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1
Hake, Barry J. "European Society for Research on the Education of Adults (ESREA)." Bildung und Erziehung 50, jg (December 1997): 287–92. http://dx.doi.org/10.7788/bue-1997-jg24.
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Ioannidou, Alexandra. "ESREA – European Society for Research on the Education of Adults." Der pädagogische Blick, no. 3 (May 12, 2021): 187–91. http://dx.doi.org/10.3262/pb2003187.
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Järvinen, Annikki. "Aikuiskoulutuksen tutkimusverkostojen toimintaa ESREA:ssa." Aikuiskasvatus 16, no. 4 (December 1, 1996): 322–24. http://dx.doi.org/10.33336/aik.92422.
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Clover, Darlene. "Private World(s): Gender and Informal Learning of Adults." Canadian Journal for the Study of Adult Education 28, no. 1 (January 20, 2016): 103–5. http://dx.doi.org/10.56105/cjsae.v28i1.4089.
Повний текст джерелаАнотація:
Book Review Of:PRIVATE WORLD(S): GENDER AND INFORMAL LEARNING OF ADULTSJoanna Ostrouch-Kamińska and Cristina Vieira (Eds.). The European Society for Research on the Education of Adults (ESREA) in Collaboration with Sense Publishing, Rotterdam, 2015, 194 pages.
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Heikkinen, Anja. "Kuosinvaihtoa vai uusia tuulia." Aikuiskasvatus 28, no. 2 (May 15, 2008): 142–43. http://dx.doi.org/10.33336/aik.93815.
Повний текст джерелаАнотація:
Kirjoittaja kuvaa kokemuksia eurooppalaisen aikuiskasvatuksen tutkimusseuran (ESREA = European Society for Research on the Education of Adults) johtokunnan kokouksesta ja samaan aikaan järjestetyistä saksalaisen kasvatustieteen seuran vuotuisista päivistä Saksan Dresdenissä maaliskuun lopulla 2008.
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Brunila, Kristiina. "Aikuiskasvatuskuulumisia Euroopasta." Aikuiskasvatus 32, no. 4 (December 1, 2012): 315–17. http://dx.doi.org/10.33336/aik.94012.
Повний текст джерелаАнотація:
Aikuiskasvatuksen Tutkimusseuran sihteeri, tutkijatohtori Kristiina Brunila on reilun vuoden ajan tarkkaillut aikuiskasvatuskenttää Euroopan mittakaavassa. Paikka ESREA:n (European Society for Research on Education of Adults) johtokunnassa on muun muassa osoittanut, että Suomi on aikuiskasvatuksen mallioppilas.
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Ruiz-Eugenio, Laura, Itxaso Tellado, Rosa Valls-Carol, and Regina Gairal-Casadó. "Dialogic popular education in Spain and its impact on society, educational and social theory, and European research." European Journal for Research on the Education and Learning of Adults 14, no. 1 (February 14, 2023): 47–61. http://dx.doi.org/10.3384/rela.2000-7426.4325.
Повний текст джерелаАнотація:
Dialogic popular education developed by La Verneda-Sant Martí School for Adults in Spain, influenced by the work of Paulo Freire, has had a range of significant social and educational impacts. Starting with an emancipatory approach to eradicate oppression, this dialogic popular education resisted and has transformed aspects of the Spanish educational sphere despite ongoing hindrances and difficulties. This article presents a path of events, a history of interventions and findings from research on how dialogic popular education has affected and changed educational practices as well as how research is approached elsewhere in Europe. In addition, it presents ways in which a radical commitment to social change can be combined with scientific standards in the pursuit of achieving a better society for all.
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Merrill, Barbara, and Linden West. "A history of biographical research in the United Kingdom." Revista Brasileira de Pesquisa (Auto)biográfica 3, no. 9 (December 20, 2018): 765–80. http://dx.doi.org/10.31892/rbpab2525-426x.2018.v3.n9.p765-780.
Повний текст джерелаАнотація:
Biograpahical researchers in the United Kingdom have been influenced by symbolic interactionism, feminism, oral history, critical sociology, psychoanalysis and what we term an auto/biographical imagination. The latter involves reflexively situating the researcher and her influence, via power, unconscious processes and writing, into the text and by acknowledgeing the co-construction of stories. The focus of much research has been on marginalised peoples, as part of a democratising project to bring more diverse voices and stories into the historical or contemporary social record. It is important to avoid too rigid a distinction between mainland Europe and developments in Britain. Collaboration and dialogue have been extensive, across various research networks, including in the European Society for Research in the Education of Adults (ESREA).
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LAZORENKO, Olena. "CIVIL SOCIETY AS DRIVER IN DEMOCRACY DISCOURSE OF ADULT LEARNING POLICY IN UKRAINE." Filosofska dumka (Philosophical Thought) -, no. 5 (December 4, 2020): 41–59. http://dx.doi.org/10.15407/fd2020.05.041.
Повний текст джерелаАнотація:
The article is focused on some aspects of development adult learning and education policy in Ukraine from stakeholders` perspective, and active role of the Ukrainian civil society in this discourse. This was facilitated by conducting analytical research and further advocacy activities on the protection and representation of interests in Ukraine in 2018-2019. Adult learning and education following the change in UNESCO’s terminology from «adult education» to «adult learning and education» (abbreviated - ALE), is interpreted as a permanent activity aimed at acquiring, recognizing and applying key skills. Acquisition of new skills, abilities and knowledge by adults usually occurs after they receive basic education and enter the labour market. In European practice, this covers formal, non-formal and informal forms of adult learning. Stakeholders were involved in the analytical re- search through a survey of experts; participation in a practical seminar on peer review workshop, which was held in the format of a progress meeting to present the Policy Research Report and discuss the preliminary results; virtual discussion of analytical documents. Usually, adult learning policy promotes social well-being and integration, employment and active civil participation. Ukraine lack of consolidate active state adult learning policy during the whole period of its independence since 1991. The problem-solving options proposed in the research and validated by stakeholders are presented in this article. The article will be interesting for social philosophy, educational & learning academic and non-academic researchers, policy-makers and practitioners.
10
Hosnjak, AM, B. Ilic, B. Kurtovic, Ficko S. Ledinski, and M. Smrekar. "Development Strategies in the Field of Lifelong Learning of Older Adults." Acta Medica Martiniana 20, no. 3 (December 1, 2020): 122–32. http://dx.doi.org/10.2478/acm-2020-0014.
Повний текст джерелаАнотація:
AbstractIntroduction: European gerontological research confirms that accelerated aging of the population will lead to a pronounced occurrence of target groups of functionally capable older people. Lifelong learning is a tool that enables an active post-retirement period in order to enhance cognitive mental capacities, prevent dementia, and overcome the intergenerational gap. The aim of this paper is to develop strategies in the field of lifelong learning for older adults through SWOT analysis.Methods: A qualitative study on lifelong learning for older adults was conducted during the month of November 2019 using 4 SWOT matrices which were subsequently analyzed and integrated into one common matrix. Four strategies were developed based on this template.Results: The analysis of the SWOT matrix showed that lifelong learning contributes most to a sense of belonging, prevention of social isolation, prevention of dementia, and better personal satisfaction. The biggest obstacles for older people when it comes to participating in lifelong learning programs are finances, physical illness, and a lack of understanding from their family members and the wider society for this kind of activity.Discussion: Lifelong learning contributes to a long-term maintenance of cognitive processes of participants involved in education processes. Lifelong learning provides the opportunity to promote older people’s health regardless of the formal education they received in early adulthood.Conclusion: Learning and further education are not only the indicators of active aging, but also a need for older people to master new tools so that they can actively participate and contribute to the society.
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Fragoso, António, and Sandra T. Valadas. "The Rise and Fall of Adult Community Education in Portugal." Social Sciences 7, no. 11 (November 15, 2018): 239. http://dx.doi.org/10.3390/socsci7110239.
Повний текст джерелаАнотація:
In this article, we intend to reflect on community education in Portugal. We analyse the background of the emergence of community education in the aftermath of the revolution of 1974, examine the main reasons that contributed to its dissemination, and identify its characteristics. We present a case study that illustrates both the rise and the fall of community education. The original investigation was a multiple case study. To gather information, we used non-structured interviews, informal conversations, observation, and document analysis. To continue the original investigation, we used biographical research, which allowed us to obtain more data on some of the key individuals and, at the same time, to improve our knowledge of the communities. Our results show that the period between 1985 and 2005 (roughly) constituted a very important period for community education. National phenomena, European funding programmes, and a notion of adult education that was very close to popular education aided civil society organisations to work with communities with interesting results in terms of social change. After 2005, changes in European social policy, neoliberalism affecting the power of civil society, and a new version of adult education (influenced by lifelong learning) partially caused the fall of community education.
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Orlović Lovren, Violeta, and Aleksandra Pejatović. "Obrazovanje odraslih - put izlaska iz začaranog kruga nezaposlenosti i socijalne izolacije starijih osoba." Obrazovanje odraslih/Adult Education 14, no. 1 (2014): 11–29. http://dx.doi.org/10.53617/issn2744-2047.2014.14.1.11.
Повний текст джерелаАнотація:
Continued rise of unemployment, distinctive for many European societies today, is in Serbia additionally burdened by specific long-term crisis, heightened by the world economic crisis at the end of the last decade. The gap between strategic orientation towards lifelong education as a powerful mechanism of reduction of unemployment and practice is particularly evident when it comes to a group of older unemployed. Faced with these trends, experts gathered around the Society of Andragogues of Serbia launched in 2012 the project ,,Education for employment and active aging'', within the measures of active employment, with the aim to contribute to improvement of education in Serbia and to increase the employment and the employability of adults iolder than 50 years of age. In this paper we present one segment of the results of the research conducted on a sample of 387 older unemployed in five cities in Serbia, aged 50-65, of different sex and educational status. Highlighted are findings about attitudes of unemployed towards educational opportunities which should lead them to employment and overcoming of unfavorable socio-economic status, mainly caused by long-term unemployment and gradual exclusion of social life. The observed trends are reviewed in the context of specific and global social circumstances and directions of necessary improvement of educational and other solutions at the level of policy and practice of (adult) education and employment.
13
Tur-Sinai, Aviad, Netta Bentur, and Jennifer Shuldiner. "Does Money Matter? Characteristics Associated With Joint Pain Medication Access Among Older Adults." Innovation in Aging 5, Supplement_1 (December 1, 2021): 108. http://dx.doi.org/10.1093/geroni/igab046.411.
Повний текст джерелаАнотація:
Abstract The experience of pain is a widespread phenomenon among adults, especially older adults, and entails high costs to both individuals and society. The objective of the current research is to determine if the ability to pay and supplementary insurance are factors associated with pain medication among individuals over 50. Data came from Survey of Health, Aging and Retirement in Europe (SHARE). The sample included 64,281 individuals 50+ from nineteen European countries and Israel. Joint pain was common with one out of three reporting joint pain. Prevalence of pain was similar among different age groups, and more women reported joint pain. Among those in pain, about 21.5% of the individuals reported mild pain, 52.9% moderate and 26% severe pain. In the multivariate logistic regression, we found that men and those older than 60 suffered more from joint pain, while controlling for education and subjective assessment of the ability to cope economically (Able to make ends meet). A large percentage of those with pain were not taking medication to manage their pain, and there were significant demographic differences between those that did and did not take medication. Those that took medication were younger, male, had more education, were able to cope economically and had supplementary insurance. Our study showed that about half of the individuals with pain were not taking medication to manage their pain. Our results demonstrate that among individuals over 50 in Europe income is strongly associated with taking pain medication and that there is economic inequity in medication access.
14
Čižikienė, Janina, and Audronė Urmanavičienė. "ADULT LEARNING: TRENDS AND OPPORTUNITIES IN THE ORGANIZATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 35. http://dx.doi.org/10.17770/sie2016vol4.1551.
Повний текст джерелаАнотація:
The European Union's education and lifelong learning policy stresses informal learning within the society. The article aims to review the concept of lifelong learning and to analyze opportunities for continuous learning process in organizations. New technologies, innovations in the workplace and professional training encourage employees to improve constantly and awareness of the importance of lifelong learning can help to secure their future in a changing labor market. Research methods applied were as following: literature and document analysis, expert interviews, analysis of the results and interpretation. The article presents a review of scientific literature and research data reveals leaders’ approach to employees' willingness to raise their qualification constantly and the organization's opportunities. The survey showed that employers want to have a highly qualified staff meeting the requirements of the organization, but do not always have sufficient funds for professional development.
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Teede, Helena. "International Guidelines and Significant Advances in Diagnosis." Fertility & Reproduction 05, no. 04 (December 2023): 187. http://dx.doi.org/10.1142/s2661318223740018.
Повний текст джерелаАнотація:
Objective: To develop and translate rigorous, comprehensive evidence-based guidelines for diagnosis, assessment, and treatment, to improve the lives of those with polycystic ovary syndrome (PCOS) worldwide. Here we will focus on diagnosis. Participants: Extensive health professional and consumer or patient engagement informed the guideline priority areas. International society-nominated panels included consumers, and experts in paediatrics, endocrinology, gynaecology, primary care, reproductive endocrinology, psychology, dietetics, exercise physiology, sleep, bariatric/metabolic surgery, public health, other co-opted experts, project management, evidence synthesis and translation. Evidence: Best practice, evidence-based guideline development involved extensive evidence synthesis and the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) framework covered evidence quality, feasibility, acceptability, cost, implementation and ultimately recommendation strength. Process: Governance included an international advisory board, project board and five guideline development groups with 52 members, consumer, and translation committees. The Centre for Research Excellence in Women’s Health in Reproductive Life, funded by the Australian National Health and Medical Research Council (NHMRC), and led by Monash University, partnered with the American Society for Reproductive Medicine, the Endocrine Society, the European Society of Endocrinology and the European Society of Human Reproduction and Embryology. Thirty-six organisations collaborated with international meetings over nine months. Fifty-five prioritised clinical questions involved 52 systematic and three narrative reviews, generating evidence-based and consensus recommendations with accompanying practice points. Committee members nominated by collaborating organisations provided international peer review, and evidence expert-reviewed methods and outputs were submitted to NHMRC for independent review. Recommendations: PCOS should be diagnosed using the revised consensus Rotterdam criteria, which are now updated to evidence-based criteria in the International Guideline. In adults this requires the presence of two of i) clinical/biochemical hyperandrogenism ii) ovulatory dysfunction and iii) polycystic ovaries on ultrasound or elevated anti-mullerian hormone (AMH) levels, after other causes of these features are excluded. Where irregular menstrual cycles and hyperandrogenism are present, ultrasound or AMH are not required for diagnosis. In adolescents, both hyperandrogenism and ovulatory dysfunction are required, with ultrasound and AMH not recommended, due to poor specificity. Conclusion: Overall, evidence in PCOS is low to moderate quality. Based on high prevalence and significant health impact, greater priority, funding, and research is recommended. Guideline translation will be extensive including multilingual education outputs and evidence-based resources for consumers (the ASKPCOS app), healthcare professionals and policy makers.
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Misu, Sorina Ioana. "How Do High School Students Perceive the Entrepreneurial Education." Proceedings of the International Conference on Business Excellence 13, no. 1 (May 1, 2019): 945–61. http://dx.doi.org/10.2478/picbe-2019-0083.
Повний текст джерелаАнотація:
Abstract Entrepreneurial education is the new must of today’s young generations. Either the teenagers or the young adults envision a career in IT&C, medicine, law or architecture, nowadays society requires from them to possess knowledge about how a business works or how it can be successfully developed. This brings up the question for curricula developers when should be introduced business education to children. For the time being, in Romania as well as in most of the European countries, they make acquaintance with the entrepreneurial education during high school. The present study wants to throw a glimpse at how pupils themselves perceive the study of entrepreneurial education and how effective is for their future to start learning about entrepreneurship concepts around the age of 16. Consequently, with the help of a quantitative research materialized in a questionnaire, the study has the objective to determine the perception of high school students in Romania about the entrepreneurial education and to evaluate its impact in a number of different matters. They have been focused primarily on the decision of their future careers and the role the teacher plays in this process. The contributions of this study could be of high importance for both curricula developers that must take into account students and market’s needs, as well as for the universities which offer business administration study programs. For the case of the universities, in order to develop coherent study programs, they need to be aware of the students’ basic level of knowledge regarding entrepreneurship and their understanding gained through the mandatory subject of Entrepreneurial Education during the high school time.
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Szejko, Natalia, Sally Robinson, Andreas Hartmann, Christos Ganos, Nanette M. Debes, Liselotte Skov, Martina Haas, et al. "European clinical guidelines for Tourette syndrome and other tic disorders—version 2.0. Part I: assessment." European Child & Adolescent Psychiatry 31, no. 3 (October 18, 2021): 383–402. http://dx.doi.org/10.1007/s00787-021-01842-2.
Повний текст джерелаАнотація:
AbstractIn 2011 a working group of the European Society for the Study of Tourette Syndrome (ESSTS) has developed the first European assessment guidelines for Tourette syndrome (TS). Now, we present an updated version 2.0 of these European clinical guidelines for Tourette syndrome and other tic disorders, part I: assessment. Therefore, the available literature has been thoroughly screened, supplemented with national guidelines across countries and discussions among ESSTS experts. Diagnostic changes between DSM-IV and DSM-5 classifications were taken into account and new information has been added regarding differential diagnoses, with an emphasis on functional movement disorders in both children and adults. Further, recommendations regarding rating scales to evaluate tics, comorbidities, and neuropsychological status are provided. Finally, results from a recently performed survey among ESSTS members on assessment in TS are described. We acknowledge that the Yale Global Tic Severity Scale (YGTSS) is still the gold standard for assessing tics. Recommendations are provided for scales for the assessment of tics and psychiatric comorbidities in patients with TS not only in routine clinical practice, but also in the context of clinical research. Furthermore, assessments supporting the differential diagnosis process are given as well as tests to analyse cognitive abilities, emotional functions and motor skills.
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Belyaeva, Ludmila. "Modern Russia in collective consciousness of the country’s inhabitants." Sociologicheskaja nauka i social'naja praktika 12, no. 2 (June 25, 2024): 6–26. http://dx.doi.org/10.19181/snsp.2024.12.2.1.
Повний текст джерелаАнотація:
The article explores collective consciousness as a theoretical construct, a type of social consciousness and as real attitude of the population towards Russia at the emotional and rational levels. It shows that modern collective consciousness in Russia is a product of mass culture, which actualized during modernization of the Russian society in the economic, political, cultural and everyday spheres of life. Today, it is influenced by mass and high-tech communications, while also reflecting the life experience of different generations. The research methodology is based on the interpretation of collective consciousness as the averaged consciousness of the whole mass of individuals in social groups; it erases individual differences, human characteristics, which in any single case may not be the same as collective consciousness, but impart collective consciousness a qualitative diversity. Empirically, the research is based on representative mass surveys – the Seventh Wave of the Russian Values and Interests Monitoring (Summer 2023), Russian Survey of Young Russian Adults (June 2020), European Social Study (ESS 2018–2019). The research attempts to determine whether the Russian mentality is more emotional than rational towards their “lesser motherland” or birthplace, their oblast/republic/krai, Russia as a country and the author suggests that these properties of mentality constitute characteristics of such a complex psychological phenomenon as Russian patriotism. The article reveals a growing rational perception of the problems of society with outspoken criticism amid high levels of emo tional attitude of the respondents to the country and “lesser motherland”. Such is the evaluation of Russia’s attractive and unattractive characteristics and the importance of civil rights and liberties, among which the rights that ensure people’s basic modern life-supporting needs, such as employment, education, property, security and protection by law, were ranked first with more than 90% of respondents stating their support. There is also a cohort of young people aged 18–24, for whom political rights and democratic freedoms, enshrined in the Russian Constitution, become more important compared to other cohorts.
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Бочелюк, В. "ФОРМУВАННЯ ПРОФЕСІЙНИХ ТА ЖИТТЄВИХ КОМПЕТЕНЦІЙ В КОНЦЕПЦІЇ LIVELONG LEARNING: ДОСВІД ПСИХОЛОГІВ". Вісник ХНПУ імені Г. С. Сковороди "Психология", № 61 (2019): 8–39. http://dx.doi.org/10.34142/23129387.2019.61.01.
Повний текст джерелаАнотація:
Relevance of the problem: The concept of lifelong learning is the leading educational and political strategy of the advanced countries around the world. Attracting adults into training helps to cope with life crises, enhances their well-being and health, contributes to their personal development, social activity, and cultural growth. This eventually determines the economic and social well-being of the entire society. But in Ukraine the implementation of this model is not fully effective, which fact entails a scientific discussion. Aim: to analyze the ways of introducing adult education in Ukraine and in the world; to determine the ways of forming professional and life competencies in the qualified psychological community. Methods: analysis of documentation that governs the implementation of the lifelong learning concept in the European Union and in Ukraine; a written survey of psychologists (131 persons with professional experience of 3 to 35 years) concerning specific ways of expanding and deepening of competencies; content analysis, frequency analysis, phenomenological method. Research results. The main mission of the lifelong learning is the expansion and renewal of life prospects in the framework of the transformational social environment. The leading role in these processes belongs to the individuals themselves: their cognitive activity, responsibility for building their own life paths, the ability to learn. Governmental and public institutions create opportunities for education in various forms that are tailored to individual interests and capabilities. In Ukraine, similarly to other countries, adult learning is actively taking place in formal, informal, and independent education, but the form and content, the theoretical and normative substantiation is considerably lagging behind the experience of the advanced countries. The survey of psychologists has demonstrated a steady need for a lifelong learning, which has a professional specificity according to the field of activity. Further education has a beneficial effect on professional career, as well as on psychological well-being and social processes. However, cognitive activity is occurring in a spontaneous, not in a planned way; it is difficult for professionals to find educational offers meeting their needs.
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Farnicka, Marzanna. "The good practice of inclusion in action - the proposal of program based on the Human Rights." Magyar Gerontológia 13 (December 29, 2021): 38–39. http://dx.doi.org/10.47225/mg/13/kulonszam/10580.
Повний текст джерелаАнотація:
Rapidly changing time is a problem: are we able to deal with all challenges in a humanistic and peaceful way? Is it possible? Do falling barriers to trade have led to a rapid change in social life and in the movement of products and labor? With these exciting transformations also came great challenges and threats, at a time when we seem to like each other less and less, with partisan affective polarization on the rise in a country after country.The paper presents definitions of phenomenon of marginalization and exclusion from European perspective. The main idea of its lecture and planned project is the presentation the intervention program among seniors based on heritage of work the French Research Committee on Violence, Crime and Delinquency, who published 40 years ago a document Society against Violence. The document contained analyses on the occurrence of social problems and their determinants, as well as guidelines to reduce risks and reduce the sense of threat and insecurity in modern society. Based on the conclusion included into Report “Society against Violence” the special training was prepared. The theoretical assumption of the project is Levinian model of changes in society and his methodology of action research. The aims of program are to change attitudes in the field of knowledge and attitudes towards the used violence and to improve the skills to react in situations of confrontation with institutional or press aggression or the so-called manifestations of "hate speech" in education institutions. Because of Coronavirus lockdown only idea and first step of implementation (the realisation was stopped) is possible to presentation.
Maybe the program is in a primary stage but we believe that modern societies should relay and based on the idea of Human Rights and spread them elsewhere and that violence in modern societies should be reduced by human rights and democracy education.The document became the basis for the reflection on public debate on violence in international communities and psychological practice against violence in interpersonal and social meaning. The article presents the possible directions of research and psychological interventions in this area especially among seniors. This perspective is worth to be underlined because it is a part of wider trend in preparation social support programmes focused on inclusion adults from a difficult sociocultural environment. Such programmes could improve competencies to protect social capital of societies. The content and scope of these programmes should be drawn from knowledge of the relationships between the various risk factors, protective factors and developmental processes in groups and societies and combine knowledge, practical useful skills and good psychological experience by continue containing with life.
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Mirķe, Evija, Sarma Cakula, and Lilian Tzivian. "MEASURING TEACHERS-AS-LEARNERS’ DIGITAL SKILLS AND READINESS TO STUDY ONLINE FOR SUCCESSFUL E-LEARNING EXPERIENCE." SOCIETY. TECHNOLOGY. SOLUTIONS. Proceedings of the International Scientific Conference 1 (April 17, 2019): 10. http://dx.doi.org/10.35363/via.sts.2019.5.
Повний текст джерелаАнотація:
INTRODUCTION
We are living in the information society and digital competence is one of eight key competences for lifelong learning strategies (European Competence Framework); it is “both a requirement and right of citizens, if they are to be functional in today’s society” [1].
The project “Competency based curriculum” is supported by the European Social Fund (ESF) and implemented by the National Centre for Education (NCE) of Latvia. E-learning course modules are to be developed and implemented for the professional development of all teachers in Latvia (pre-primary, primary, lower secondary and upper secondary school) [2]. These e-learning courses will be available as self-directed learning (SDL) courses.
Latvia is facing a challenge – lifelong learning participation rates are very low. According to Eurostat, in 2017 only 7.5% of Latvian adults (age 25-64) participated in any lifelong learning activity, compared to 10.9% in the EU as a whole [3].
For sustainability of the ESF “Competency based curriculum” project, it is important that all teachers take part in e-learning - NCE does not have sufficient funding to organize face-to-face training for more than 35,000 teachers in the country.
Hypothesis. The level of teachers-as-learners’ readiness to study online varies significantly depending upon their demographic and professional characteristics – e-learning course design must be adapted to the learners’ readiness level and skills to achieve the best possible completion rates.
There has been research on learners’ readiness for online learning and on the assessment tools [4]. Teachers-as-learners are different from traditional students; research on teachers-as-learners in the online environment has been limited. [5]
MATERIALS AND METHODS
Theoretical sources and other available research on learners’ readiness for online learning and teachers-as-learners were analysed.
A self-evaluation survey was developed for teachers based on TOOLS [6] questionnaire. After exploring several options available, this tool was selected because it is open source and easy to replicated, scoring scheme and explanations were also available. According to the authors of TOOLS [7], the measure has a stable and simple structure, the criteria and construct have been validated, and test-retest reliability has been tested.
Teachers from 100 pilot schools in the ESF “Competency based curriculum” project were invited to take part in the survey in November 2018. Within one month, responses from 1092 teachers from all over the country, of all education levels and of all subject areas were received, collected using Microsoft Excel and processed with IBM SPSS® Statistics software Version 20 [8].
To analyse the data, several statistical techniques have been used: descriptive statistics, univariate analysis, T-test, Mann-Whitney test, One-way ANOVA, Post-hoc comparisons, Kruskal-Wallis test and others.
RESULTS
Five summarized variables out of six distributed normally (Kologomorov-Smirnov test <0.01); one summarized variable did not distribute normally.
Statistically significant differences were not found between genders in four of five summarized scores.
Statistically significant differences between subject areas of teachers were found.
Significant differences between age groups were found.
DISCUSSION
Designers of e-learning courses for teachers-as-learners should be mindful of the various levels of readiness for online learning and the various competences and skills of the learners.
Future work:
Continue analysing the data in search of relationships between the readiness to study online and other professional characteristics of the teachers-as-learners;
Analyse theoretical sources and other research about e-learning course customisation for teachers-as-learners.
CONCLUSION
This research adds to the theoretical framework of readiness for online learning, especially when analysing teachers-as-learners.
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Golubovsky, V. N. "Quality management system in vocational education of the Republic of Belarus: Improvement strategy." Education and science journal 25, no. 10 (December 13, 2023): 76–108. http://dx.doi.org/10.17853/1994-5639-2023-10-76-108.
Повний текст джерелаАнотація:
Introduction. In contemporary sociocultural conditions of the state and society development, the opinions about education quality among employers, teachers, students, parents and education authorities are polar opposite. This leads to a peculiar goal-setting crisis in strategies and programmes for the development of vocational education. The contradiction between the declaration of goals in the field of quality of education in strategic programme documents and the attempt to achieve them exclusively through the control function determines the need to improve the quality management system of vocational education in the Republic of Belarus in modern conditions.Aim. The present research aims to theoretically justify and develop the strategy for improving the quality management system of vocational education in the Republic of Belarus in contemporary conditions.Methodology and research methods. The methodological framework is based on the provisions of the holistic approach to examine the problem of ensuring the quality of labour force training from all angles, to determine the techniques of forecasting and planning the development of the vocational education system holistically. A comprehensive study of quality management in vocational education was carried out using the methods of scientific and methodological literature analysis, international practice, including the European model for quality assurance of vocational education and training, national and sectoral development programmes, survey methods (questionnaires, interviews) and foresight sessions with the participation of educational institution representatives, employers and sectoral government bodies. To achieve the goal of the study, an analysis of the existing system for ensuring the quality of vocational education was performed through a survey by the following groups: 17 representatives of Republican Institute for Vocational Education (hereinafter referred to as RIPO) and the Ministry of Education, 21 representatives of the head education departments of regional executive committees, under whose subordination the surveyed colleges operate. Apart from that among the participants were 532 heads of 266 educational institutions implementing educational programmes of vocational and secondary special education (hereinafter referred to as the college). In addition, 75 representatives of the mechanical engineering, construction, and agriculture sectors took part in the foresight sessions. The results of the survey and foresight sessions became a source of information for developing the structure and content of a strategy for improving the quality management system of vocational education in the Republic of Belarus.Results. In the course of the research, the determinants of improving quality management system of vocational education were identified: established practice for ensuring the quality of vocational education, expressed exclusively by the functions of monitoring the implementation of state requirements of educational institutions and specialities inspected during accreditation every five years; lack of criteria and indicators absence in college development plans that would allow determining the effectiveness of educational activities taking into account the requirements of the state, as well as the future expectations of employers and students from various target groups (school graduates, adults, people with disabilities); diversity in the goal setting of participants in educational relations and ideas about the quality of education. The strategy for quality management improvement of vocational education, including a set of criteria and indicators of the quality of vocational education in the context of its modernisation, was theoretically substantiated and developed.Scientific novelty. Empirically, the fundamental ideas of a holistic approach to the quality of professional education management in the context of its modernisation was identified and articulated. The provisions of the system-activity approach were supplemented with a motivational, value-based and semantic component in relation to the participants in educational relations activities in the process of modelling and implementing an integral quality management system for professional education. A set of indicators was developed and decomposed into criteria and indicators of the quality of vocational education.Practical significance. The developed methodological foundations and strategy for improving the quality management system of vocational education including a set of criteria and indicators will be used by the Ministry of Education and regional education authorities in the process of collecting and processing data on the effectiveness of educational activities of vocational education institutions of the Republic of Belarus in real time. The further application of the developed approaches will facilitate the adoption of management decision-making to ensure and guarantee the vocational education quality at the levels of educational institutions, local and republican government bodies, taking into account students’ and employers’ expectations.
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Martínez, Mireia, Kimberly Katte, Ana Maria De Andrés, Aida Ribera, Laia Arnal, Josep Carné, Pilar Rodríguez, et al. "Barcelona Aging coLLaboratory (BALL): an open-innovation ecosystem to co-create and test innovative solutions for older people in real-life settings." International Journal of Integrated Care 23, S1 (December 28, 2023): 612. http://dx.doi.org/10.5334/ijic.icic23236.
Повний текст джерелаАнотація:
Currently, more than 700 million people worldwide are, at least, 65 years old, with this number expected to surpass 1 billion by 2050. Multi-morbidity and complex health and social care needs will increase in turn, exacerbating the demands for policies and services aimed at older adults, which the COVID-19 pandemic has highlighted as lacking. Furthermore, the increased life expectancy and a more participatory society underline a change in roles, with seniors becoming not just consumers but also producers, constituting a vital part of the economy.
With other nine institutions from Catalonia, Spain, the PSPV recently launched the Barcelona Aging coLLaboratory (BALL), an open-innovation, person-centered ecosystem, based on the systemic co-creation of services and products with older people. BALL aims to integrate research and innovation processes in the real-life settings of our communities, as well as to act as an intermediary between citizens, research institutions, universities, private companies and public administrations, thereby adopting a quadruple-helix innovation framework, to co-create value and to prototype, validate and scale-up innovation. The ten participating organizations represent older adults and their caregivers, health and social care providers, research centers and universities, and small- and medium-sized enterprises. Aligned with UN Sustainable Development Goals, BALL seeks to: establish communities of practice aimed at carrying out systemic diagnoses in our communities to identify real needs and challenges related to aging, and propose strategic and operational plans; co-create and implement complex interventions and new services that respond to those real needs; co-create innovative products and test them with end-users in real-life settings. BALL is creating an ethics framework to guarantee the protection, safety and reward of participants in the co-creation process.
Since its conception in 2021, BALL has incorporated several innovative projects in its catalogue: ADMIT, focused on transforming the health and social care model in order to ensure integrated care; MoviMent, which alters the physical environment and employs gamification techniques to improve physical activity and cognitive function in older adults admitted to hospitals or long-term care facilities; UDhA-AGIL-App, aimed at guiding healthcare professionals in the prescription of physical activity for older adults according to their needs (physical and cognitive function and technological knowledge) and preferences through a decision support algorithm; AI-EAT, a care robot that seeks to assist disabled older adults with feeding; A-MIDA, a person-centered approach for optimizing pharmacological interventions according to life expectancy and frailty instead of age; and QCOA, a toolkit for evaluating long-term care facilities based on PROMs and PREMs.
The impact of BALL will be evaluated yearly in terms of: number of projects, number of pilots tested, number of solutions introduced into the marketplace, number of co-creation sessions and personal interviews performed, different user profiles, number of grant applications and their characteristics (national or European), visibility in media and congresses, number of new sponsorships and market impact/value, among others. We expect to influence the health and social care system and society as a whole by increasing awareness on aging challenges, influencing polices for healthy aging and enhancing local economic activities related to aging." Results: The core components of PN programmes for cancer prevention among PEH agreed cross-nationally with all the relevant key participants are (1) Promote cancer awareness and self-management (Facilitate the delivery of cancer education; Promote healthy behaviours and preventative measures; Encourage user involvement in health-related decisions), (2) Identify health needs and barriers (Develop a personalised approach to assessing user need; Seek solutions regarding barriers to care), (3) Co-ordinate access to care (Develop trusting relationships with and facilitate communication between local health and social care providers; Enhance understanding of the needs of PEH among local health and social care providers; Arrange referrals to healthcare services and cancer screening; Co-ordinate and support attendance of appointments), (4) Offer practical assistance (Arrange transportation, mobile phones, clothing, access to hygiene facilities, and storage of medication; Assist with completion of paperwork).
Lessons learned: Results from the discussions indicate a high level of consistency and cross-national agreement about what the core components of the intervention should be, and how this should be designed and implemented.
Next Steps: This intervention will be adapted to reflect the country-specifics, to ensure that the PN is appropriate to the four local contexts in which it is piloted.
Bibliography
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Seiler-Ramadas, R. & Grabovac, I. (2022) Exploring the application of the navigation model with
people experiencing homelessness: a scoping review, Journal of Social Distress and Homelessness. DOI:
10.1080/10530789.2021.2021363
24
Raišienė, Agota Giedrė, and Laura Gardziulevičienė. "Availability of social services for families with disabled children in the context of the welfare state." Socialiniai tyrimai 44, no. 2 (August 12, 2021): 34–48. http://dx.doi.org/10.15388/soctyr.44.2.2.
Повний текст джерелаАнотація:
The phenomenon of the welfare state is characterized by complexity of indicators. To determine in which areas the country is closer to the welfare state, various areas of social policy are analysed. In this article, we set out to investigate one of them, i.e., the accessibility of social services for children with disabilities.
The European Union ensures the basic preconditions for the well-being of children with disabilities and emphasizes the compatibility of health, social and educational services (European Commission, 2021). In addition, Member States are free to introduce specific measures for social inclusion (COM, 2021). The well-being of children with disabilities is inseparable from that of adults, usually the family in which the children live. Depending on the child’s disability, the family has to devote time to the child’s special needs, so opportunities to function in society, such as working and earning an income, become dependent on the social assistance received for the disabled child. Research shows that participation in labour market processes reduces the social exclusion of families with children with disabilities and improves quality of life indicators in general (Stefanidis & Strogilos 2020). However, analysis of good practice is more common, while information about the lack of services that parents face difficulties remains overboard. Thus, our research contributes to a better understanding of how families raising children with disabilities use state-provided social services and what solutions and measures are needed to improve the quality of life of children with disabilities and their relatives. The practical implications of our article are revealed through the possibility of more confidently shaping the decisions and measures of the welfare state.The article presents results of a survey of 68 families with disabled children. Our research was conducted in Druskininkai municipality which has typical infrastructure of social services for the disabled and their families in Lithuania.Our study has shown that social services in Lithuania poorly meet needs of families with disabled children. Though social inclusion is one of the most important features of the welfare state, the provision of social services to disabled and their families goes beyond the concept in Druskininkai municipality at least. Families have little information about social guarantees and support provided by the state and municipality. The families are limited to services reported by health care and education institutions. Moreover, the most significant problem hindering social integration of disabled and their families is a small portion of disabled children using services of day care centre. As a result, children suffer at risk of social exclusion while disabled children’s parents lack of opportunities to fully participate in the labour market.Based on the results of the study we state that increasing the availability of social services that meet the needs of families with disabled children is a necessary social policy solution, without which the development of a welfare state in Lithuania is hardly possible.
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Bergkvist, Linda, Karin Ahlin, Niklas Humble, Peter Mozelius, and John Johansson. "Redesigning Professional Development on Digital Transformation Using Andragogy as a Theoretical Lens." European Conference on e-Learning 22, no. 1 (October 19, 2023): 25–32. http://dx.doi.org/10.34190/ecel.22.1.1821.
Повний текст джерелаАнотація:
Regarding the ongoing digitalisation in the knowledge society, professional development seems more crucial than ever. The need for upskilling and reskilling is described as continuous lifelong learning, which must be combined and synchronised with the life of full-time working learners. Content, pedagogical models and instructional design in university courses are often created for students in Bachelor's and Master's programs instead of tailored for adults working full-time. This study describes and discusses andragogy as a potential knowledge base for redesigning professional development courses on digital transformation. Evaluations from two instances of a course for professionals on digital transformation showed that the course participants overall are satisfied with the course. However, only a few course participants take the exam to get credits. Therefore, the research question that guided this study was, "What redesign options for increased pass rates and learner satisfaction in professional development for adult learners can be identified using andragogy as a theoretical lens?" The course is on distance and contains four modules with synchronous and asynchronous learning activities, resulting in five European Credit Transfer System (ECTS). The empirical material consisted of course participants' check-in presentation before the course started, mid-term evaluation, final evaluations, and a learning diary containing 58 entries. The data was deductively analysed using the theory of andragogy as an analytical lens. The findings imply that instructors should put effort into how different parts of the course are connected, supporting learners' need to know. Further, to enhance the course participants' prior experience as a resource for learning by adding learning activities, they exchange experiences and examples with each other, adding to their learning process and networking. The pedagogic parts of understanding the theoretical course material could be split into pieces through exercises where the participants apply conceptual models and concepts to real-situation problems. The learning diary could help the participants align the new knowledge with their prior knowledge with a focus on professional roles and work situations. The identified redesign options create opportunities to increase pedagogical parts like readiness, orientation, and motivation to learn according to the current higher education system.
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Jarvis, Peter. "Globalisation, Citizenship and the Education of Adults in Contemporary European Society." Compare: A Journal of Comparative and International Education 32, no. 1 (March 2002): 5–19. http://dx.doi.org/10.1080/03057920120116490.
Повний текст джерела
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Tambaro, Francesco, Dristhi Ragoonanan, Sajad Khazal, Demetrios Petropoulos, Priti Tewari, Partow Kebriaei, William G. Wierda, Mira A. Kohorst, and Kris Michael Mahadeo. "Sinusoidal Obstructive Syndrome Among Pediatric and Adolescent and Young Adult Patients: Analysis of Pediatric EBMT Diagnostic and Severity Criteria at MD Anderson." Blood 134, Supplement_1 (November 13, 2019): 4495. http://dx.doi.org/10.1182/blood-2019-132085.
Повний текст джерелаАнотація:
Background: Sinusoidal obstructive syndrome (SOS) is a potentially catastrophic complication of stem cell transplantation (SCT) which disproportionately affects younger patients. The incidence of SOS may vary widely depending on the diagnostic criteria (Baltimore versus Seattle), and delays in initiation of definitive treatment remains the most important predictor of outcome. Recently proposed pediatric diagnostic and severity grading criteria by the European Society of Blood and Marrow Transplantation (EBMT) may offer increased sensitivity and allow for more prompt diagnosis, but the extent to which these have been adopted and/or validated by centers in the United States is unclear. Methods: This is a retrospective analysis of all patients undergoing SCT on the Pediatric service at MD Anderson Cancer Center from 2009-2019. Patient records were reviewed for diagnosis of SOS. Among patients identified with SOS, application of Baltimore, Seattle and pediatric EBMT (pEBMT) criteria were compared. Descriptive statistics were used for data analysis where appropriate. Results: A total of 248 patients received 268 transplants during the study period. Patient characteristics are summarized in Table 1. When Baltimore criteria was used the incidence of SOS was 4.5% (n=12) as compared to 8.2% (n=22) when the Seattle or pEBMT criteria were applied. At diagnosis, the majority of these patients had moderate to very severe disease according to pEBMT criteria. The median time to diagnosis of SOS varied according to diagnostic criteria used, with a trend to earlier diagnosis with pEBMT criteria (13 days post-SCT with pEBMT versus 15 days with Seattle/Baltimore) as shown in Table II. Prior exposure to inotuzumab and gemtuzumab were associated with high rates of SOS (75% and 86% respectively). Anicteric SOS, refractory thrombocytopenia and rising bilirubin from a baseline value on 3 consecutive days or bilirubin ≥2 mg/dL within 72 hours were present in 63.6%, 77.3% and 91% of patients with SOS, when pEBMT criteria were applied. Late-onset SOS (diagnosed after 21 days post-SCT) was present in 22.7% of patients when Seattle or pEBMT criteria were applied (n=5) and could not be diagnosed per Baltimore criteria. Severe SOS was eventually observed in 95% of patients. Severe ascites requiring paracentesis (23%), impaired coagulation (77%), respiratory distress requiring supplemental oxygen and/or invasive pulmonary ventilation ( 55%), delirium (32%), acute kidney injury/KDIGO Stage 3/requiring renal replacement therapy (50%) were observed. Defibrotide treatment was initiated in 55% of patients with a median duration of treatment of 26 (3-74) days and complete resolution of SOS was observed in 42% of these patients. For patients who were initiated on defibrotide on the day of diagnosis (n=7) versus those who were not (range 1-11 days) the median time to complete resolution of SOS was 35 and 20 days respectively (p=0.2). Conclusions: To our knowledge, this is the first reported retrospective analysis of SOS among pediatric and adolescent young adult SCT patients in the United States using pEBMT SOS diagnostic and severity criteria. Our study was limited by small sample size associated with single center analyses. Use of the pEBMT criteria showed a trend to earlier time to diagnosis by a median of two days. This is a potentially clinically significant finding, as a delay in initiation of defibrotide among children with severe SOS, has been associated with statistically significant decreased rates of complete resolution. Inherent flaws of the Baltimore and Seattle criteria are the time restriction and reliance of hyperbilirubinemia for the diagnosis in children and adolescents and young adults. Our retrospective analysis suggests that pEBMT criteria for the diagnosis of SOS among children and young adults may be appropriate, especially given the rates of anicteric and late-onset SOS seen in this population. Disclosures Petropoulos: Foundation for the Accreditation of Cellular Therapy (FACT): Membership on an entity's Board of Directors or advisory committees, Other: Foundation for the Accreditation of Cellular Therapy (FACT). Kebriaei:Amgen: Research Funding; Jazz: Consultancy; Pfizer: Honoraria; Kite: Honoraria. Wierda:Xencor: Research Funding; Janssen: Research Funding; Loxo Oncology Inc.: Research Funding; KITE pharma: Research Funding; Juno Therapeutics: Research Funding; Gilead Sciences: Research Funding; Acerta Pharma Inc: Research Funding; Pharmacyclics LLC: Research Funding; Genentech: Research Funding; GSK/Novartis: Research Funding; AbbVie: Research Funding; Cyclcel: Research Funding; Oncternal Therapeutics Inc.: Research Funding; Miragen: Research Funding; Sunesis: Research Funding. Mahadeo:Recipient of unrestricted medical education grant from Jazz: Research Funding; PI for ATARA EBV CTL Trials: Other: Other .
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Crouth, Madeleine, Alison McIntosh, and Tracy Harkison. "Hospitality education in New Zealand prisons." Hospitality Insights 5, no. 2 (December 22, 2021): 7–8. http://dx.doi.org/10.24135/hi.v5i2.110.
Повний текст джерелаАнотація:
New Zealand has one of the highest imprisonment rates per capita when compared to the rest of the developed world. People who offend in New Zealand have a 43% chance of reoffending within the first 24 months of their release [1]. It is estimated that approximately 60% of people who offend have literacy and numeracy skills lower than the NCEA Level 1 competency, and 66% of adults have no formal qualifications [2, 3]. A focus on literacy and numeracy, support through baseline education, and specific trades like hospitality, can start to refine the options of a person who offends, further enabling them to start developing goals that will support their futures [4].
Since 2014, the Department of Corrections/Ara Poutama Aotearoa has been upgrading the prison-based educational programmes available to people who offend to achieve this. Goals have been set to integrate the in-prison education with the nationally recognised level of education along with practical elements such as kitchen work, housekeeping and other service-based vocations such as hairdressing and customer service. The courses are relatively short, ranging from six to 12 weeks, and provide key skills and the foundations for further study. Evidence from overseas has found that hospitality and, specifically, catering programmes are a tool that positively impacts the way people who offend engage with their rehabilitation; creating an experience through the sharing and giving of food is seen as a way to reintegrate and regain a sense of achievement and being of service through meaningful social connections and employment.
Our study carried out a systematic literature review of the effectiveness of hospitality training and education in correctional facilities. Evidence was found of the effectiveness of educational programmes within prisons and their positive impact on recidivism. It was also found that hospitality training initiatives, such as those provided in prison training restaurants open to the public for dining, could offer a unique opportunity that allows people who offend to change the negative public perceptions held about them. In New Zealand, we have unique tikanga-based initiatives that support people who offend to reintegrate back into the public environment and their families, with reduced reoffending [5]. The literature showed, convincingly, that education leads to opportunities for post-release employment and the ability to manage work-life balance, reintegration into society, and gain skills that support long-term prosperity [3]. Czerniawski [6] sees education as a key step in making a positive change in the lives of people who offend, especially if followed by a period of post-release support.
Our study also revealed the challenges of providing hospitality education in prisons. Prison security risks, risk of lockdowns, student mental health, lack of educational resources and support services, and lack of set-up and sustainable funding for educational programmes were seen as hindrances to the success of prison education programmes. Lack of post-release support and the negative stigma of people who offend perceived by the public and employers were further noted issues of concern. Likewise, prison culture, staff retention, general misconduct and mistrust were also cited as aspects of concern [7]. Giousmpasoglou and colleagues [8] suggested that people who offend would prefer education programmes that were carried out by external facilitators over in-prison programmes. The importance of networks between educators, support workers and employers are important in this regard.
With the hospitality industry facing a skills shortage and with its low barriers to entry, there is potential to build upon the success of existing hospitality education programmes to build skills, pride and a second chance for those who are engaging in rehabilitation. There is also an opportunity to consider tertiary pathways for these hospitality graduates and entrepreneurs. Furthermore, the Department of Corrections/Ara Poutama Aotearoa could consider the success of initiatives such as The Clink Charity training restaurants in the UK in supporting rehabilitation through hospitality training and work.
Corresponding author
Madz Crouth can be contacted at: madz.crouth@aut.ac.nz
References
(1) Boomen, M. Where New Zealand Stands Internationally: A Comparison of Offence Profiles and Recidivism Rates. Practice: The New Zealand Corrections Journal 2018, 6 (1), 87–96. https://www.corrections.govt.nz/__data/assets/pdf_file/0005/33449/Practice_Journal_Vol6_Iss1_July_2018_WEB.pdf (accessed Dec 1, 2021).
(2) Corrections. Prison Facts and statistics – December 2020, 2020. https://www.corrections.govt.nz/resources/statistics/quarterly_prison_statistics/prison_stats_december_2020 (accessed Dec 1, 2021).
(3) Corrections. Prison Facts and Statistics – March 2020, 2020. https://www.corrections.govt.nz/resources/statistics/quarterly_prison_statistics/prison_stats_march_2020 (accessed Dec 1, 2021).
(4) Harkison, T.; McIntosh, A. Hospitality Training for Prisoners. Hospitality Insights 2019, 3 (1), 5–6. https://doi.org/10.24135/hi.v3i1.52
(5) Hamer, P.; Paul, J.; Hunia, M. Hōkai Rangi: Context and Background to the Development of Ara Poutama Aotearoa Strategy 2019–2024. Practice: The New Zealand Corrections Journal 2021, 8 (1), 18–22. https://www.corrections.govt.nz/__data/assets/pdf_file/0017/43208/Practice_Journal_2021_Final_Web_Version.pdf (accessed Dec 1, 2021).
(6) Czerniawski, G. A. Race to the Bottom – Prison Education and the English and Welsh Policy Context. Journal of Education Policy 2016, 31 (2), 198–212. https://doi.org/10.1080/02680939.2015.1062146
(7) Chui, W. H.; Cheng, K. K.-Y. The Mark of an Ex-Prisoner: Perceived Discrimination and Self-Stigma of Young Men after Prison in Hong Kong. Deviant Behavior 2013, 34 (8), 671–684. https://doi.org/10.1080/01639625.2013.766532
(8) Giousmpasoglou, C.; Brown, L.; Marinakou, E. Training Prisoners as Hospitality Workers: The Case of the CLINK Charity; Paper presented at the Travel & Tourism Research Association (TTRA) 2019: European Chapter Conference, 2019. http://eprints.bournemouth.ac.uk/31827/1/Giousmpasoglou-Brown-Marinakou_TTRA19_conference_Final.pdf (accessed Dec 1, 2021).
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Świątkowski, Andrzej. "European standards of vocational education." Facta Simonidis 12, no. 1 (December 31, 2019): 171–91. http://dx.doi.org/10.56583/fs.104.
Повний текст джерелаАнотація:
The European Committee of Social Rights case law reaffirmed the great importance it is attached to vocational education which is essential not only integrating all people, young and old, into working life. The vocational education plays a central role in every aspect of personal development and social integration. Fundamental socio-economic trends such as ongoing globalisation and digitalization of the economy and the spread of information technology make it increasingly obvious that vocational education and training is live long process. Education, general and vocational, as well as professional training should be provided throughout the life cycle for all segments of the active population – young persons and adults, the unskilled and the skilled, the employed and unemployed. Investment in vocational education by the European Members States is quite substantial but in the view of the formidable challenges of the learning society there is still scope for further measures.
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Cavas, Bulent. "A NEW CHALLENGE BY THE EUROPEAN UNION HAS ALREADY STARTED: RESPONSIBLE RESEARCH AND INNOVATION." Journal of Baltic Science Education 14, no. 3 (June 25, 2015): 292–94. http://dx.doi.org/10.33225/jbse/15.14.292.
Повний текст джерелаАнотація:
It has been revealed by The Directorate-General for Research and Innovation of the European Union that scientific studies and their outcomes, carried out within the last 15 years, haven't been adequately shared within the society. In this context, the search for project applications, reviewing efficient communication strategies between European citizens and science was initiated by the European Union’s Science and Society action plan in 2001. The European Union further developed action plans, under its FP7 program which began in 2007, with a view to increasing participation within society and to enhance two-way dialogues and larger interactions through actualizing Science in Society’s action.
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Bykovska, Olena, Angela Boyko, Nataliia Stepanova, Vasyl Karychkovskyi, and Timur Bykovskyi. "HARMONISATION OF THE EUROPEAN EDUCATION AREA." Conhecimento & Diversidade 15, no. 40 (December 6, 2023): 526–48. http://dx.doi.org/10.18316/rcd.v15i40.11221.
Повний текст джерелаАнотація:
Objective. The purpose of this article is to study the impact of science and education on the efficiency of social production and quality of life in the context of global integration processes. Methods. The methods used in the study are literature review, statistical data analysis, and empirical research. To obtain the results, we analysed data on the quality of education and research in Ukraine and other European countries. Results. The study found that the quality of education and research is crucial for the competitiveness of society in the context of globalisation and rapid changes in the economy and technology. Scientific achievements and educational standards are key indicators of a state's readiness to meet the challenges of the present and its ability to attract investment, attract talented young people, and ensure sustainable economic dynamics. Conclusions. The obtained results emphasise the critical role of education and research in the process of achieving sustainable development of society. The need for targeted improvement of education and support for research is recognised as a key factor in achieving a high quality of life, competitiveness, and prosperity of the country. Prospects. Future research could expand the understanding of the interaction between education, science, and the economy in a globally competitive environment. The impact of digital transformation on educational and scientific processes should also be investigated, and practical models of cooperation between universities and the private sector should be developed to stimulate innovation and societal development.
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Smith, John H. "Europe's Universities in the European Research Area." European Educational Research Journal 7, no. 4 (January 1, 2008): 433–37. http://dx.doi.org/10.2304/eerj.2008.7.4.433.
Повний текст джерелаАнотація:
Universities are placed strategically at the interplay of research and technological development, educational and regional development policies at both national and European level. Universities are also unique environments in which interdisciplinary skills are being developed to tackle the complex challenges facing human, social and economic development in the twenty-first century. Future European research policy should take more account of this unique role of universities in building the ‘knowledge society’. The launching of the European Commission's ‘Green Paper on the Future of the European Research Area’ in 2007 provided scope for a new recognition of the place of Europe's universities as key stakeholders and gave the European University Association an opportunity to bring university needs and perspectives into the policy debate on new instruments and initiatives required.
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Holguin, F., J. C. Cardet, K. F. Chung, S. Diver, D. S. Ferreira, A. Fitzpatrick, M. Gaga, et al. "Management of severe asthma: a European Respiratory Society/American Thoracic Society guideline." PULMONOLOGIYA 31, no. 3 (June 10, 2021): 272–95. http://dx.doi.org/10.18093/0869-0189-2021-31-3-272-295.
Повний текст джерелаАнотація:
This document provides clinical recommendations for the management of severe asthma. Comprehensive evidence syntheses, including metaanalyses, were performed to summarise all available evidence relevant to the European Respiratory Society/American Thoracic Society Task Force’s questions. The evidence was appraised using the GRADE (Grading of Recommendations, Assessment, Development and Evaluation) approach and the results were summarised in evidence profiles. The evidence syntheses were discussed and recommendations formulated by a multidisciplinary Task Force of asthma experts, who made specific recommendations on six specific questions. After considering the balance of desirable and undesirable consequences, quality of evidence, feasibility, and acceptability of various interventions, the Task Force made the following recommendations:• suggest using anti-interleukin (IL)-5 and anti-IL-5 receptor α for severe uncontrolled adult eosinophilic asthma phenotypes;• suggest using a blood eosinophil cut-point ≥150 μL−1 to guide anti-IL-5 initiation in adult patients with severe asthma;• suggest considering specific eosinophil (≥260 μL−1) and exhaled nitric oxide fraction (≥19.5 ppb) cut-offs to identify adolescents or adults with the greatest likelihood of response to anti-IgE therapy;• suggest using inhaled tiotropium for adolescents and adults with severe uncontrolled asthma despite Global Initiative for Asthma (GINA) step 4 – 5 or National Asthma Education and Prevention Program (NAEPP) step 5 therapies;• suggest a trial of chronic macrolide therapy to reduce asthma exacerbations in persistently symptomatic or uncontrolled patients on GINA step 5 or NAEPP step 5 therapies, irrespective of asthma phenotype;• suggest using anti-IL-4/13 for adult patients with severe eosinophilic asthma and for those with severe corticosteroid-dependent asthma regardless of blood eosinophil levels.These recommendations should be reconsidered as new evidence becomes available.
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Ünal, Fatma, and Hüseyin Kaygın. "Citizenship Education for Adults for Sustainable Democratic Societies." Sustainability 12, no. 1 (December 19, 2019): 56. http://dx.doi.org/10.3390/su12010056.
Повний текст джерелаАнотація:
Adults have a key role in ensuring that society is democratic and sustainable, by making decisions about the permanence and continuity of the world/society, and as role models to the new participants in a democratic society. In this context, the purpose of this research is to determine the citizenship education needs of adults in a sustainable democratic society. The study was designed in a qualitative research pattern and was carried out using the case study method. The study group consisted of adults, who were determined by criteria sampling method. Demographic data, a semi-structured interview form, and scenario texts were used to obtain data. The data obtained were analysed by using the content analysis method. Perspectives on adult citizenship education were presented according to the themes created. It was found that participants have a citizenship tendency in line with the traditional national citizenship approach and behaved accordingly. In conclusion, this study proposes that citizenship education should be organized for adults, who are today’s decision makers and role models for tomorrow’s decision makers, in order to improve their political literacy, legal literacy, and political, social, civic engagement and democratic values, which will contribute to the goal of a sustainable democracy in society.
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Holguin, Fernando, Juan Carlos Cardet, Kian Fan Chung, Sarah Diver, Diogenes S. Ferreira, Anne Fitzpatrick, Mina Gaga, et al. "Management of severe asthma: a European Respiratory Society/American Thoracic Society guideline." European Respiratory Journal 55, no. 1 (September 26, 2019): 1900588. http://dx.doi.org/10.1183/13993003.00588-2019.
Повний текст джерелаАнотація:
This document provides clinical recommendations for the management of severe asthma. Comprehensive evidence syntheses, including meta-analyses, were performed to summarise all available evidence relevant to the European Respiratory Society/American Thoracic Society Task Force's questions. The evidence was appraised using the GRADE (Grading of Recommendations, Assessment, Development and Evaluation) approach and the results were summarised in evidence profiles. The evidence syntheses were discussed and recommendations formulated by a multidisciplinary Task Force of asthma experts, who made specific recommendations on six specific questions. After considering the balance of desirable and undesirable consequences, quality of evidence, feasibility, and acceptability of various interventions, the Task Force made the following recommendations: 1) suggest using anti-interleukin (IL)-5 and anti-IL-5 receptor α for severe uncontrolled adult eosinophilic asthma phenotypes; 2) suggest using a blood eosinophil cut-point ≥150 μL−1 to guide anti-IL-5 initiation in adult patients with severe asthma; 3) suggest considering specific eosinophil (≥260 μL−1) and exhaled nitric oxide fraction (≥19.5 ppb) cut-offs to identify adolescents or adults with the greatest likelihood of response to anti-IgE therapy; 4) suggest using inhaled tiotropium for adolescents and adults with severe uncontrolled asthma despite Global Initiative for Asthma (GINA) step 4–5 or National Asthma Education and Prevention Program (NAEPP) step 5 therapies; 5) suggest a trial of chronic macrolide therapy to reduce asthma exacerbations in persistently symptomatic or uncontrolled patients on GINA step 5 or NAEPP step 5 therapies, irrespective of asthma phenotype; and 6) suggest using anti-IL-4/13 for adult patients with severe eosinophilic asthma and for those with severe corticosteroid-dependent asthma regardless of blood eosinophil levels. These recommendations should be reconsidered as new evidence becomes available.
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Ishutina, Olena. "EUROPEAN CONTEXT OF IMPLEMENTING MEDIA EDUCATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 113–15. http://dx.doi.org/10.24144/2524-0609.2022.50.113-115.
Повний текст джерелаАнотація:
The article considers the problem of implementing media education, the urgency of which is due to the intensive pace of digitalization of society and the education system in particular, the active influence of media and the Internet, widespread disinformation and propaganda. These changes determine the need for new approaches and forms in education, actualize the development of media education of citizens in Europe and Ukraine. Research and policy initiatives to promote media education and develop media literacy are growing in Europe and Ukraine. Problems of formation and development of media education in the domestic in European contexts are presented in the research of a number of scholars. The aim of the article is to analyse the normative documents of European countries in the field of media education, where it has been implemented for a long time and some theoretical and practical cases have already been developed. The research methods used (document analysis, systematization, generalization, comparison with Ukrainian regulations) allow us to conclude that the European trend is to recognize the importance of media education, focusing not only on the ability to work with media, but also on training active citizens capable of critical thinking and work with information. Media education is currently in the spotlight of the world community, as its active implementation allows to develop media literacy, which is defined among the competencies of the XXI century and includes the ability to think critically, interact and express themselves through information, work with media and create media, disinformation and propaganda. participant in civil society. Analysis of normative documents of European countries in the field of media education proves that the development of media education in Ukraine is in line with European trends, noting the priority of its implementation in the current situation.
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Lenke, Lawrence, Howard An, Hubert Labelle, and John Hall. "1995 Scoliosis Research Society European Traveling Fellowship Report to the Education Committee." Spine 21, no. 10 (May 1996): 1263–73. http://dx.doi.org/10.1097/00007632-199605150-00023.
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Sucato, Daniel J., Timothy R. Kuklo, Alexander R. Vaccaro, and Courtney Brown. "2003 Scoliosis Research Society European Traveling Fellowship Report to the Education Committee." Spine 29, no. 18 (September 2004): 1966–70. http://dx.doi.org/10.1097/01.brs.0000138563.56756.6a.
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Fenech, Christine, and Anita Seguna. "Internationalisation of Maltese Society and Education." Malta Journal of Education 1, no. 1 (September 16, 2020): 24–50. http://dx.doi.org/10.62695/gzxo3863.
Повний текст джерелаАнотація:
Malta has witnessed a stark increase in immigration in recent years. The European Commission’s Country Report for Malta 2019 (European Commission 2019) suggests that labour and skills shortages may be a pull factor for international labour to Malta. However, push and pull factors for migration have become more complex in the 20th century, including aspects such as safety from wars, and political or economic crises (Arar et al. 2019, 2020a, 2020b; IOM 2020). Moreover, the profile of migrants has changed from targeted recruitment of guest workers in the post-war period to substantial diversity of countries of origin, languages, religions or migration channels (Massey 1990; Vertovec 2007, 2018). This diversification can also be witnessed in Maltese society and education and is posing challenges for schools to provide inclusive education suited to the learning needs of a diversifying student population (Bezzina and Vassallo 2019). However, while some qualitative research, through isolated snapshots of the numbers of international students in compulsory education, exists, detailed data and analysis of its development over time are lacking. This research, therefore, investigates data collected in recent years in Maltese society and within compulsory education. By studying the change in figures of international residents and students in compulsory education (public, church and private schools), the article provides evidence of the rate at which diversification has been witnessed. It focuses upon diversification by sector and evaluates geographical differences witnessed within this diversification. Moreover, it investigates differences in the profile of international students enrolled in different educational institutions to demonstrate the extent to which ‘super-diversity’ is encountered within Maltese schools.
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Mikelsteins, Zaiga, and Thomas G. Ryan. "Increasing Inclusion and Reducing the Stigma of Special Needs in Latvia: What Can We Learn from Other Countries?" International Journal of Educational Reform 27, no. 4 (September 2018): 379–95. http://dx.doi.org/10.1177/105678791802700404.
Повний текст джерелаАнотація:
Latvia regained its independence in 1991 and has been slowly transforming the education system to meet the standards of the European Union (EU) and the Western world. Since regaining independence Latvia has started to integrate children with special education needs into regular schools and society; yet the process is quite restrained and measured, causing many to suggest that there must be a way and means to accelerate this process. If only Latvians could access and use practices found (Alberta) Canada or another inclusive country (Finland), that has successfully integrated students and adults with disabilities into school and society, to diminish Latvian problems such as life long dependency, poverty and social exclusion that adds to an already existing stigma of intellectual disability according to the European Union Monitoring and Advocacy Program (EUMAP, 2005). Stigma is the one issue that keeps surfacing as the key challenge for people with special needs in Latvia (Fine-Davis & Faas, 2014). Latvian society at present has minimal exposure and experience with children and adults with special needs, resulting in unawareness, avoidance, and a general misunderstanding of this population.
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Vernia-Carrasco, Ana M. "Music, Culture and Society: Ideal Environments for Adults." Cultural Arts Research and Development 2, no. 3 (October 18, 2022): 10–17. http://dx.doi.org/10.55121/card.v2i3.49.
Повний текст джерелаАнотація:
Music, as the backbone of artistic projects, can provide ideal spaces for adults, improving their quality of life. This proposal is part of a larger investigation, from a research stay. This research, of a synchronous and descriptive nature, used the narrative and descriptive perspective, but from the lived artistic experiences. Through interviews with experts, the desired information was obtained to write a report. The work was completed with a theoretical framework divided into different sections that include education, music and adults, didactic spaces for music education in adults, music and interculturality as an space for musical learning, and Sustainable Development Goals. The results confirmed the need to create spaces expressly for musical education and training for adults, regardless of whether or not they have previous musical training, since it is understood that adult profiles differ from children and adolescents, especially in terms of learning rhythms and needs. Among the conclusions, we can highlight the important relationship that is established between adults, society, music and culture. On the other hand, we are aware that there is a clear exclusion regarding access to artistic and cultural education.
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Vernia-Carrasco, Ana M. "Music, Culture and Society: Ideal Environments for Adults." Cultural Arts Research and Development 2, no. 2 (October 18, 2022): 54–61. http://dx.doi.org/10.55121/card.v2i2.49.
Повний текст джерелаАнотація:
Music, as the backbone of artistic projects, can provide ideal spaces for adults, improving their quality of life. This proposal is part of a larger investigation, from a research stay. This research, of a synchronous and descriptive nature, used the narrative and descriptive perspective, but from the lived artistic experiences. Through interviews with experts, the desired information was obtained to write a report. The work was completed with a theoretical framework divided into different sections that include education, music and adults, didactic spaces for music education in adults, music and interculturality as an space for musical learning, and Sustainable Development Goals. The results confirmed the need to create spaces expressly for musical education and training for adults, regardless of whether or not they have previous musical training, since it is understood that adult profiles differ from children and adolescents, especially in terms of learning rhythms and needs. Among the conclusions, we can highlight the important relationship that is established between adults, society, music and culture. On the other hand, we are aware that there is a clear exclusion regarding access to artistic and cultural education.
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Czarkowski, Jakub Jerzy, and Sylwia Strzelec. "Threats for adults aged 45+ associated with technological development." International Journal of Pedagogy, Innovation and New Technologies 6, no. 1 (June 24, 2019): 28–36. http://dx.doi.org/10.5604/01.3001.0013.2872.
Повний текст джерелаАнотація:
There are many dangerous situations for adult development related to the progress of new information technologies. The article presents a new approach to the issue of disability in the context of the changing ITC technologies and the phenomenon of aging populations. Polish society, like many European societies, is subject to the process of aging. People in late adulthood find it more difficult to learn to use new technologies more easily. This means that an increasing number of people may have problems in full-fledged functioning in society. They will become disabled in the light of the WHO definition. Appropriate education is the way to counteract this phenomenon.
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Marcu, Maria. "Equal Opportunities Through Education." Scientific Bulletin 26, no. 2 (December 1, 2021): 148–55. http://dx.doi.org/10.2478/bsaft-2021-0017.
Повний текст джерелаАнотація:
Abstract An inclusive society is a society that offers its members equal opportunities to participate in all aspects of public life, without discrimination, by exercising rights and assuming responsibilities so that progress is equally desired by the individuals and the society to which they belong. The human personality is formed by the interaction of the biological (heredity) with the factors of the social environment and under the influence of education. That is why it is necessary for education to be a modeling continuum, a process that begins in the family and is continued in school, the nucleus around which the free, independent, creative personalities of future adults will be formed. Today’s children are tomorrow’s adults, the ones who will make their mark on the future society. Whether tomorrow’s society will be an inclusive society or whether it will raise barriers and generate hostility depends on how we form the young generation today. This exploratory research, based on the analysis of official documents, statistics and concrete data of the observed reality, highlights important aspects regarding the access to education of disadvantaged groups, in a society that wants to be inclusive.
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Orphanides, Andreas G. "Challenges in European Higher Education." Higher Learning Research Communications 2, no. 2 (June 1, 2012): 3. http://dx.doi.org/10.18870/hlrc.v2i2.63.
Повний текст джерелаАнотація:
<span style="font-family: Times New Roman; font-size: small;"> Globalization, individualization, digitalization and information boom were fundamental world-wide changes that occurred during the 1990s, following the rise of international markets, communication and information technology in the 1980s. The economic and financial crisis of the 2010s has not only deepened and hastened these changes, but also set new challenges to the world in terms of restructuring the knowledge-based society through creativity and innovation, next to formulating new responses to the issues of climate and immigration, as well as to the widening gap between rich and poor. Higher education has to be deeply involved in this new phase, both through education and training (new competences for new jobs within the framework of lifelong learning), and through applied research (new knowledge to be implemented through innovation). Today, the world needs more and better educated graduates. Higher education institutions need to reformulate their missions and strategies.</span>
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Vrapi, Asllan. "Teacher Education and Competencies in an Open Democratic Society." Education, Society and Human Studies 3, no. 1 (January 21, 2022): p32. http://dx.doi.org/10.22158/eshs.v3n1p32.
Повний текст джерелаАнотація:
Currently, Albania, our homeland, is involved in the integration processes for membership in the European Union. European integration processes should first of all be understood as processes: achieving standards, adaptation and legal, structural, curricular improvements, etc. The Albanian education system is also part of these processes. The education system, especially in recent years, has been and continues to be part of programs and political, academic, scientific and educational programs and projects of the dominant actors of Albanian society for its reform and adaptation to the education systems of European societies, within Albania's ambitions for integration and membership.The teacher is the main actor of the educational process. It is necessary for the teacher to redefine his position in this constantly changing and integrating society, to empower and acquire new competencies.I think it is very interesting to discuss and research on re-dimensioning the position of teachers regarding the competencies of educating democratic citizens that they should gain in this period of reforms and European integration. The idea of the study is: Today's children can learn better if teachers focus more on activating their strengths than on identifying their weaknesses. Students should be evaluated not only on the basis of the results achieved, but, above all, on the basis of the capacity to fully address life situations.
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Piškorjanac, Silvija. "Oncology nursing and EONS (European Oncology Nursing Society) influence in Eastern Europe." Sestrinska vizija 5, no. 8 (2021): 34–37. http://dx.doi.org/10.5937/sestrviz2108034p.
Повний текст джерелаАнотація:
European Union (EU) has defined the process and norms of nursing education. As a source of data, Directive 2005/36/EC and Directive 2013/55/EU was used together with Croatian laws and regulations which are related to nursing education. Nursing education in Croatia is carried out through high school education and also at the university level. The situation is similar or the same in many other Eastern European countries. Experience in nursing education in different European countries can be useful in improving nursing education in Croatia. Cancer nursing specialization in the Republic of Croatia, as in many Eastern European countries, exists only on paper, unlike in Western Europe, the USA or Australia. Eastern European cancer nurses can be trained with the assistance of EONS (European Oncology Nursing Society) which is an umbrella organisation providing leadership in all areas of cancer nursing, research, practice, continuing education, communications and advocacy for better recognition of cancer nursing across Europe.
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Madalińska-Michalak, Joanna. "Fostering quality education research: The role of the European Educational Research Association as a scientific association." European Educational Research Journal 19, no. 1 (September 10, 2018): 30–42. http://dx.doi.org/10.1177/1474904118797735.
Повний текст джерелаАнотація:
This paper considers the role and responsibilities of a scientific association in promoting and supporting high quality research, particularly with regard to providing guidance on research ethics. The paper reports on a survey-based study commissioned by the European Educational Research Association in 2015 which focused on educational researchers’ experiences with, and attitudes toward, the research ethics review scope and practice. The study provides insight into the role and activities of the European Educational Research Association in fostering high quality educational research. The analysis reveals the perception of academics that the European Educational Research Association might further high quality educational research for the benefit of education and society in the following ways: (i) leading the development of guidelines on ethical education research that are applicable across Europe whilst recognizing varied transnational contexts; (ii) promoting free, open dialogue and critical discussion on ethics in educational research; (iii) taking a comprehensive and interdisciplinary approach to ethics in educational research; (iv) informing the public about current developments in educational research; (v) developing practices of reviewing educational research in the context of research ethics; and (vi) promoting debate on ethics in the academic field of educational research. The paper concludes with some recommendations for the European Educational Research Association related to its role and responsibilities in fostering quality research.
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Brantnerova, Renata, Ranjit Manchanda, and Nicoletta Colombo. "The European Society of Gynaecological Oncology: Update on Objectives and Educational and Research Activities." American Society of Clinical Oncology Educational Book, no. 32 (June 2012): 335–38. http://dx.doi.org/10.14694/edbook_am.2012.32.55.
Повний текст джерелаАнотація:
Overview: The European Society of Gynaecological Oncology (ESGO) is the principal European society contributing to the study, prevention, and treatment of gynecologic cancers. Founded in 1983, ESGO has more than 1,300 members in more than 40 European countries and worldwide who benefit from ESGO's innovative education and research initiatives and networking opportunities. ESGO objectives have been recently identified through a strategic planning process and include education, care, research, collaboration, awareness, and sustainability. As a leading gynecologic oncology society, ESGO holds biennial meetings where experts meet to discuss latest advances in gynecologic treatment and care. The 17th International Meeting of ESGO (ESGO 17) proved to be a resounding success, with 2,700 delegates and speakers who gathered from around the world in the cultured city of Milan, Italy. The structure of the congress included keynote lectures, debates, state-of-the art sessions, and focused sunrise sessions, together with oral and poster presentations and satellite symposia sponsored by pharmaceutical companies. For the first time, during ESGO 17 the Society organized a seminar for European patient groups with an interest in gynecologic cancers with the aim of facilitating different patientrelated activities across Europe. Moreover, The European Network of Young Gynaecologic Oncologists (ENYGO), the European Network of Gynaecologic Oncology Trial Groups (ENGOT), and the European Network of Translational Research in Gynaecological Oncology (ENTRIGO) had their own section during ESGO 17. ESGO also holds numerous workshops throughout the calendar year and provides clinical and research grants, online educational materials, webcasts, and numerous networking opportunities
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Bilotserkivets, Іryna. "LIFELONG LEARNING IN THE CONTEXT OF EUROPEAN VECTOR OF PEDAGOGICAL SCIENCE." Education. Innovation. Practice 10, no. 7 (December 28, 2022): 6–12. http://dx.doi.org/10.31110/2616-650x-vol10i7-001.
Повний текст джерелаАнотація:
Global and integral tendencies, world educational processes that are widely developed in society and require new approaches in educational sciences and practices, have the educational society oriented to the cardinal conceptual ideas and principles inherent to European education. The author, on the basis of analysis, and using scientific methods of synthesis and data generalization, makes an attempt of representing the necessity of following the provisions of Memorandum on Lifelong Learning, Copenhagen declaration, Bologne declaration, International standard education classification, other legislative acts and documents, in reforming and modernization of the educational sphere in Ukraine. The research of scientists of the National Academy of Educational Sciences of Ukraine has been also analyzed in order to prove and to substantiate the requirement of time – to introduce lifelong education and to study its peculiarities and all aspects in all their variety. The author outlines the main conceptual notions of the research and connected notions, namely lifelong learning, adult education, continuous education, and others. Functions of educational activities are briefly outlined for better understanding of their value under contemporary conditions; the role and meaning of lifelong education for individual and professional development and self-perfection are revealed. The topicality of the analytical research presented is also stipulated by the fact that the basis of the globalized world is “knowledge society”, and information becomes a tool of achieving success in personal life and profession. Lifelong education will also increase the intellectual potential of every individual and every state; thus, this new trend in education will provide an effective response to modern challenges, it will improve the educational system as a whole and will increase economic competition. Therefore, revealing the content and the significance of the terms under research: lifelong education, adult education, continuous education, their functions in the contemporary world that undergoes processes of globalization and internalization, will provide the possibility of introducing the new educational processes and phenomena. Research potential and educational sciences can be enriched with further scientific studies in the direction for a successful and sustainable development of society.