The aim of our work is to show the establishment of the sport activities in Goce Delcev University -Stip as a fully integrated university under condition of the process of education in all study programs. Sporting activities of students inside our university are divided into three types:-sport as a part of the curriculum for the students in the first year, -student sport competition activities for all students from faculties and in interuniversity, national, European and World levels and -professional sport activities of four University teams as a part of professional leagues. The harmonisation of sport-related training and activities at University level is well underway in form of the Bologna process:-to harmonize all study programmes and degrees and give the same opportunity for sport to all student -to enhance overcoming of obstacles concerning the sport activities as an obligatory course and to ameliorate its recognition. In our university all sport activities are coordinated through University Sport Center as an independent body including professionals and representatives from university, responsible also for the project activities related to the health care of athletes from the professional and amateur teams. The future action is focused to increase the number of sports for attracting the number of students from all years in all cycle of education using questionnaire containing information of their potential interest. This should be the initial steps to propose sport as an obligatory course during all period of the study program in whole university.
The central point of the article is the study of interculturalism in preschool. The latter is given special attention, as it is the framework within which the authors present the importance of preschool teacher's approach to intercultural communication, both with children and with parents. The empirical part is the presentation of the results of a study about preschool teachers' preparation for a conversation with parents of children who are part of a minority. The authors find that before introducing a child with a different cultural or national background to the group, the majority of preschool teachers talked to the group about the culture, religion, traditions and the mother tongue of the child, so they knew how to face someone different and were ready for a conversation with the parents of that child.
Background/purpose: Knowledge and proficiency in foreign languages has always been considered a characteristic of respectable and educated members of society, and it has long been considered that learning languages contributes to the enrichment of one's personality. This especially applies in modern living conditions, where foreign language proficiency has become essential to successfully function within an international community which has become increasingly plurilingual. Materials/methods: The goal of this paper is to determine to what level secondary education in the Republic of North Macedonia develops the key competence of communication in a foreign language among students. In order to throw light on the various aspects of learning foreign languages and their respective cultures, a questionnaire with assessment scales was constructed, and which was then applied to 160 students from secondary schools in the Municipality of Tetovo. Results: The findings lead us to conclude that secondary school students in the Republic of North Macedonia have not mastered their ability to learn foreign languages and their cultures to a sufficient level. Conclusion: Being proficient in languages other than one's mother tongue is a prerequisite for achieving important life goals such as employment and job retention, obtaining citizenship or a permit to work in another country, achieving horizontal and vertical career growth, establishing social relations and similar goals. For this particular reason, life in multilingual and multicultural Europe obliges its citizens to actively study non-native languages at all levels of education.
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