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Další vzdělávání dospělých v České republice – kdo se ho účastní a s jakými důsledky?

Author(s): Natalie Simonová,Dana Hamplová / Language(s): Czech Issue: 01/2016

The article focuses on adult education in the Czech Republic. It begins by defining the institutional context of adult education in the country. Three institutional characteristics are of particular interest in this respect: returns to education, the current level of education of the adult population (and the related demand for adult education), and institutions offering adult education. Using the LFS and AES surveys, the authors find that it is primarily young and educated persons who pursue adult education. With respect to the returns to adult education, the results show that adult education does not protect against downward mobility but does increase the odds of upward mobility. The positive effect of adult education on upward mobility is more pronounced among women than men.

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RETHINKING HIGHER EDUCATION: FOCUSING ON SKILLS AND COMPETENCIES

Author(s): MIRIAM GERSTEIN,Hershey H. Friedman / Language(s): English Issue: 2/2016

The perceived purpose of college education keeps shifting. There was a time that its purpose was seen as teaching ethics/morality/values to students. Today, the focus is on delivering skills and competencies to succeed in life as well as a career. This paper posits that the ideal university ensures that all courses regardless of discipline work together to enhance the skills of students. This ensures that students will be resilient and productive regardless of how often the nature of their work changes. The accounting major is used as an example to demonstrate how a skills-based education together with a disciplinary major produces the ideal accountant. The outdated distinction between intellectual and vocational majors is meaningless since any major can be enhanced once there is an emphasis on delivering skills together with the content.

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THE EUROPEAN DIMENSION OF THE COMPETENCE-BASED SCHOOL EDUCATION IN UKRAINE

Author(s): Olena Lokshyna / Language(s): English Issue: 1/2018

The adoption of the Lisbon Strategy (2000) and of the European Reference Framework on Key Competences for Lifelong Learning (2006) launched a competence-based approach in the EU member states education systems. During the last decade the concept of competence greatly influenced the education policy, school curricula and assessment models. The competence approach serves as an Europeanisation tool harmonising the education systems in order to raise their quality and, thus, to make the EU economy competent in the world. The Ukrainian education is under great influence of pan-European tendencies and policies that results in its Europeanisation. The competence approach is one of the tools of this process at the level of school education. Ukraine has travelled long pass from the discussion and definition of competences to the selection and adoption at the nationwide level. Still, this process is accompanied by a number of challenges that make the European experiences significant for the Ukrainian education in the process of its integration into the European education space.

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CRISTINA SIN, AMÉLIA VEIGA, ALBERTO AMARAL. EUROPEAN POLICY IMPLEMENTATION AND HIGHER EDUCATION. ANALYSING THE BOLOGNA PROCESS.

Author(s): Miruna Luana Miulescu / Language(s): English Issue: 1/2018

CRISTINA SIN, AMÉLIA VEIGA, ALBERTO AMARAL. EUROPEAN POLICY IMPLEMENTATION AND HIGHER EDUCATION. ANALYSING THE BOLOGNA PROCESS. London, Palgrave Macmillan, Series: Issues in Higher Education, 2016, 236 pages, ISBN print: 978-1-137-50461-6

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Culture and Mentality-Related Specifics of Implementation of the ‘Law on Counteracting Bullying’ in the Environment of Educational Institutions

Author(s): Vitalii Bocheliuk,Valentyna Nechyporenko,Olena L. POZDNIAKOVA,Yuliia S. SILIAVINA,Oleg O. KYRBIATIEV / Language(s): English Issue: 49/2020

The article sought to analyse the pedagogical instruments capable to bring change in culture and mentality-based perception of bullying among stakeholders of the educational process with the purpose of implementation of the Law ‘On Amendments to Certain Legislative Acts of Ukraine on Counteracting Bullying (Harassment)’ in the environment of educational institutions. This study used theoretical methods: analysis of scientific, pedagogical and regulatory sources in order to distinguish the gaps and areas to study in this particular problem, analysis of domestic and foreign best practices; empirical methods: diagnostic: survey questionnaires; statistical methods: quantitative analysis of the results of the survey questionnaires. The statistical data the authors obtained as a result of a survey of students from four schools prove that the problem of bullying in Ukrainian educational institutions is partially caused by socio-cultural and mental impact factors. Examples of overseas best practices in addressing the problem of bullying prevention in educational institutions, which can be adapted to the realities of Ukrainian educational institutions, include further outlined role-pays: ‘School Anti-Bullying Court’ and ‘Shuttle Diplomacy’ and the ‘Student Support Service’ model. Bullying is, to a large extent, a socio-cultural and mental problem of Ukrainian society, capable of dramatically affecting students’ learning abilities and their socialisation. Pedagogical tools to be used to deal with the above problem might be (a)regular anonymous interviewing of students about cases of violence; (b) teachers' educational work with children and parents on the problem of bullying; (c) involvement of the students in the development of rules of conduct; (d) teachers supervising schoolchildren after school hours; (e) teacher training (professional upgrade) for pedagogical, psychological and legal strategies for bullying prevention among students.

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Legal Issues of Electronic Education and Healthcare: Ways to Improvement

Author(s): Alexey M. Osadchuk,Maxim V. Trushin,Mikhail A. Osadchuk,Karina S. Solodenkova / Language(s): English Issue: 50/2020

Mobile learning is potentially more efficient than traditional education. However, efficiency of medical education is yet unspecified due to absence of approved standardized criteria for assessing its results and heterogeneity between interferences and result assessments. Digitalization will enhance shaping people of the future in a different way that calls for stricter management and is more knowledge-focused. It is worth pointing out that external monitoring by international organizations can be an additional mechanism of institutional regulation but it is unable to become a substitute for opportunities provided by national governments. State institutions must establish systems prioritizing protection of public interests. Institutional development simplifies knowledge exchange within state-private partnership. It is easier for public organizations to learn from private ones if they already have some experience in this area or have enough resources available.

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The “Soft Power” of Chinese Marxism as a Factor in the Educational Landscape of the Future

Author(s): Serhiy Terepyshchyi / Language(s): English Issue: 17/2022

This paper presents the concepts of regionalization and globalization in the context of higher education. The analysis was carried out in the light of the explication of the concept of “soft power” of Chinese Marxism. The methodological basis of the work is the statement that globalization does not create a conflict between homogeneous and heterogeneous, moreover, the latter contributes to the topological flow of the global to the localized. The ambiguity of the driving forces of educational reforms is emphasized, which leads to the presence of only speculative constitution of globalization. Nevertheless, its consequences are a number of reforms and facts that have provided a good basis for revealing the phenomenon of glocalization of the educational landscape on the example of China. It was found that the specificity of the latest epistemological doctrine within the Western educational landscape is closely related to the postmodern method of knowledge production, the implementation of which leads to crisis and asynchronous changes in higher education. At the same time, Chinese Marxism reveals and intensifies a number of productive practices in Chinese higher education, which makes it part of China’s “soft power” in the global arena.

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Socialinių veikėjų reprezentacijos politinių problemų diskurse: etatinio mokytojų darbo apmokėjimo reformos atvejis

Author(s): Eimantė Zolubienė,Jurgita Jurkevičienė / Language(s): Lithuanian Issue: 3/2022

The article addresses social actors’ representation in the political discourse. The theoretical part of the article discusses the issues related to the communication of political problems in news media as well as social actors’ participation as the basic condition of the discourse. The remaining part of the article introduces the study which reveals the social representation of social actors in the political discourse with a focus on the case of the teachers’ pay reform. The analysis of the research data shows that the discourse of the teachers’ pay reform existed as the battleground for various social groups and information about the planned and implemented reform was disseminated to the public. The data presented in this article show that representatives of the state and authorities as well as teachers represented by the trade unions were the most active social actors’ groups in the mediated discourse. The first category of actors was actively pursuing the campaign to promote the reform while the second was seeking to draw attention to the shortcomings of the reform and calling for its improvement. The confrontation between these two camps was consistently accompanied by the analyzed discourse on the reform of teachers’ pay.

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Some thoughts on civic education

Author(s): Alexandra Holle / Language(s): English Issue: 1/2022

From time to time, both political scientists and education researchers articulate that the civic competences of the Hungarian youth should be developed. The phenomena, which should be tackled in this way are varied: lack of basic civic knowledge, low political interest, low level of political participation, relatively high rejection of democracy, and openness to radicalism are among the most frequently mentioned. Based on this, civic education may seem a universal therapy. Since a good deal of empirical research from mature democracies has shown the positive effects of civic education, it should be indeed kept on the list of potential solutions. However, those scholars, policymakers, and practitioners who would like to achieve change, should go beyond this superficial tip and ask the key questions of civic education. Who is a responsible citizen and how can civic education prepare students for this role? The paper does not seek to provide exclusive answers to these questions. It aims to provide a comprehensive picture of possible answers, based on the current literature of various disciplines.

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THE ROLE OF CAPACITY- BUILDING FOR SCHOOL DECENTRALIZATION IN KOSOVO

Author(s): Elmedina Nikoçeviq / Language(s): English Issue: 1/2012

After the war in Kosovo (1999) many powers concentrated in school were drawn out the former Department of Education, led by UNMIK. Many responsibilities were transferred from central to local level in the period from 2003 until 2010, but there was no assignment at school. Obviously, the return of powers to schools is having many difficulties. The Ministry of Education, Science and Technology in Republic of Kosovo has still no clear strategy on how to make the decentralization of educational system. This paperwork deals with analysis of the existence of capacities for successful implementation of decentralization process of school system. It also identifies the challenges and difficulties faced by principals and teachers in meeting the school needs because of a lack of competencies in school management.The study uses survey data generated from 29 primary and secondary school principals and 172 primary and secondary school teachers in Republic of Kosovo. According to the survey and interview results, schools in Kosovo do not enjoy autonomy. Their needs are addressed at the municipal level.

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SYSTEMOLOGY OF EDUCATION: SOME THOUGHTS ON THE CONCEPT AND DEVELOPMENT

Author(s): Vincentas Lamanauskas / Language(s): English Issue: 6/2022

Systemology of education is the field of general systemology. On the other hand, systemology of education can reasonably be considered a structural part of contemporary education. There are many different arguments to substantiate such a position. For example, during the last two decades, educational (pedagogical) terminology has changed extremely rapidly. Education science has become more diverse than ever. Such branches as cooperation pedagogy, nonviolence pedagogy, pedagogy of the oppressed, peace pedagogy, success pedagogy, career pedagogy, theatre pedagogy and many others have appeared in educational scientific literature, not to mention the level of education. On the one hand, we do not deny the existence of these branches, on the other hand, the question arises about the scientific system in education in general (Lamanauskas, 2012). It is obvious that the development of education is characterised by two opposite trends – differentiation and integration. In such an abundance of currents, branches, directions, etc., it is not only easy to get lost, but it is even easier to lose the ability to identify mutual relations and define the place of each of them in the common stem of education science.

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THE OPINIONS AND NEEDS OF SCIENCE CENTER INSTRUCTORS: THE CASE OF GOKMEN SPACE AND AVIATION TRAINING CENTER (GUHEM)

Author(s): Ayşegül Aslan / Language(s): English Issue: 6/2022

This study aimed to examine the opinions of the instructors who work at GUHEM (Gökmen Space and Aviation Training Center) on the exhibition's content, how the exhibition spaces contribute to science education, especially astronomy and aviation, and the types of visitors who frequently visit the center. Nine instructors from GUHEM's science centers participated in the study. Data were gathered using the "Instructor Opinion Form," with nine open-ended questions. The data elicited from these questions were subjected to content analysis. The findings showed that children aged 6 to 11 made up the majority of visitors; the fascinating exhibition areas focused on the Solar System and planets and interactive workshops with space and aviation themes, like those involving paper airplane construction and rocket competition, were very popular. In terms of the contribution of this center to science education, it was found that the GUHEM exhibitions played an active role in teaching the solar system, planets, and pressure. Although astronomy is the discipline with which the exhibition areas are most closely associated, it can also be linked to other disciplines like astrobiology, mathematics, and aviation. Instructors shared their worries that they won't be able to meet visitors' expectations and occasionally struggle to understand the subject during activities held at GUHEM. These findings led to the opinion that GUHEM and other science centers will function more effectively if schools and science centers collaborate more, the curriculum and exhibition content are improved, and the instructors receive professional assistance from academicians who are subject-matter experts.

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Punktacja czasopism z historii nauki w Wykazach czasopism MNiSW (25.01.2017), MEiN (21.12.2021) oraz PN IHN PAN (2022)

Author(s): Michał Kokowski / Language(s): Polish Issue: 21/2022

W artykule opisano typy czasopism z historii nauki, kryterium wyboru czasopism z historii nauki, transparentne kryteria ewaluacyjne czasopism naukowych przyjęte w „Wykazie czasopism Pracowni Naukoznawstwa IHN PAN” (2022) oraz podano punktację czasopism z historii nauki w Wykazach czasopism MNiSW (25.01.2017), MEiN (21.12.2021) oraz Pracowni Naukoznawstwa IHN PAN (2022).The article describes the types of journals from the history of science, the criterion for selecting journals from the history of science, the transparent evaluation criteria of scientific journals adopted in the “List of journals of the Unit for Science of Science and Science Studies at the Institute for History of Science of the Polish Academy of Sciences” (2022) and the scorings of journals from the history of science on the Lists of journals of the Ministry of Science and Higher Education of the Republic of Poland (January 25, 2017), the Ministry of Education and Science of the Republic of Poland (December 21, 2021) and the Unit for Science of Science and Science Studies at the Institute for History of Science of the Polish Academy of Sciences (2022).

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Kinevezettekből vagy delegáltakból álljon a közoktatási tanács?

Author(s): Iván Bajomi / Language(s): Hungarian Issue: 3/2021

In my study based on new documents found in connection with the beginnings of the National Council for Public Education (OKT), I first point out that some earlier patterns (mainly Prussian and French) played an important role in the formation of the body set up in 1871, four years after the Austro-Hungarian compromise put an end to the 18-year-long military dictatorship and absolutist rule over Hungary. The way in which foreign bodies were organized took on a hybrid character in some periods, as the members, or at least some of them, were not selected from above, unlike the medieval secret royal councils, but the principle of delegation also played a role. Proposals from a county school council and some teachers’ associations may have played a role in the fact that the OKT was organized in a hybrid way in the years after its formation, i.e. not only persons selected from above, but also delegated members, but later principle has been pushed into the background. Finally, I also point out in my writing that in several later phases of the history of Hungarian education councils, the conflict between the principles of delegation and top-down appointment and the application of hybrid solutions was observed.

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Egyházak a köznevelési költségvetésben

Author(s): Gábor Péteri,Bernadett Szilágyi / Language(s): Hungarian Issue: 3/2022

The significance of church operated schools in public education started to increase after the change of government in 2010. The social consequences of expanding denominational schools soon became visible. These changes were partially caused by the new rules of financing and financial management. Based on the research of financing and financial management practices in church-operated educational institutions this study concludes, that i) the required sector neutrality is not achieved in the financing of public education; ii) church schools, albeit having favourable financial position, are operated more efficiently than centralised public schools; iii) however, the transparency of church managed schools and thus their accountability is limited.

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DREPTUL LA EDUCAȚIE – DREPT NATURAL ENDOGEN AL FIINȚEI UMANE ȘI PRIORITATE ABSOLUTĂ ÎN DEZVOLTAREA UNEI SOCIETĂȚI PERFORMANTE (1)

Author(s): Agata Mihaela Popescu / Language(s): Romanian Issue: 53/2023

The right to education is, in any democratic society, a right that is enshrined both in the fundamental law and in international documents that set as their objective the formation of a generation capable of living and working in an educated society. Of course, education is not only social, but, first of all, it is individualized and strictly personalized. The beneficiary of education is both the child (adolescent) and the adult up to the third generation. Education has a beginning, an exclusive period, when only this is done, but its finality is focused on a permanent knowledge of everything that means the social, economic, political, cultural system and more, throughout life. Because education - in its complex form of learning-knowledge-training, is continuous and lasts a lifetime. So, the right to education is a natural right, it is an endogenous right that is a direct part of the nature of the human being. And failure to respect this right by the educational system or management should be viewed and treated as a crime against humanity.

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The Conformity and Applicability of the 2023 Education Vision: An Analysis Based on Educators' Views

Author(s): Munube Yilmaz,İbrahim Hakan Karataş / Language(s): English Issue: 2/2022

This study aims to examine the perceptions of principles, assistant principals, teachers, and academicians on the applicability of the policies included in the 2023 Education Vision Blueprint (VB) published by the Ministry of National Education (MEB) to improve the quality of education. Conducting phenomenological method as one of the qualitative research designs, the participants of the study consists of 68 principals, 70 assistant principals, 112 teachers and 13 academicians working in schools affiliated to the Ministry of National Education and the universities. Data were collected through the 2023 Vision Blueprint Evaluation Questionnaire developed by educational experts. Content analysis was used to evaluate the qualitative data and the and descriptive statistics were used to interpret the quantitative data. The results of the research show that most practitioners and academicians read 2023 VB but they did not attend any meeting related to the VB. Practitioners consisting of principals, assistant principals and teachers believe that VB meets needs of today's education system while academicians are more likely to have negative opinions on this subject. The study concluded that the perception of the participants regarding the implementation of 2023 VB as planned is low excepts for assistants and assistant principles. By comparing perceptions and views of school administrators, teachers, and academicians, this research will make important contributions to the current literature on 2023 VB to develop and implement effective educational policies.

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The efficiency of public spending on education: Lower and higher secondary education

Author(s): Małgorzata Gałecka,Ireneusz Kuropka,Ewa Szabela-Pasierbińska / Language(s): English Issue: 1/2022

Research on the efficiency of public spending on the education sector hardly addresses the territorial distribution of educational attainment. This paper tries to fill in the gap by verifying whether the analysis of spatial differentiation of educational attainment could provide crucial information on the financial policy in this sphere and assess the impact of the socio-economic factors upon the education level evaluated through school tests. Our article aims to identify the relationship between spending on public education and the degree of educational attainment and inter-regional inequality in Poland. The research results showed that the spatial approach should not be ignored when assessing the relationship between public education expenditure and the degree of educational achievement. We note that the applied public financing of second-level education in Poland does not reduce regional disparities in education but maintains them at a constant level.

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The Necessity of Cloud-Based Technology in Educational System

Author(s): Latif Zeynalli,Aytan Zeynalli / Language(s): English Issue: 11/2022

Education is critical to a country’s economy, and many countries’ educational models have evolved in tandem with technological advancements. Cloud-based technology is widely used in education across the globe. The use of cloud computing is becoming increasingly popular, opening up numerous opportunities for the education field and has resulted in significant changes in student learning habits. The study highlights key aspects of how cloud-based technology has been adapted to education and its impacts. This research was conducted using a descriptive method with a qualitative approach and a literature study. The cloud-based technologies in education should be a part of Ukrainian education policy at the context of the state digitalization startegies.

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Ресурси за привлекателно обучение по природни и инженерни науки, математика и технологии в проекта Scientix

Author(s): Tsetsa Hristova / Language(s): Bulgarian Issue: 3/2015

European Schoolnet (EUN) was established in 1997 as a non-governmental organization of 31 Ministries of Education in Europe. It has a leading role in bringing about change in schooling through the use of new technologies and innovative teaching methods. To ensure regular dissemination and sharing of progress, know-how and best practices in science education and to provide a feedback mechanism, the European Commission launched the SCIENTIX project. Its aim is to ensure regular dissemination and sharing of progress, know-how and best practices in science and education and to provide a mechanism for feedback.

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