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E-learning for Cultivating Entrepreneur Skills in Business Engineering

Author(s): Suzana Carmen Cismas,Ion Dona,Gabriela-Ionela Andreiasu / Language(s): English Issue: 4/2016

Business engineering educates entrepreneur abilities by traditional teaching and virtual learning. Inter-disciplinary e-skills influence employability and further careers. Contemporary multi-disciplinary organizations include economists, engineers, lawyers, marketers and scientists, who capitalise formal and informal learning, so entrepreneurship is no longer mere innate talent, but a perfectible set of skills facilitating business survival and prosperity on a global market. E-learning thus enhances social inclusion by education in our modern knowledge society, where enterprise e-skills are keys for wider engagements: strategic thinking and planning, effective communication, and networking capacities which support the transition from academia to business.

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ANDRAGOŠKI SUSRET MEDICINE I ODGOJNIH ZNANOSTI: EDUKACIJA EDUKATORA NA MEDICINSKOM FAKULTETU U MOSTARU

Author(s): Vesna Varunek,Mirjana Mavrak / Language(s): Bosnian Issue: 1/2015

The Office for the Quality of Teaching at the Medical Faculty in Mostar has developed a model of professional development in accordance with its work responsibilities and the needs of teachers who work with adults/student. This model is conceived as a meeting between educational sciences and medicine. This article describes the process of designing and implementing the professional development for teachers and associates on the Medical Faculty of the University of Mostar, which has been realised by experts in the field of medicine and adult education, by experienced professors in adult education. The process is based on recording teacher’s needs and analysing of student surveys, which has been carried out by the Office for the Quality of Teaching at the Medical Faculty in Mostar. The mentioned Office was also the coordinator of the education but also a participant in the realisation of a section of the teaching. This paper supports the thesis that adult education has its own achievement in transdisciplinary areas of different sciences and even in medicine, which is evident from the text below.

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Nowoczesna technologia sprzymierzeńcem w nauce języka obcego: kurs Olive Green

Author(s): Anna Mróz / Language(s): Polish Issue: 1/2020

Przedmiotem artykułu jest wykorzystanie kursu Olive Green do samodzielnej nauki słownictwa w języku obcym. Można go uznać za innowacyjne narzędzie, ponieważ jednocześnie jest filmem interaktywnym, grą oraz platformą e-learningową. Wspomniane elementy nie były dostępne wcześniej dostępne na taką skalę w innych interaktywnych kursach językowych. We wstępie odniesiono się do zjawiska rozwoju technologicznego i jego wpływu na dziedzinę edukacji. Następnie omówiono powody istotności uczenia się słownictwa. W głównej części artykułu została przedstawiona analiza kursu Olive Green. Omówiono pokrótce program SuperMemo, który jest jednym z komponentów wspominanego narzędzia. W dalszej części dokonano analizy takich aspektów, jak funkcjonalność, interaktywności i gamifikacja w kursie. Kolejno omówiono sposoby samodzielnej nauki słownictwa przy wykorzystaniu różnych elementów kursu. Dokonano analizy przydatności list ze słownictwem, MemoKart, napisów w filmie interaktywnym oraz pozostałych ćwiczeń leksykalnych. Uwzględniono również sposoby, w jaki kurs umożliwia weryfikację i przetwarzanie nowo poznanego słownictwa. W podsumowaniu przedstawiono zalety wykorzystania kursu Olive Green do nauki słownictwa w języku obcym. This article offers a descriptive analysis of the Olive Green course for innovative self-directed vocabulary learning in a foreign language. It can be considered as an innovative tool since it integrates an interactive film, a game and an e-learning platform. These elements have not previously been available so broadly in other interactive language courses. In the introduction, the phenomenon of technological development and its impact on education is described. Next, the importance of learning vocabulary is discussed. The main part of the article presents an analysis of the Olive Green course. The SuperMemo programme, which is one of its components, is briefly described. In the following section, functionality, interactivity and gamification of the Olive Green course are discussed. Subsequently, ways of self-directed vocabulary learning with the use of various course features are analysed. The discussion of how the course enables the verification and processing of vocabulary is also included. The summary presents the advantages of using the Olive Green course to foster vocabulary learning in a foreign languag

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The Specificity of Professional Learning Communities in Romania

Author(s): Anca Luștrea,Mariana Crașovan / Language(s): English Issue: 2/2020

Romanian educational system is in a constant search for reform, due to one of the highest rates ofstudents` underachievement in basic skills and lack of qualified teachers among EU member states.It is well established that professional learning communities (PLCs) can be a solution for bothproblems, aiming to enhance students` results by teacher collaboration in learning and professionaldevelopment.This study aims to determine the specificity of Romanian PLCs in relation with some contextualfactors - school size, school environment (urban or rural), type of school (general or special school),professional development procedures at school level, and the individual factors that can impact thePLC, represented by teachers` personality structure. To answer the research question, reflecting onwhat contextual and individual factors determine the specificity of PLCs, two online questionnairesand a demographic survey were distributed to teachers across Romania. First, the SchoolProfessional Staff as Learning Community Questionnaire (SPSLCQ) was validated on the 253participants, the original five-factor structure of SPSLCQ adequately fit the sample and proved to bea reliable instrument in the Romanian population.The results showed the Romanian PLCs` do not significantly differ from other countries: the mostrepresentative PLC dimension is shared vision, the organizational factor which explains best the PLCis the existence of strong at-school-level professional development procedures. School size bestdescribes the differences between PLCs, but they do not differ in terms of school environment andschool type. The personality factor that correlates the most with PLC is conscientiousness, but thecorrelation is non-significant.These results suggest that for functionally stronger PLCs, the school should implement professionaldevelopment procedures at school level, based on collaboration and mutual learning in small groupsof teachers.

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Ambivalencie

Author(s): Xénia Bergerová / Language(s): Slovak Issue: 4/2019

A pedagogue in relation to the art education process and in relation to the student. Influence of artistic thinking on the pedagogical process, creation and study.

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EXPLORING THE LEADERSHIP SKILLS OF PRE-SERVICE SOCIAL WORK STUDENTS: IMPLICATIONS FOR SOCIAL WORK EDUCATION

Author(s): Nadiia Horishna,Hanna Slozanska,Olga Soroka,Liudmila Ivanivna Romanovska / Language(s): English Issue: 5/2019

The importance of leadership is discussed widely in the social work literature. However, little is known about the leadership skills of social work students and factors affecting their development in the environment specific to higher educational institutions (HEIs). This research aimed to find out what skills pre-service social work students had related to leadership and to determine if significant differences existed in terms of such predictor variables as level and form of study, employment status, and involvement in co-curricular activities. The research employed the quantitative approach based on a descriptive cross-sectional survey involving a sample of 158 social work students from three Ukrainian universities. The research group consisted of 88% female and 12% male respondents, aged between 19 and 31. Data were obtained through the Student Leadership Outcomes Inventory, which contained 60 items measuring skills on 8 scales: (a) self-management, (b) interpersonal communication, (c) problem-solving and decision-making, (e) cognitive development and critical analysis, (f) organization and planning, (g) self-confidence, (h) diversity awareness, and (h) technology which served as outcome variables. All items were rated along a 5-point Likert scale, from poor (1) to excellent (5). The results of the research revealed lower than average levels of leadership skills and existing significant differences by outcome variables for the sample population. The findings suggest the need to strengthen the leadership skills of social work students through the implementation of formal and informal developmental activities and recognition of leadership participation within the social work curriculum.

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PRACTICAL EDUCATION OF ADULTS WITH INTELLECTUAL DISABILITIES USING A WEB COURSE

Author(s): Petr Benda,Jan Pavlík,Jan Masner / Language(s): English Issue: 4/2019

Education of adults with intellectual disabilities in labor activities can help them to successfully and repeatedly carry out their work tasks and significantly help their self-realization. The problem is that the need for frequent repetition of already learned skills requires the constant presence of a teacher or caregiver since such a worker is not able to work independently. This situation increases the cost of employing people with disabilities. The aim is to find a way to reduce the necessary number of caregivers needed in this kind of activity and enable greater self-sufficiency of workers. The presented research intended to verify whether a web course could be an effective educational tool for people with intellectual disabilities. During the research, a group of ten participants with intellectual disabilities was educated to acquire basic skills in horticulture. The first teaching was realized through practical demonstrations at the workplace in the university production garden by professional gardeners. After these demonstrations skills of all participants were verified and so the basic level for further verification and comparison of knowledge was set. Subsequently, using three approaches of repeating the already learned practical curriculum (verbal repetition, no repetition, and repetition using the web course) and different time intervals, the level of knowledge of each participant was verified. Statistical methods were used to compare the results of different repetition approaches. Research results demonstrated that a web course, with specific content that consists of video or animation, combined with the use of pictograms for confident navigation, can be used by people with intellectual disabilities with good results. At the same time, in addition to practical teaching, this was the second best-rated approach of repeating knowledge. Using a web course, participants achieved similar work results as they did in practical teaching.

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STUDENTS’ PERCEPTIONS ON DISTANCE EDUCATION: A CASE STUDY IN MOZAMBIQUE

Author(s): Alzira Manuel,Domingos Buque,Rosário Quive / Language(s): English Issue: 2/2021

Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people’s learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student’s performance in DE in the selected higher education institution.

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SCIENTISTS’ PERCEPTIONS ON THE NATURE OF NANOSCIENCE AND ITS PUBLIC COMMUNICATION

Author(s): Antti Laherto,Frederike Tirre,Ilka Parchmann,Lorenz Kampschulte,Stefan Schwarzer / Language(s): English Issue: 1/2018

Some level of understanding of and about nanoscience and nanotechnology (NST) has been suggested as being relevant in up-to-date scientific literacy for all. Research scientists working in these fields are central in current efforts to inform and engage the public in NST. Earlier research has shown that scientists can contribute to authentic science learning, but communication always entails roles that affect the choice of content. This study investigated NST researchers’ views on the nature of their research and their preferences in NST communication. Eight experienced professors working in various fields of NST were interviewed. Semi-structured, in-depth interviews focused on the scientists’ views on 1) the nature of their research, and 2) aspects of NST that should be communicated to the public. Qualitative content analysis of the interviews revealed that the themes the interviewees highlighted when describing their research (interdisciplinarity, size scale, methods, objects, nature of NST in general) were somewhat different from the ones they considered as important for communication to the public (applications and products, risks and benefits, visualizations). The results problematize the simplistic notion that exposure to real scientists would unquestionably enhance the authenticity of science learning. This study gives insight for research and development of science communication, especially scientists’ role and training in it.

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ADULT EDUCATION IN MOZAMBIQUE: BETWEEN EXPECTATIONS AND POSSIBILITIES

Author(s): Alzira Manuel,Domingos Buque,Rosário Quive / Language(s): English Issue: 6/2017

Adult education has been and continues being an important area of education. In developing contexts, it is considered the way for social inclusion and poverty reduction and it is expected to provide knowledge, skills and values to youth and adults who did not get opportunity to education in their early age. Adult education also serves as a way to improve people’s competences throughout their life span. However, the concept of adult education in Mozambique has been used as literacy, referring only to the development of reading, writing and calculation skills. Using content analysis of documents, this research attempts to gain insight of adult education in the context of Mozambique. The findings reveal that adult education in the perspective of change and development as it is in Mozambique is linked to the objectives of poverty reduction and social inclusion. In this sense quality and relevance in adult education, as in other type of education, is needed to be able to develop functional knowledge and skills to youth and adults and allow them continuing learning in their life. Literacy and adult education have been considered an important field for social and economic development in the country, but contextual factors contribute to a narrow perspective of adult education, focusing mainly on literacy and numeracy as its final goal.

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Information Technologies, Education and Skills for IT Jobs Challenges

Author(s): Milica Popović,Miroslav Miškić,Boris Jevtić,Goran Kvrgić / Language(s): English Issue: 3/2020

The aim of the research is to contribute to the theoretical and practical measuring ICT skills shortages on the domestic labour market. Serbian ICT industry is taken as a case study. Key findings show that the country needs to ensure that its education system, policy settings and business practices are all working towards equipping the country’s workers with the required basic and new technological, digital skills. This will ensure that the Serbian workforce is well placed to meet the future challenges associated with digital disruption. To the usually proxied way by various measurements and concepts, while reliable and consistent data are often scarce, the efforts of the authors are built around quantitative indices or qualitative, assessment of the future needs of ICT skills of the labour market. The paper contributes to an innovative risk-based approach to identifying skills shortages and surpluses, listing ICT occupations that have been prioritized and discusses through the sector analysis the reasons underlying these mismatches and attempts that are possible to tackle them.

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THE CHALLENGES OF ADULT EDUCATION POLICY IMPLEMENTATION IN MOZAMBIQUE

Author(s): Alzira Manuel,Oleg Popov / Language(s): English Issue: 1/2016

The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of ‘Education for all’ and ‘Education for development’. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers.

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Wykorzystanie wywiadów kognitywnych w projektowaniu kwestionariusza wywiadu na przykładzie badania uczenia się osób dorosłych

Author(s): Paulina Adamczyk,Marika Markowska,Marta Petelewicz,Katarzyna Piotrowska,Joanna Stankowska / Language(s): Polish Issue: 1/2021

The article presents an analysis of the cognitive interviews that constituted the first stage of the pilot of the interview questionnaire as part of the “Adult Learning in Poland” study. The available results of international studies indicate a relatively low level of adult participation in education in Poland, whilst also pointing to differences in the values of indicators between the studies. From the literature review it can be concluded that these discrepancies result from differences in operationalization, ways of category aggregation, and other factors. It was assumed that the use of cognitive interviews, including the ‘thinking aloud’ and ‘verbal probing’ techniques, would make it possible for the respondents to find ways to interpret concepts and understand questions, as well as enabling the the researchers to identify issues with a high level of sensitivity. A discussion of the analysis of the collected empirical material; the methods of conceptualizing the terms used by the respondents; and the issues causing them discomfort – were all discussed based on the results of the observation conducted during the interviews. The proposed modifications of the interview questionnaire are presented. These changes were implemented in order to reduce the risk of obtaining incorrect results with a high risk of measurement error, and to ensure the well-being of the respondents during the interviews. The conclusions concerning the use of the cognitive interviewing technique as an element of the pilot survey – as well as the methodological conclusions regarding the cognitive interviewing technique – were also presented.

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LIFE SATISFACTION AMONG PEOPLE AGED 60 AND OVER, PARTICIPATING IN RESTRICTED SOCIAL NETWORKS IN POLAND: RELATED VARIABLES

Author(s): Agnieszka Kozerska / Language(s): English Issue: 1/2015

From the perspective of adult education, the engagement of older people in developing relationships with other people is related to their learning and creating their identities. The research conducted in the areas of various countries shows a relationship between a social participation of seniors and their well-being. Moreover, participation in rich social networks, composed of many people, coincides with a high quality of life. The article focuses on senior citizens functioning in restricted networks (less numerous social networks, consisting of several people).The study is to serve three purposes: firstly, to identify determinants of a subjective assessment of own life of senior citizens living in restricted networks; secondly, to analyse a relationship between seniors’ subjective, general assessment of life and their opinion on what determines a successful and happy life; thirdly, to analyse the relationship between seniors’ subjective, general assessment of life and the ways they handle problematic situations. The analysis has been conducted on the basis of the data collected in 2013, available to the general public on www.diagnoza.com. The data was collected within the Social Diagnosis (Diagnoza społeczna) project. The objective of the Social Diagnosis is an investigation of the conditions and quality of life in Poland. It is based on panel research. A questionnaire has been used as a research tool. The article presents information regarding 5623 individuals, aged 60+functioning in restricted social networks in Poland. The Mann-Whitney U test and the two proportions test helped to analyse the differences between variable distributions. The results show that a poor social life of the elderly does not have to be linked with a feeling of loneliness. The group of individuals with a high level of general satisfaction is more satisfied with a relationship with the family (especially children) than the group with a low level of life satisfaction. The analysis confirms that good relationships with family and friends are an important predictor of life satisfaction of the elderly. Health is considered to be a condition of a successful life by seniors with a high level of life satisfaction, as well as relationships with close family members: with children and a spouse. This group of respondents shows more confidence in other people, by whom they feel loved and confided in. In difficult situations people with a high level of life satisfaction turn to others for help, but they also act themselves. Seniors with a low level of satisfaction differ from the previous group in these terms. These are people who do not feel confided in by others and they also hardly ever turn to others for help. In difficult situations they are more often passive. In conclusion, the author highlights the significance of informal learning occurring in families to enhance older people’s quality of life. It is important, especially in case of poorly educated persons with low incomes who often function in small social networks.

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Professional training of Romanian civil servants in territorial administrative units

Author(s): Mihaela PĂCEȘILĂ,Sofia Elena Colesca / Language(s): English Issue: 33/2019

Civil servants’ training should represent one of the fundamental concerns of public institutions and authorities. The aim of this paper is to provide an overview of the civil servants training system at the level of local public institutions. As case studywe selected the territorial administrative units located in the South-West Region of Romania, Oltenia. The research uses the Kirkpatrick model to determine if the civil servants’ training courses lead to increasing efficiency in their activity. The results shed light on two aspects: the limited financial resources of the local authorities which lead to allocating few resources for the training courses; the indifference of the management of public institutions towards training courses which are not considered a priority.

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PEDAGOJİK FORMASYON EĞİTİMİ SERTİFİKA PROGRAMI: GENÇ YETİŞKİNLERİN KATILMA NEDENLERİ VE PROGRAMDAN BEKLENTİLERİ

Author(s): Fatma Tezcan / Language(s): Turkish Issue: 9/2021

Adults participate in many formal learning activities throughout their life. Certificate Program on Pedagogical Formation (CPPF), one of the formal learning activities participated by adults, is an adult education program that aims to provide the professional skills, necessary for the teaching profession. The purpose of this research is to determine the views of adult learners about their participation in CPPF, which is an adult education program. This study was conducted with the phenomenological design, one of the qualitative research designs. In the research, semi-structured interview form was used as data collection tool. The interview form, which was developed in line with the purpose of the research and consisted of two parts, was applied to adult learners. Descriptive and content analysis methods were used in the analysis of the research data. The study group of the research was determined by the typical case sampling technique, one of the purposeful sampling methods, and consisted of 69 adult learners participating in the program. External expectations, professional advancement and educational preparation factors were determinant in the participation of adult learners in the program. While educational preparation and professional advancement were the first two rows of adult learners' expectations from the program, cognitive interest, external expectations and improving communication skills were among other expectations. Research findings reveal that many reasons are determinant in the participation and expectations of young adults to participate in CPPF, an adult education program. Planning and executing the CPPF according to adult learning principles and the expectations of adult learners will contribute to the goals of the program as well as create a positive learning environment for adults.

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Examining the Role of Education in Public Diplomacy

Author(s): Necmiye Yasemin Tutar,Denis Hyams-Ssekasi / Language(s): English Issue: 1/2021

Power is perceived as an important aspect of society today and is used in various ways. In some cases, such power is used in a form of a threat, stimuli, rewards, and inducement. Power in the world of politics is perceived as a means to influence others’ behavior either positively or negatively. Efforts are made to minimize tensions, opposing opinions, conflicts through public diplomacy – this creates tolerance and international relations. Public diplomacy plays an important role in engaging and maintaining the country-to-country relationship, establishing a dialogue, and allowing negotiation to take place in a constructive manner. This study seeks to examine the role of education in public diplomacy. It considers the aims of the state, the fundamental values in the process of public diplomacy. the international student mobility as well as the exchange programs. It takes note of the importance of diplomacy, cooperation, cultural factors, and economic interdependence as the basis for establishing an effective international relation. The study acknowledges the challenges and the measures put in place to ensure that communication takes place and public diplomacy is at the center of every foreign relation.

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Creative adaptation of Grundtvigian educational concept in Indian Adult Education: a lab to line educational effort in rural India

Author(s): SUBRATA GANGULY / Language(s): English Issue: 13/2020

This ethnographic research attempts to find relevance of Grundtvigian educational philosophy in promoting lifelong learning opportunities and the institutionalisation of community education for adults in rural India. The researcher analyses thoroughly the concept of Grundtvig’s social and educational anthropology in Indian context, which comprises pedagogical strategies and people’s enlightenment through education and social development. The research utilises relevant literature, case-study and educational model in order to analyse the contemporaneity, relevance and creative adaptation and assimilation of Grundtvigian philosophy in Indian adult education. The research argues that if the Grundtvigian alternative education and social concept could be creatively adopted and assimilated in the adult education system in rural India, the core of learning ecology in the Grundtvigian concept would be able to bring significant improvement to the traditionally rigid adult education system and support learners in exposing their inherited potential to a greater extent.

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Wprowadzenie

Author(s): Monika Sulik / Language(s): Polish Issue: 2/2020

Oddając w Państwa ręce poprzedni numer „Edukacji Dorosłych” (1/2020), Redaktorka naczelna pisma - Agnieszka Stopińska-Pająk zaznaczyła wyjątkowość czasu, w którym numer ten powstawał (Stopińska-Pająk, 2020, s. 11). Kontekst sytuacyjny związany z błyskawicznym i bardzo dotkliwym rozwojem pandemii COVID-19 stał się dla wielu z nas punktem odniesienia do przewartościowania własnych doświadczeń, ale też przestrzenią pogłębionej refleksji na tematy egzystencjalne. Rzeczywistość, którą od prawie roku staramy się oswoić i lepiej zrozumieć, w dalszym ciągu niesie z sobą przede wszystkim obawy i lęk, ale też niewątpliwie jest dla nas życiową lekcją pokory. Olga Tokarczuk pisze o „dziwnym lecie 2020” i o tym, że nie wiemy, co będzie dalej. Noblistka zaznacza, że w naszym myśleniu dominuje przede wszystkim tęsknota za czasem utraconym i wiara w to, że można zawrócić czas i wejść do tej samej rzeki sprzed kilkudziesięciu lat (Tokarczuk, 2020, s. 22). Wyjątkowo trafne i aktualne stały się w tej nowej rzeczywistości słowa Zygmunta Baumana, który w swojej ostatniej, udzielonej nam lekcji pisze, że jedyną stałą rzeczą jest zmiana, a jedyną pewną - niepewność (Bauman, Leoncini, 2018).

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FORMS OF EDUCATIONAL ACTIVITIES THAT ENHANCE SELF-DIRECTED LEARNING OF ADULTS

Author(s): Nida Kvedaraitė,Rima Jasnauskaitė,Renata Geležinienė,Gražina Strazdienė / Language(s): English Issue: 1/2013

The research examines self-directed learning as the formation of new educational culture in the contexts of learning theories such as: constructive learning, social constructivism, experiential learning and action science . The key educational activities supporting and enabling the learning processes are distinguished and substantiated: learning by doing, learning through collaboration, learning through experience, which give new experiences to the learner as well as status, competences of educational and managerial field, and values. A qualitative approach was applied in the research and as a research strategy of a semi-structured interview was carried out, which allowed to characterize the experiences and individual meanings of research participants while they take part in non-formal educational activities that enhance their self-directed learning. The results obtained in the course of empirical research allow stating that self-directed learners broaden the variety of learning settings, shift the learning beyond the boundaries of a formal education institution and consciously learn through job-related and life activities in various groups, communicating and collaborating with colleagues. This enables the learners to reflect upon the experience gained in job-related and life activities, and shift from the formal learning to non-formal.

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