The paper analyses andragogues as change agents in education. Starting from critical theory, andragogues have the potential to work within the curriculum redefinition framework by enabling participants in educational process to identify areas of knowledge deficits and build on prior knowledge. In addition to this change, they can carry out transformative learning in which the central category is critical reflection, i.e. the most important characteristic of adult learning. The aim of this paper is to point out the importance of the identity of andragogues and to point out that their role in changing education, especially when in the knowledge society in which lifelong learning is the key to change the individual and society.
U radu se analizira marginalizacija s posebnim osvrtom na marginalizaciju u obrazovanju. Iako je (obrazovna) marginalizacija sklizak konstrukt, ona postoji u svim društvima i zahvaća različite skupine ljudi. Tradicionalni pristupi obrazovanju, koji generiraju marginalizaciju, i pored određenih pokušaja pokazali su svu nemoć u njezinom suzbijanju u obrazovanju čime se nameće potreba kreiranja drugačijeg obrazovanja koje će omogućiti osnaživanje marginaliziranih. Na razini škola osnaživanje je proces u kojem sudionici razvijaju kompetencije potrebne za preuzimanje odgovornosti za vlastiti rast i rješavanje vlastitih problema dok je na međunarodnoj i nacionalnoj razini proces i akcije koje daju dopuštenje nastavnicima da prilagode kurikulume i pedagogiju kako bi se zadovoljile potrebe učenika.
"This paper analyses various approaches to micro-credentials, one of the most recent trends in higher education. Micro-credentials represent an “alternative” to traditional study programmes for acquiring independent formal qualification in higher education, whereas higher education institutions use it to achieve their mission of supporting adult education, i.e. lifelong learning in higher education. Even though a consensus regarding the definition of the term micro-credentials does not exist at either EU or national level, it can be stated that they represent small-scale and short learning programmes designed to offer specific knowledge, skills and competencies that satisfy social, personal, cultural as well as labour market needs. Apart from different interpretations of the term, the challenges of micro-credentials in higher education are identified in regard to regulatory frameworks, integration into national qualification frameworks, recognition and accumulating of micro-credentials as well as application of quality assurance mechanisms. Similar to other programmes, micro-credentials are not equally assessed. They can be understood in regard to their purpose and structure, as a mean of flexibility in higher education through the development of individual learning paths, as a mean of supporting higher education in an attempt to become more accessible to non-traditional students as well as an initiative to strengthen adult education in higher education. On the other hand, as the abovementioned education form is oriented towards specific set of knowledge, which is, despite emphasizing other needs, in neoliberal politics predominately oriented towards labour market needs, fragmentation in higher education can be identified. This state is in contrast with holistic nature of study programmes which have to be designed to enable students to acquire well rounded and complementary, theoretical and practical set of knowledge and skills during their respective studies. Despite numerous challenges of micro-credentials, learning programmes designed for the acquisition of micro-credentials deserve systematic consideration in higher education by respecting not only their specific context and structure and higher education system, but also the characteristics of the complete education system."
The development of the quality of adult education is directly connected with andragogical competencies of teachers. As andragogical institutions offer more foreign language learning programmes, foreign language teachers have an integral role in adult education and their competencies for working with adult learners are extremely important. However, it is disputable how foreign language teachers gain the mentioned competencies during their initial education. According to that, the first part of the paper analyses the presence of andragogical competencies in graduate study programme curriculums of English Language and Literature, German Language and Literature and Italian Language and Literature at the Faculty of Humanities and Social Sciences in Rijeka. Based on the results of the analysis, the second part of the paper will provide guidelines and recommendations for including andragogical competencies into initial educational curriculums for foreign language teachers. Furthermore, as an example of good practice, the paper will present the programme designed for the students (future teachers) of English, German and Italian language and literature at the Faculty of Humanities and Social Sciences in Rijeka with the purpose of developing andragogical competencies.
No abstract
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.