Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics.
Educating teachers on the initial level of the teachers' studies programmes' compulsory and elective courses allows these educators to acquire the competencies they need to transmit and teach the same information to children. In the realm of contemporary educational practices, acquiring competency in teaching work is part of a process of lifelong learning. This paper will analyse the structure of Croatian teachers' studies programmes, focusing on the name of the course and the teaching workload of the same, with an emphasis on the concept of key competencies for lifelong learning according to INTRODUCTORY CONSIDERATIONS The Role and Importance of the Development of Competencies for Lifelong Learning among TeachersRecently, there have been an increased number of discussions on lifelong learning, i.e. on the activity of learning throughout life, with the aim of improving knowledge, skills, and competencies for personal, civic, social, and business prospects. The term ‚life-long learning,' including ‚learning,' was preceded by many other terms that focused on a process of continuous improvement, such as the terms ‚continuing education' and ‚continuing and recurrent education.' Lifelong education for teachers (Vizek Vidović, 2005) is one of the key issues in every country, along with formal education and professional development in later work. Teachers' professional development is becoming a continuous requirement in the educational profession, as well as being an important precondition for the upgrading of existing competencies required for high-quality educational work in compliance with the requirements of modern curricula. The title ‚teaching profession' symbolises encompasses, of course, teaching, also including in its scope all the characteristics of teaching, as well as its position in society (Cindrić, 1995). Since changes in society demand changes in educational systems, changing the role and importance of the representation of certain key competencies among teachers that are important for quality professional work, as well as the intensity of the acquisition thereof, remain of great importance. In European educational systems, as well as in those in Croatia and worldwide, curriculum changes are directed at developing competencies related to and dependent on changes in the overall school practices, as well as on implementing those compentencies necessary for the application of new methods and forms of work in the teaching profession. Therefore, this paper will present selected key competencies as defined by the European reference framework of core and elective courses in teachers' studies programmes in the Republic of Croatia. 25Matilda Karamatić Brčić, Višnja Perin: Reflection on key competencies for lifelong learningThe term ‚lifelong education' originated in England in the 1820s, and replaced the term ‚lifelong learning' in contemporary pedagogical theory and educational practice. Subsequent to a discussion of this, this paper will consider teachers' competencies in the lifelong learning process...
The aim of this paper it to examine the relationship between non-formal education and employability within the context of socio-cultural changes. This paper presents the analysis of the effects of non-formal learning activities that are conducted at the Croatian Employment Service in the form of workshops, with an aim of raising employability among unemployed people. The participants in this research were unemployed persons who attended workshops at the Regional Office of the Croatian Employment Service Zadar during the year 2013. This survey focuses on evaluation of effects of non-formal learning through workshops within groups of unemployed persons, depending on their age, gender and level of education. As the forms of non-formal education indicate organized learning activities with the aim of acquiring and improving knowledge, skills and competences for personal, social and professional needs, the aim of this study is to define the role of non-formal education as a positive aspect of employability or set of knowledge, expertise and ability of a person. The results of attending the workshops can potentially include retaining one’s job, career progress, obtaining a new job and assuring the entrance to the labour market in different periods of the working life cycle.
Vijeće ministara Europske unije u svojoj rezoluciji (2004) definira profesionalno usmjeravanje kaoskup aktivnosti koje pojedincima omogućavaju identificirati vlastite mogućnosti, kompetencije iinterese u različito doba života kako bi donijeli odluke o obrazovanju, osposobljavanju te kakobi efikasnije mogli upravljati vlastitom profesionalnom karijerom. Profesionalno usmjeravanjenamijenjeno je pojedincima u svim fazama njihova života te obrazovnih i radnih prijelaza. Onoje uvijek pratilo i prilagođavalo se promjenama koje se događaju u društvu. U svojoj teoriji,Parson (1909) kaže da pojedinac prilikom odabira zanimanja mora poznavati sebe, rad te bitisposoban dovesti ta dva elementa u međusobni odnos kako bi postigao sklad, a za to mu jepotrebna pomoć stručnjaka. Uslijed gospodarskih, tehnoloških i inih promjena koje se događajuu društvu, pojedinac je u prilici i potrebi više puta tijekom života odabrati zanimanje, posao iličak novu karijeru pri čemu mu je nužno osigurati potporu i mogućnost usluga profesionalnogusmjeravanja. U većini zemalja Europe razvijeni su sustavi pružanja podrške pojedincima tijekomtranzicije, stoga je cilj ovog članka prikazati modele profesionalnog usmjeravanja odraslih uHrvatskoj, Austriji i Finskoj. Navedenim zemljama zajedničko je da usluge profesionalnogusmjeravanja odraslih nude javni servisi za zapošljavanje te obrazovne institucije. Za razlikuod Hrvatske i Austrije, u Finskoj postoji sustav formalnog obrazovanja za savjetnika o karijeri.
U radu se polazi od analize značenja pojma cjeloživotnog profesionalnog usmjeravanja kao raspona aktivnosti koje pojedincima bilo koje dobi i u bilo kojem trenutku njihova života omogućavaju prepoznati svoje sposobnosti, kompetencije i interese kako bi donijeli značajne odluke u pogledu obrazovanja, osposobljavanja i zanimanja. U članku se analiziraju zadatci profesionalnog usmjeravanja u suvremenom društvu, "društvu znanja", koji se baziraju na samoostvarenju pojedinca, razvoju mogućnosti za autonomiju, razvoju kompetencija te razvoju zapošljivosti. Naglašava se da je profesionalno usmjeravanje proces, a ne jednokratna aktivnost, kojim se prikupljaju podatci o korisniku, prosljeđuju informacije o mogućnostima obrazovanja i zapošljavanja, pomaže pojedincu sagledati vlastite mogućnosti i donijeti odluke o najprimjerenijim izborima obrazovanja i zapošljavanja. Na kraju se zaključuje da su za takav proces od velikog značaja i službe za profesionalno usmjeravanje koje se zasnivaju na pažljivoj i cjelovitoj procjeni različitih čimbenika, prije svega na procjeni potreba tržišta rada i potencijalima korisnika te potreba i mogućnosti obrazovnih institucija.Ključne riječi: cjeloživotno učenje, društvo znanja, profesionalno usmjeravanje, zapošljivost Uvodne napomeneCjeloživotno profesionalno usmjeravanje je kontinuirani proces koji pojedincima omogućava identificiranje vlastitih mogućnosti, kompetencija i interesa u različito doba života, kako bi donijeli odluku o obrazovanju i osposobljavanju te upravljali vlastitom profesionalnom karijerom (Rezolucija o cjeloživotnom profesionalnom usmjeravanju Vijeća ministara EU 2004, 2008. Profesionalno usmjeravanje pomaže pojedincu da postane kompetentan u planiranju i upravljanju učenjem i karijerom te kretanjima unutar tih dviju kategorija. Profesionalno usmjeravanje i osposobljavanje sve se više shvaćaju kao nužan preduvjet za djelotvorno ostvarivanje prava na rad, a kao instrument nacionalne politike shvaćaju se i u kontekstu suzbijanja nezaposlenosti i iskorjenjivanja neslaganja ponude i potražnje na tržištu rada. 132Višnja Perin, Cjeloživotno profesionalno usmjeravanje
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