. It investigates the mutual community learning that takes place through collaborative public action and elaborates the insights into the processes of social learning in self-organized district communities’ assemblies in the second largest Slovenian city, Maribor. Research, conducted in 2015 and 2016, is based on observations of democratic participatory practices in different communities, 12 interviews with participants of self-organized community assemblies and a focus group with self-organized community assemblies’ member. Following the Schugurensky’s research (2013), where he developed methodology for informal learning that occur in the public deliberation and community direct decision-making process, in our research we tried to reveal participant’s personal biography on civic and political engagement and reasons to join self-organized communities, participant’s positive and negative experiences with it and democratic and political learning. The ‘learning outcomes’ were measured through a series of indicators considering knowledge, values, skills and practices and by 5-point Likert scale. Comparison with related scientific work, especially with Schugurensky pioneer study on informal learning through participatory budgeting by assemblies in Brazil, Argentina and Uruguay (Schugurensky 2013; 2001; 2000; Schugurensky & Pinnington 2010), is made. Results show a strong emphasis on the collective nature of learning, the production of knowledge from below and ‘learning democracy by doing it’. Self-organized community assemblies create epistemic communities where new knowledge is produced, shared and communicated, and where several social learning strategies are generated.
Авторско право(c) 2017 Sabina Jelenc Krašovec, Marta Gregorčič
TASKS OF HIGER EDUCATION IN A MODERN GLOBAL SOCIETY
This paper outlines some specific issues related to the task of Higher education for the future. Research and teaching, the traditional mission of the university, are still central goals. Nowadays equity and inclusion are expected instead of elitarian access, and that implies successful learning for all, for disantvantaged groups too. Among the other tasks, the University has to create the conditions for developing ethos and social responsibility in the learning life of the students. Democracy of staff in the academic community, students participation, and active learning are to be encouraged. Criteria for Quality Assurance are to be developed, overcoming superficial standards and rankings in direction to indicators of community life and empowement of students (a Higher Education Development Index). In order to perform this tasks in the global scenario Universities need to keep their autonomy and to increase the awareness of their responsibility in giving their specific contribution for culture and society. The Internationalisation of Higher Education at Global Level (cooperation, networking, exchange of best practices, mobility, mutual recognition of outcomes) are costitutive parts of the University life. This article underlines the importance and contribution of Tertiary Level Educational Institutions to overall objectives in the fields of science, teaching, democracy, equity, internationalisation and human rights.
DETERMINING THE NEEDS OF EDUCATION AND ENVIRONMENTAL PROTECTION
The frequent occurrence of natural disasters with devastating consequences, pollution of all environmental media, outdated industry, uncontrolled traffic, military actions, the use of depleted uranium and other devastating actions show the need for education and environmental protection. The educational process is the basic environment in which this needs to be realized. The paper aims to analyze the role of the subject programs that reach content through education and training for the disciplines related to the environment. It is particularly pronounced comprehensiveness of those syllabuses of primary compulsory education and the results of graduated students of higher education. Research and collection of the required materials are done through the proper methodology that includes conducting a survey of a student population.
Авторско право(c) 2017 Marina Malish-Sazdovska
BIOETHICS EDUCATION: INTEGRATIVE SENSE AND BIOETHICAL SENSIBILITY
When reflected upon, the rapid advancements of bio-medicine, natural sciences and technology are associated with an awareness about the implications of their progress and the possible dangers they carry. А much needed multidisciplinary, pluri-perspective approach of multi-dimensional thinking flourishes in the efforts of integrative bioethics, a self-reflective discipline which serves as an orientation background, offering an integration of perspectives. Bioethical sensibility is a life-long developing ability to be aware of the importance of life, the living (bios), and to acknowledge and tackle issues of bioethics. Bioethics education, although it is still in a somewhat confused state, in a stricter sense focuses on providing appropriate profiles and members of bio-medical professions, science, industry and law with key concepts and references, preparing them for the problems they are going to be facing in dealing with matters of life, and in a broader, more metaphysical sense, continuously encourages bioethical sensibility, in order to build morally excellent characters, deeply concerned about the state of forms and problems of life, not just in individual professional settings, but on all levels connected with the living, the care for otherness, and the planning of a safe and prosperous future. The text examines the points of integrative bioethics and the importance of the nurturing of bioethical sensibility through a comprehensive bioethics education; combines Potter’s idea of bioethics as a bridge to the future with Vuk-Pavlović’s idea of education as actualised (in the) future; shows how character education is fundamental in shaping and developing sensibility for the living; and briefly examines Jahr’s bio-centric approach in bioethics education.
Авторско право(c) 2017 Marija Todorovska
THE VOICE OF EXTENDED PROFESSIONALS – LEARNNG COMMUNITY MEMBERS
This paper focuses on the development of teacher professionality in Macedonia. It arises from a FECI ‘Step by Step’ Macedonia initiative to develop school-based ‘learning communities’ in which all parties (teachers, students and school management) have an equal voice, trust one another, share a common vision and rely on personal agency for creating a positive change in the school. The learning communities is a component of the USAID ‘Readers are Leaders’ Project aiming to increase early-grade students’ literacy and numeracy capacities. These activities draw on earlier work within the International Teacher Leadership initiative (Frost, 2011). A survey was sent to learning communities members (341) to respond to 12 themes which correspond to aspects of professional identity. The survey, developed by Education International and Leadership for Learning (Cambridge Network), consists of 20 pairs of statements, first statement asking participants to respond in relation to the actual state (what is), while the other asking them to respond about the desired state (what should be). This paper focuses on three of the twelve themes most related to areas of professional identity that have appeared in the open-ended portion of the survey: teachers’ influence in policy and practice; choice and judgement in matters of pedagogy and school evaluation/inspection. The data gives insight into teachers’ opinions about their current status, level of freedom and new education reform as an implied commentary of their professional identity. The discussion focuses on the learning communities initiative’s potential to scaffold a lifelong learning culture among teachers based on extended professionalism and personal agency.
GENDER INFORMAL EDUCATION IN CONTEMPORARY ITALIAN CONTEST
In the pedagogical field, the need for helping young generations in the composition of their gender subjectivity has been highlighted. The main aim is to provide them useful means to deconstruct heteronimy and dependence conditions and to stimulate the identification and development of the various differences gender can take on. The intentionality of educational projects nevertheless remains far from the educational processes which inform gender learning and lie in educational experiences defined by pedagogical research as informal and widespread. Within this frame, research meant to collect and examine different gender formation stories of some young women; we investigated the traces and peculiarities of informal educational experiences composing the aforementioned stories and studied the attributions of meaning which these young women refer to their experiences. The recurrences identified in the collected material allowed us to detect some possible traces of informal and diffuse upbringing by means of the gender disadvantage and to investigate (informal) didactics and contents. Echoes of this disadvantage were also found in the modalities by which the young women thought and shaped their experience and in the way the conceived their gender construct. The pragmatic orientation which informed the research and motivated the attention for contemporaneity and the young women living it, characterizes the obtained results as a possible functionality which makes this study a contribution to the knowledge and understanding of gender construction stories and a possible preparatory basis for the definition of dedicated educational projects.
Purposefulness is the basic determinant of human activities and the prerequisite for any successful result. It enables raising awareness, and any conscious action. The awareness, amongst others, implies recognition and successful rational activity based thereupon. Analysis of numerous sources suggest that many pedagogues, teachers in particular, generally have no teleological competences, which negatively affects the successful realization of school curricula and the general efficiency of school systems, as well as the epistemology of pedagogy. This assertion has been the light motive for theoretical consideration of teleological competences, considered as one of the basic educational competences of teachers. The paper considers teleological competencies’ determinants, perceived as general intellectual competence, and its purpose in teacher’s pedagogical activities. Through the concrete examples based on pedagogical theory and praxis, the thesis on inadequate teleological competence of teachers, is argued. Pursuant to the analyses of relevant pedagogical and lexicographical sources, including and providing practical examples, both theoretic and colloquial conceptual confusion, is settled. The conclusion highlights the need to insert into the pedagogical modules curricula at teacher-training faculties, contents and activities that would train students for teleological competencies.
Авторско право(c) 2017 SettingsJosip Milat
NOVODIDACTICS ACCORDING TO THE INTERDISCIPLINARY CONTEXTS
In this article the authors describe the methodologically different modalities of new psycho-didactic direction of novodidactics, they show its connection with different modern sciences. Novodidactics as a scientific discipline can detect developing resource in the educational process of formation of tolerance of young people in a multicultural society , as well as in the areas of cognition , not directly related to learning - semiotics , synergetics , acseologics theory of meanings. Upon to the opinion of the authors, the development is the condition of human life and the lags in development affects on the quality of life negatively. If we take the development as the global aim of education and education in general, in accordance with this we are to interpret basic didactic concepts. We can understand the specifics of such interpretation only by having overstepped the bounds of traditional monistic methodology, going to the level of interdisciplinary understanding of the problem. Authors describe different aspects of interdisciplinary , analyze the fields of participation in didactic knowledge: didactic in the context of mathematics, physics, didactic in the context of the human physiology, didactic in the context of psychology, didactic in the context of logic, didactic in the context of ethics, didactic in the context of aesthetics, didactic in the context of sociology, didactic in the context of anthropology, didactic in the context of philosophy.
Авторско право(c) 2017 Irina Abakumova, Pavel Ermakov, Vladimir Fomenko
PEDAGOGICAL SUPERVISON: A PROFESSIONAL TOOL FOR GUARANTEEING THE QUALITY OF SOCIAL WORK
Pedagogical supervision is a meta-reflective tool that activates analytical processes in relation to educational practices by focusing on intentionality and planning. It is an indispensable resource for conducting educational work with teams, maintaining the quality of services and continuously re-designing interventions. It is a lifelong learning tool that stimulates social educators to think critically about their identity, role and professionalism, enabling them to conceptualize knowledge acquired in the field and to formulate connections between theories and intervention strategies.
Авторско право(c) 2017 Francesca Oggionni