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This article analyses general EU policy, its development, strategic goals and perspectives in the field of education and vocational training. The purpose of this article is to overview the main assumptions for general educational policy in the European Union and main tasks for the Lithuanian policy in the field of Vocational education and training.
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The article presents an overview of career counselling in Lithuania and analyses further opportunities of creating an efficient and coherent national system. It also discusses legal basis, which creates preconditions for the development of career counselling services. Functions of the leading institutions are defined together with the methods used to create career counselling planning and coordination system. An attempt is made to provide a more comprehensive overview of the range of career counselling services. The work highlights the necessity of training career counsellors who could be able to perform this job in a professional way. It also grounds the importance of qualitative career counselling services, career education in general secondary schools and preparing young people to live under the changing labour market conditions.
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The article discusses problems of upbringing, particularly, the impact of social events upon personal development. Analysis of scientific works and practical pedagogical activity revealed scientific hypothesis that belonging of people to formal societies (family class, school), active participation in after school events have positive effect on socialization process. Long term (27 years) scientific research observing social-pedagogical change of teenager relations confirmed the hypothesis and revealed the main social factors which influence person’s socialization
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The authors have isolated the problem of the coordination of the teaching and learning process in the transition of a learning culture from traditional teaching towards open learning. In this article the theoretical model of teaching-learning paradigms is presented and the dimensions of open learning are isolated: the role of a teacher, the role of a student and the types of learning tasks and exercises. The practical case of the identification of dimensions has been presented and the results are discussed in this paper. The authors suggest that identification of three dimensions, namely the role of a teacher, the role of a student and the types of learning tasks and exercises, create the possibility to reflect on the teaching-learning process.
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Arbeiten und Lernen sind nicht nur zentrale Kategorien hochentwickelter Industriegesellschaften, sondern sie bilden in Form des „Arbeits-Lernens“ auch eine wichtige technikdidaktische Zielformel. Die Zielfunktion des Arbeitslernens ist die Förderung einer umfassenden (ganzheitlichen) Handlungsfähigkeit des Individuums, bezogen auf Fach-, Methoden-, Sozial- und Individualkompetenz. Die Autoren referieren aus vorwiegend berufspädagogisch geprägter Perspektive die Intentionen und Ziele des Arbeitslernens. Gleichzeitig soll damit eine Diskussion über die Aspekte und Ziele einer ganzheitlichen Techniklehre und Technikdidaktik initiiert werden.
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Knowledge is one of the most important parts of social worker competence. This profession requires knowledge in various social sciences including social work knowledge; consequently, social work knowledge becomes multipartite and complex. Due to this reason not only people unrelated to social work but social workers themselves find it hard to identify social work knowledge. The article discusses the assessment of social work knowledge by social workers who do not have social work education and general social worker knowledge.
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This paper identifies institutional obstacles that prevent improvement of quality of primary education in public schools in Serbia. Using microeconomic analysis author explains how the institutions generate negative incentives for employees in public schools. The author candidates Milton Friedman’s voucher model for financing primary education as a solution for this problem.
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In 2005 a new school-leaving examination was introduced which caused a major change both in secondary and tertiary education in Hungary. Like in other European countries, the school-leaving examination has two functions: it is the closing act of the secondary studies and at the same time it is the entrance examination to higher education. In the present study we compared the Hungarian, German, Portuguese, and French school-leaving examination tests in English as a foreign language. Attention was focused on the structure, text and task types, as well as on the vocabulary of the tests. We found that the Hungarian exam differs in a number of aspects from the tests in other European countries. On the whole the Hungarian written paper resembles a monolingual proficiency exam test. The German, Portuguese, and French exam papers are classical school-leaving tests in the sense that besides measuring language proficiency they refer back to students’ secondary school studies in English culture and civilization.
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The present article aims to interlink the following aspects related to cross-cultural European experiences: the educational mobility, as a subtype of modern physical and cultural flexibility, the cosmopolitan identity and values, to whom this type of mobility can give birth to, in similar circumstances all over the continent, and the way these are shared by individuals. The paper draws on the empirical research performed in an intercultural community, amongst Erasmus students incoming to Bordeaux, France, during the former academic year.
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The paper deals with the social and environmental consequences of economic commodity, commercialization, and fragmentation of the Bologna education system in Bosnia and Herzegovina. The main thesis of the paper states that in order to speak about the global, regional, and local importance of maintaining Bosnia and Herzegovina and its immanent diversity, we are to speak on the basis of qualitative analysis, and not only with the help of econometric analysis which is integrated in the Bologna system of defining the very concept of education, university, quality, and sustainability. The central auto-referential problem is that the Bologna system – in the language itself – is subordinated to the dominant discourse of ‘knowledge economy’ and described in terms of economy (e.g. efficiency, effectiveness, stakeholders, satisfaction, etc. The fact which is completely ignored is that about 50% of unemployed persons are young people, of whom the majority has completed high school and college). Therefore, we advocate for a different criteria of sustainable development in Bosnia and Herzegovina, which would recognize the specific history and the present and future sustainable environment of this state.
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"This article investigates the phenomenon of how academic dissertations have come to gain full status as a source of research. We present some major initiatives of digitalization and identify a number of interesting web-sites or URLs."
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Osim opismenjavanja, humanitarnog rada, graditeljstva, poljoprivrede… fra Didak Buntić je veliku pozornost pridavao i zdravlju svojih učenika, ali i cijelog hercegovačkog puka. U svom obraćanju posebnu pozornost posvetit ću upravo tom manje poznatom detalju. Fra Didak je zahtijevao cjelovit odgoj koji obuhvaća čitava čovjeka – i tijelo i dušu. Pozornost je pridavao i tjelesnom razvoju učenika. Često je i sam dolazio na sate tjelovježbe i izvodio vježbe pred učenicima. „Svom dušom profesor i odgojitelj“ – tako su širokobriješki đaci govorili o fra Didaku Buntiću.
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Cilj je ovoga izlaganja otvoriti raspravu o tezi da je stav o važnosti izobrazbe nastavnika i učitelja kao podloge za unapređivanje obrazovnih procesa u hrvatskom školstvu obezvrijeđen modelom (uvjetima) napredovanja sveučilišnih nastavnika. Dakle, tvrdim da model napredovanja sveučilišnih nastavnika, odnosno, kriteriji za izbor u viša zvanja, ne prepoznaje potrebu za edukacijom sveučilišnih nastavnika za rad u nastavi te da takvo stanje inhibira kvalitetu obrazovanja nastavnika i na nižim razinama.
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Fra Didak Buntić (1871 – 1922) is one of the greatest, if not the greatest, name of Herzegovina. He was a complete man: a priest, politician, builder, economist and educator. As no one else, he believed in the power of educational activity. He was a teacher and educator of his Croatian Herzegovinian people. He worked as teacher and headmaster of the grammar school at Široki Brijeg; as politician and priest he launched Croatian peasant schools of the Croatian National Community, worked out the original method of their operation and almost eliminated analphabetism in Herzegovina. Persistent in spreading literacy of the people, in promoting the Široki Brijeg Grammar School, and full of confidence in the educational mission of his Herzegovinian Franciscan Community, he believed in, with incredible enthusiasm and trust, in the need for his brethren to study at colleges all over Europe, so that, upon the completion of their studies, they could bring their acquired knowledge to their people and their Herzegovina.
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The folklore dance, which is one of the sections of the folklore society, has in many ways a positive effect on children. The participation in the folklore dance arouses in children the interest in, the understanding of and the respect for the popular art creativity; at the same time they develop the sense and need to preserve the folk heritage. Within this paper a research was carried out whose aim it was to find out how many third grade students of two elementary schools in Županja, the Republic of Croatia, participate in the extracurricular activity folklore dance and how folklore dance rehearsals are organized for the students of the lower school age in the folklore societies of the town of Županja. The data were gathered during March and May 2013 by means of a systematic observation of the folklore dance rehearsals and by polling the third grade students of primary schools. The results have shown that out of a total number of third grade students in Županja (N = 94) a relatively small number, only 11 (12%), participate in the work of the two folklore societies, i.e. 10 students participate in the folklore and 1 student in the tamburitza section. A large number of students (61 students or/65%) are not familiar with the existence and activity of folklore societies, so one should work some more on the animation and information of students about the activity of these societies and the possibility of joining the folklore sections.
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The basic changes in school should guarantee an improvement of students’ achievements through the changes of organizational processes, contents and teaching procedures, structure and culture. Therefore it is necessary to develop the guiding/collaborating management and to ensure the transition from the reaching/learning model to the concept based on Gardner’s multiple intelligence. The new NPP should be consistent and coherent with the learning results defined in advance. During teaching it is necessary to make possible the realization of results at several levels (to learn: to know, to do, to live, to be, to evaluate and to believe). When forming the teaching strategies it is necessary to start from the assertion that everybody has an intelligence that functions in various ways (new learning paradigm). Besides, it is necessary, through versatile approaches, to ensure meaningful and contextualized learning. In this respect collaborating learning may be considered as an important alternative of the competitive model of teaching, this under the condition of a critical reexamination of the time schedule, spatial organization, roles and relations in school, and the adoption of a new structure of school, which is changed directly in contrast to the culture, which can be acted upon only indirectly.
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The knowledge economy requires an interdisciplinary character. A society based on cultural diversity must invest in education, health and other social programs. Innovation is a key issue of our time. It is a multidimensional concept beyond just technological approach including, for example, service innovation, organizational innovation or business model. In the new global civilization based on innovation, economies have as a priority component of technological development leading to a high level of competitiveness and human development. Technological progress is essential to human progress.
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