Adult Education and Lifelong Learning in Southeastern Europe
von: George A. Koulaouzides, Katarina Popović
SensePublishers, 2017
ISBN: 9789463511735
Sprache: Englisch
136 Seiten, Download: 2296 KB
Format: PDF, auch als Online-Lesen
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| TABLE OF CONTENTS | 6 | ||
| 1. CRITICAL THINKING, EMPOWERMENT &LIFELONG LEARNING POLICY | 8 | ||
| INTRODUCTION: SETTING THE SCENE | 8 | ||
| THE STRUCTURE OF THE BOOK | 16 | ||
| NOTES | 20 | ||
| REFERENCES | 20 | ||
| 2. CRITICAL REFLECTION AND EMPOWERMENT IN ADULT EDUCATION PRACTICE: An Attempt to Create an Understanding of Two Frequently Appearing“Guest Stars” in Adult Education Policy Documents | 23 | ||
| INTRODUCTION | 23 | ||
| WHY IS CRITICAL REFLECTION IMPORTANT IN ADULT LEARNING? | 23 | ||
| EMPOWERMENT IN ADULT EDUCATION PRACTICE | 25 | ||
| CONCLUDING REMARKS | 30 | ||
| REFERENCES | 30 | ||
| 3. PEDAGOGICAL DIMENSIONS OF PARTICIPATORY DEMOCRACY: Learning through Self-Organized Communities and ParticipatoryBudgeting in Maribor | 33 | ||
| INTRODUCTION | 33 | ||
| BACKGROUND OF PARTICIPATORY DEMOCRACY DEVELOPMENTIN MARIBOR | 34 | ||
| METHODOLOGY AND SCHUGURENSKY’S INSTRUMENT | 36 | ||
| RESEARCH FINDINGS REGARDING LEARNING AND CHANGE | 37 | ||
| CONCLUSION AND DISCUSSION | 40 | ||
| NOTES | 42 | ||
| REFERENCES | 43 | ||
| 4. COMMUNITY EMPOWERMENT THROUGH LABOR EDUCATION: The Case of Women Unionists of the General Confederationof Greek Workers | 46 | ||
| INTRODUCTION | 46 | ||
| COMMUNITY EMPOWERMENT AND ADULT EDUCATION | 46 | ||
| TRADE UNIONS AND ADULT EDUCATION | 47 | ||
| Education in the Trade Union Movement | 47 | ||
| Underpinning Educational Theories | 48 | ||
| THE INSTITUTE OF LABOUR: WOMEN’S LABOUR EDUCATION | 49 | ||
| The Scientific Institution of the Greek Labor Movement | 49 | ||
| Labor Education for Women | 49 | ||
| Context of Crisis and Women’s Labor | 50 | ||
| EXPLORING WOMEN’S LABOR EDUCATION | 50 | ||
| Researching Empowerment through Grounded Theory | 50 | ||
| FINDINGS | 51 | ||
| Analysis | 51 | ||
| Open Coding | 52 | ||
| COMMUNITY EMPOWERMENT AS AN EDUCATIONAL NEED | 55 | ||
| REFERENCES | 55 | ||
| 5. EUROPEANIZATION AND POLICY INSTRUMENTSIN CROATIAN ADULT EDUCATION | 57 | ||
| INTRODUCTION | 57 | ||
| THE EU AND DEFINING ADULT EDUCATION IN CROATIA | 57 | ||
| GOALS | 58 | ||
| LOGIC OF APPROPRIATENESS | 59 | ||
| INSTRUMENTS | 60 | ||
| THE CASE OF THE QUALIFICATION FRAMEWORKS | 62 | ||
| CONCLUSION | 65 | ||
| NOTES | 65 | ||
| REFERENCES | 65 | ||
| 6. ADULT EDUCATION AS ANALTERNATIVE MEDICINE: A Critical View of Adult Education Policy Developmentin the F.Y. Republic of Macedonia | 68 | ||
| INTRODUCTION | 68 | ||
| ADULT EDUCATION POLICY AND PRACTICE FOLLOWING WORLD WAR II | 68 | ||
| THE ERA OF INDEPENDENCE: 1991–TODAY | 73 | ||
| WHAT IS THE FUTURE ROLE OF ADULT EDUCATION IN MACEDONIA | 75 | ||
| NOTES | 76 | ||
| 7. THE (IN)SUFFICIENCY OF LEGAL REGULATION REGARDING ADULT EDUCATION IN BOSNIA AND HERZEGOVINA | 78 | ||
| INTRODUCTION | 78 | ||
| BOSNIA AND HERZEGOVINA: A COMPLEX POLITICAL STRUCTURE | 79 | ||
| RELEVANT DOCUMENTS IN THE FIELD OF ADULT EDUCATION RECOGNIZEDIN BOSNIA AND HERZEGOVINA | 80 | ||
| State Level | 81 | ||
| The Level of the Republic of Srpska | 83 | ||
| The Level of the Federation of BiH | 83 | ||
| ADULT LEARNING & EDUCATION IN BOSNIA AND HERZEGOVINA | 85 | ||
| CONCLUSION | 87 | ||
| NOTES | 89 | ||
| 8. ADULT EDUCATION IN CYPRUS:Current Affairs, Challenges, and Future Prospects | 91 | ||
| INTRODUCTION | 91 | ||
| THE SOCIO-POLITICAL CONTEXT OF ADULT EDUCATION IN CYPRUS | 91 | ||
| THE PROVISION OF FORMAL ADULT EDUCATION | 94 | ||
| THE PROVISION OF NON-FORMAL ADULT EDUCATION | 95 | ||
| THE PROVISION OF VOCATIONAL EDUCATION AND TRAINING (VET) | 97 | ||
| CHALLENGES TO ADULT EDUCATION IN CYPRUS | 98 | ||
| FUTURE PROSPECTS OF ADULT EDUCATION IN CYPRUS | 100 | ||
| REFERENCES | 102 | ||
| 9. PARTICIPATION RATES IN LIFELONG LEARNING:Why is Romania not so Successful? | 103 | ||
| INTRODUCTION | 103 | ||
| PARTICIPATION RATES IN ADULT EDUCATION | 103 | ||
| EUROPEAN COMPARISON: BENCHMARKS AND POLICY ANALYSIS | 105 | ||
| REASONS FOR LOW PARTICIPATION IN ROMANIA | 107 | ||
| Historical Background | 107 | ||
| Structural and Economical Context | 109 | ||
| Educational System | 110 | ||
| Individual Approaches | 111 | ||
| PERSPECTIVES FOR THE FUTURE | 112 | ||
| REFERENCES | 114 | ||
| 10. BECOMING EUROPEAN:Serbian Adult Education Policy Discourse through the Decades | 117 | ||
| INTRODUCTION | 117 | ||
| SERBIA’S TRANSITION AND THE INEVITABILITY OF EUROPEANIZATION | 118 | ||
| THE BALKANS IN THE PROCESS OF EUROPEANIZATION | 121 | ||
| HISTORICAL PATH AND THE TRANSFORMATIONS OF THE SERBIAN ADULTEDUCATION DISCOURSE | 123 | ||
| BECOMING EUROPEAN | 126 | ||
| CONCLUDING REMARKS | 128 | ||
| NOTES | 129 | ||
| REFERENCES | 130 | ||
| ABOUT THE CONTRIBUTORS | 133 |