Global Adult Education

Adriana Zaharijević:

Nema mnogo knjiga koje s takvom preciznošću sebe naslove. Pejzaži učenja su spis o Abatonu, izmišljenom gradu koji menja svoju lokaciju: u njemu je učenje izmišljanje, lokacije se izmeštaju i pomeraju (to im je, štaviše, osnovna odlika), a čitanje postaje lutalaštvo. Pejzaži kroz koje se krećemo nekad su nam vrlo poznati – lutamo Beogradom Bogdana Bogdanovića, zabasamo na drugi sprat Filozofskog fakulteta ili u galeriju na rubovima Dorćola gde ekipa zanesenjaka obnavlja život biljaka. Nekad pak učimo lutajući, flanerski, zajedno sa situacionistima, učenicima iz Brazila ili tik uz Valtera Benjamina. Ne znamo uvek u kom smo vremenu, ali smo svim čulima u mestu, nedovršenom u njegovoj materijalnoj punoći, ali mestu koje postaje tačka srastanja, tačka susreta mnoštva pravaca u kojima i mesto i mi nastajemo, zajedno. Ne znamo kuda će nas Maja Maksimović na ovom putu povesti, mada osećamo da zbilja učimo. Učimo jer učenje proizlazi iz obilja mogućnosti koje se otvaraju iz ukrštanja svakodnevnih pejzaža, onog što mislimo da najbolje znamo. Stupanje u odnos sa ulicom, kamenom, slučajnim susretom, brzinom, otvara nam mesto na nov način, ali nam pruža i specifičan vid, provetrava mišljenje. To provetravanje traži da se prepustimo „boravku u nepoznatom“, „u zonama na ivici znanja“ i da prihvatimo da je učenje ravno prepuštanju dezorijentaciji, greškama, stranputicama. Pejzaži učenja ne nude stroge didaktičke modele, niti formulišu konkretne korake koji treba da oblikuju obrazovne procese. To je suprotno samom duhu ove knjige. Čitajući je, čitaoci se pretvaraju u one koji uče, na svakom koraku, kroz svako mesto. Pravila za razumevanje baš ovog kamena, baš ovog susreta, njihov su izum i oni se pokazuju kao bića koja uistinu nikada ne mogu reći: naučeno je.

Tema ovog rada je aktivizam religijskih aktera na nivou Evropske
unije, a u kontekstu izbora za Evropski parlament, održanih 5. maja
2019. godine. U njemu su predstavljeni dokumenti Komisije biskupskih konferencija Evropske unije (Commission of Bishops Conferences
of the European Union — COMECE) i Konferencije evropskih crkava (Conference of European Churches — CEC), objavljenih u povodu
održavanja navedenih izbora. Riječ je o dokumentima „Obnova zajednice u Evropi“ (COMECE) i „Evropa: njena naša budućnost“ (CEC),
u kojima su dva vodeća religijska aktera na unijskom nivou iznijeli svoje poglede na evropske izbore i njihovu važnost za budućnost evropskog kontinenta. Navedena dokumenta i kroz njih COMECE i CEC  uzimaju se kao studija slučaja za politički aktivizam religijskih aktera i sagledavaju u svijetlu principa učesničke (participativne) demokratije, koji se sa principom predstavničke (reprezentativne) demokratije ukrstio upravo na izborima za Evropski parlament.

Management of Data/Principles of Databases Systems) are the most important and the largest conferences concerning databases. It is organized every year by the VLDB Inc. Foundation (a non-profit organization from USA) in order to promote and exchange scientific work concerning databases at world level. Since the conference is about science and technology, crucial for the geoinformation science, technologies and systems, it is clear why this conference and those similar to it should also be of special interest to geodesists.

Integracioni procesi, biopolarna podela sveta, ali i nestajanje iste i postepeno uvođenje multilateralizma u međunarodnim (ekonomskim) odnosima obeležili su drugu polovinu prošloga veka ali su i generalna karakteristika sadašnjice. U radu su predstavljeni i objašnjeni vidovi transatlantske i globalne saradnje kojima je malo pažnje posvećeno u domaćoj literaturi. Neformalni integracioni procesi, u vidu Grupe 8 i Grupe 20, kao i sve zapostavljenija Grupa 77 koja egzistira u okviru Organizacije Ujedinjenih nacija predmet su analize ovog rada. Zbog specifičnosti i načina organizacije svoje delatnosti predstavljene "grupe" u radu su označene kao alternativni vidovi saradnje.

In this paper, the authors present and analyse a recent policy recommendation for the promotion of vocational and adult learning in Croatia. They also introduce arguments in favour of wider stakeholder participation and provide guidelines for the implementation of marketing principles in the promotion of learning. Generic implications for similar initiatives in SouthEast Europe are also identified.

Global movements for the exchange of knowledge and skills such as makerspaces have led to the establishment of networks of local initiatives for learning communities. This paper aims to examine attitudes to the maker movement in the context of higher education during the Covid-19 crisis, as its informal structure, as well as the values that underpin it, can provide a faster and specific response to unpredictable situations. The paper reviews scholarly papers and news items about makerspaces at universities dealing with the higher education response to the Covid-19 pandemic. The results suggest that the study of learning communities' response to the crisis is significant from the perspective of learning how to overcome future crises. Experimenting with approaches using local resources as well as global knowledge and experience, which must be open and accessible, contributes to global initiatives and movements for the exchange, but also the creation of knowledge in communities, pr...

This article examines twentieth century British university adult education, using the University of Nottingham as a case study. From around the time of the First World War until the 1990s, universities’ ‘adult education’ or ‘extra-mural’ departments provided higher education to part-time students in towns and villages throughout the country, often in association with voluntary organisations such as the Workers’ Educational Association or with local education authorities. Nottingham was the first to establish such a department (in 1920). The departments focussed on teaching adults in the geographical area for which they were responsible, but several – including Nottingham’s– also became centres of research and scholarship on the subject of adult education, with a wider influence across the United Kingdom and internationally. The rich role played by British universities in adult and community education is illustrated through the contributions of the Nottingham department itself, of it...

* Ovaj tekst drugi je dio mojega rada "Socijalna pravda i 'blokada'"; počeo sam ih pisati kada sam 2009. pripremao in memoriam za te godine preminulog profesora Barryja. In memoriam, koji je trebao biti objavljen u Političkoj misli, na kraju nikad nisam napisao. U ova dva rada nastojao sam se poslužiti s nekoliko koncepcija koje sam naučio na Barryjevu magistarskom seminaru. Barry je o svakom poglavlju svoje knjige i svakom konferencijskom referatu uvijek diskutirao sa svojim seminaristima. U mojemu dugogodišnjem poslijediplomskom studentskom životu nisam susreo profesora, osim Chucka Tillyja, koji je s takvom lakoćom ujedinjavao istraživanje i podučavanje. Prikazani rezultati proizašli su iz znanstvenog projekta "Politički deficit Europske Unije i njegove posljedice za Hrvatsku" provedenog uz potporu Ministarstva znanosti, obrazovanja i športa RH.

The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &

Rezime: U savremenom i višedimenzionalnom svetu, zemlje koriste nove vrste moći u koje spade i meka moć. Ona počiva na komunikaciji, saradnji i mirnom rešavanju sukoba. Izvori meke moći nalaze se u nacionalnim resursima poput: kulture, obrazovanja, preduzetništva, razvoja digitalnih tehnologija, dobrog upravljanja, ali i globalnog angažmana države u međunaodnim organizacijama. Svi ovi resursi, iskorišćeni na pravi način, privalče inostrane publike i konzumente, sa ciljem da prihvate i kasnije promovšu, kako politiku, tako i ekonomiju, kulturu, vrednosti određene zemlje. Meka moć je efikasan način da zemlja mirnim putem poboljša sopstvenu reputaciju i imidž, čime će postati poželjan partner za sve oblike saradnje i postati konkurentnija na svetskom tržištu.

Digital education indicates the knowledge, beliefs and practices of people interacting on digital networks that may create new strains of cultural thought and practice native to digital networks. This article aims to present a case study of the digital transformation of the adult education for sustainable development. Through the lifelong learning program that is running at Dar Alkalima University with the corporation of the DVV international, a digital project was implemented in the Adult Education centers in Palestinian foster on digital transformation in the learning processes and trainings. The program bridges between the digitalization module and other modules in terms of content and provides concrete examples as well as well as offering the potential to implement evaluation amongst other things. The training was offered to more than 20 participants in West Bank to identify the didactic activities recommended to integrate different educational courses for sustainable development amongst the results. It was found that challenge-based learning didactic activities develop participants' skills that can be transferred to real-world scenarios and allow learning to become more profound and durable. Also, there was a better understanding of the network dynamics to explore how to develop a robust peer-learning environment is necessary. Future works are recommended to explore the potentials of big data to anticipate the needs of the participants' digital skills.

The issue of management in education has traditionally been subordinated to the analysis of the issue of teaching and upbringing. The history of the teaching profession, in which the school administration has hardly been given importance for a long time, is the history of the school as an institution. To understand complex situations, unpredictable changes in social moments, cultural contexts, to be ready to face the challenges of numerous but often incomplete information, to bring business and the world of education closer is what is expected from management today. Management is like life - a matter of concessions, where the primary task of the manager is to harmonize the near and distant future, the idea at the highest level of abstraction and balancing the forces that are for change and those who are against it.

This manual provides facilitators with a session-by-session guide for introducting participants to nonformal education and participatory training, components central to any community development or adult basic education and literacy effort. It covers a 33 contact hour Training of Trainers (ToT) Workshop designed to be delivered over four intensive, residential days. The manual includes detailed session plans and all references, handouts and materials needed to facilitate the training. Although originally designed for use by NGO Trainers of Literacy Workers, it can easily be adapted for use in other contexts and settings

Koncept Gradova koji uče („Learning cities“) evoluira od 70-tih godina XX veka i podrške OECD–a inicijativi „Educating cities“, preko aktivnosti podržanih od međunarodnih tela za promociju celoživotnog učenja, ugrađivanja ovog koncepta u strategiju evropske politike, do snažne podrške koju ovom modelu i umrežavanju gradova u njegovoj primeni pruža UNESCO (Nemeth, 2019).XXVI Nаučnа konferencijа „Pedаgoškа istrаživаnjа i školskа prаksа

EKONOMSKA OSNOVA I CIUEVI NESVRSTAVANJA U razdoblju od samo petnaestak godina svjedoci smo brojnih zbivanja na međunarodnoj političkoj sceni, na osnovi rkoj.ih se rpostepeno i neprekidno afirmirala djelatnost nesvrstanih zemalja. Niz značajnih međunarodnih skupova vezao je svoju djelatnost izričito uz ideju neswstanosti, a još je već i broj prigoda iskorišten da zemlje koje su svoju međunarodnu <tktivnost zasnovale na principima ncsvrstanosti, za. jednićkom akcijom dopdnesu realizaciji tih principa. AnaLiziramo li letimično međunarodne skupove koji s u okupili nesvrsta• ne zemlje, i skupove u kojima su one kao grupa aktivno djelovale, zapazit ćemo ne samo određene rpromjene koje s u pratile sa zrijevanje pokreta nesvrstanosti, već i sve snažnije izraženu težnju •ka ekonomskom zbli• žavanju i suradnji m eđu samim nesvrstanim zemljama i oslanjanju na vla• stite snage u budućem ekonomskom razvoj u. Već je Beogradska kon ferencija 1961. godine jasno istakla važnost ekonomske suradnje nesvrstanih zemalja. Ni u dokumentima Kairs.ke konferencije šefova država 1 vlada nesv rstanih zemalja 1964. godine nije .ispuštena iz vida ova važna oblast međunarodnih odnosa. Osim toga, posebno je naglašena rpotreba intenzivne suradnje u oblasti rpros• vjete , nauke i kul•ture među nesvrstanim zemljama.' Konferencija nesvrstanih zemalja, održana u Lusaki mjeseca rujna 1970. godine, dala je najjasniju i najši•ru osnovu suradnji među nesvrstanim ze• mljama precizirajući ne samo neophodan sadržaj i forme ekonomske suradnje, već .j određujući jasno prepreke koje ju ometaju J slabe. Te prepreke su npr. različiti obl:ici kolonijalne, imperi jaHst ičke i neokolonijalne domi• nacije.' Na toj konferenciji učesnici nis u nastojali odgovornost za postojeće odnose, posebice za budući ekonomski razvoj, rprebaoiti sam o na razvijene, posebno kapitalisti'čke zemlje, već su is1a~kli i potrebu dubokih unutrašnjih promjena i reformi unutar samih nesvrs tanih zemalja, u prvom redu .politi• čkih ~ socijalnih reformi. Oni s u također došli do zak.ljučaka da je ekonom• skom razvoju potrebno dati planski i organiziran rkaraJkter. ' Ovi oblici suradnje analizirani su u većem radu suradnika l nstitu1a za zemlje u raz,•oju. Zagreb, 1973. (Tehnič ka , znanstvena i kultuma suradnja među zemljama u razvoju) , i u r adovima Centra za dežele v razvoju, Ljubljana, 1972. koji su posebno posvećeni suradnji Jugsolavije sa zemljama u razvoju. 2 Pregled djelo\•anja i suradnje nesvrstanih zemalja, uključujući i analizu Konferencije u Lusaki, da je A. Papić, •Zemlje u razvoju-međusobna ekonomska saradnja•, Međunarodni problemi, br. l , 1973, st. 91-109.

We commence this paper with Foucault&#39;s theory of the technologies of the self and the approach to analysing their function in adult education. In exploring the mechanism of control, of particular importance is the point of intersection of power, examining, confiding, science and experts or specialists and the formation of the self. We shall attempt to clarify such relations, particularly the connection of the technology of the self and education. The adult learner is perceived as an active learner and is expected to provide constant reflexion on their previous experience which has turned into raw material honed by critical analysis. It is presupposed that such action is empowering and that talking about oneself influences the liberation of an individual. In the past decade, various societal spheres saw a more pronounced neoliberal position, which also applies to the sphere of education. Consequently, we witness the growing and more frequent transfer of responsibility to the subj...

This article focuses on the interconnection of class and race with capitalism. First it presents a definition of capitalism and its attitude towards civil statuses and exploitation. Secondly, it analyzes the origins of racism in capitalism despite its emphasis on freedom and equality, and its indifference to the social identities of the people it exploits. Consequently, it examines racial oppression as a strategy for capitalist control of the laboring class. In the end it focuses on the very important distinction between oppression and exploitation. These distinct relations also have very different impact on the behavior of social agents and groups, their life opportunities and forms of social conflict. If we want to understand how racial hierarchies reproduce capitalist class relations, we have to understand the basic requirements of class relations and capitalist reproduction itself.

The article analyses and compares two main concepts in the field of civic education: education for democratic citizenship (EDC), prevailing in European discourse, and global citizenship education (GCE), dominant in international organisations like UNESCO. The concepts and their content are presented and analysed, and the need for the shift to the GCE is illustrated by some global tendencies and serious challenges of the global world. The responsibility to include GCE into the European concept of civic education is pointed out, as well as the challenges GCE is facing within the policy and implementation of the global agenda, SDG 4 and Education 2030.

The article analyses and compares two main concepts in the field of civic education: education for democratic citizenship (EDC), prevailing in European discourse, and global citizenship education (GCE), dominant in international organisations like UNESCO. The concepts and their content are presented and analysed, and the need for the shift to the GCE is illustrated by some global tendencies and serious challenges of the global world. The responsibility to include GCE into the European concept of civic education is pointed out, as well as the challenges GCE is facing within the policy and implementation of the global agenda, SDG 4 and Education 2030.

The article analyses and compares two main concepts in the field of civic education: education for democratic citizenship (EDC), prevailing in European discourse, and global citizenship education (GCE), dominant in international organisations like UNESCO. The concepts and their content are presented and analysed, and the need for the shift to the GCE is illustrated by some global tendencies and serious challenges of the global world. The responsibility to include GCE into the European concept of civic education is pointed out, as well as the challenges GCE is facing within the policy and implementation of the global agenda, SDG 4 and Education 2030.

The paper discusses the issue of globalization, namely the creation of a unique economic, political and cultural environment on our planet and the reflections of this process on education. The wave of changes in the world brings with it the rule of a ruthless competition of inventiveness and knowledge: the onset of the battle of the brains, i.e. by the brains. The winners of this war will be those whose education, specialization and specialties include a greater and better knowledge about the development and utilization of productive forces and whose most significant factor certainly is science. If education is necessary for the development of science, then science is not only necessary for the development of productive forces, but it is also their most important factor. Therefore each country, through the development of education, also provides for the development of science, the technology which is based on it, as the material basis of economic prosperity and political independenc...

U okviru proučavanja odnosa pedagogije i drugih nauka tradicionalno primarni značaj pridaje se odnosu pedagogije prema filozofiji, sociologiji, psihologiji i antropologiji kao predmetno i metodološki bliskim naukama. U radu se polazi od stava da u savremenim uslovima ne treba da se zanemari ni odnos pedagogije i ekonomije. Savremeno obrazovanje suočava se sa brojnim izazovima i promenama koje su prvenstveno uslovljene procesom globalizacije, kao i uticajima neoliberalne ideologije. Kao cilj rada postavlja se sagledavanje značaja teorije ljudskog kapitala kao jednog od teorijskih pristupa u okviru proučavanja globalizacije obrazovanja, a koji sve više dobija na značaju, prvenstveno u oblasti visokoškolskog obrazovanja. Međutim, pridavanje sve većeg značaja ekonomskim aspektima obrazovanja rezultiralo je brojnim kritikama. Kao zaključak rada ističe se da se obrazovanju u celini, a posebno visokoškolskom obrazovanju pristupa sve više iz ugla ekonomskih aspekata. Iako je ovaj proces nei...

The Constitution of Bosnia and Herzegovina defines social policy under the jurisdiction of the Federation of Bosnia and Herzegovina and the Republic of Srpska. But, it is important to emphasize that the social policy is organized like divided jurisdiction between the Federation and counties, therefore the citizens are faced with the different regulations and with the unequally defined rights from the social legislation. The social policy should act on finding and analyzing of data about the socially vulnerable categories, in particular, it should take care of the children „from bottom-up”, so the existing and available resources should be focused on children, especially on children from the socially vulnerable families. In this work, a research on social policy is presented in the sphere of education in the Town of Mostar. Keeping in mind the user&#39;s groups, the focus is on the students, and the objectives are the following: 1. to determine the attitudes and opinions of the teach...

The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &

This paper summarizes the situation of knowledge transfer at the Career Service of the University of Applied Sciences Zwickau, Germany, and its diverse offers for students to develop additional qualifications to increase their nowadays highly demanded employability. In the following text, information about the formation of this institution, and about the development, implementation and contents of the currently existing e-learning and blended learning module portfolio will be given. Furthermore, four modules will be introduced: Project Management, MS Office, Leadership Skills and Soft Skills. Subsequently, statistics about the participants will be listed and results will be analyzed. Future prospects about possible further developments are mentioned in the last part, as well.

This paper is taken from the plenary session on Tuesday 23 July 2002 at the International Vocational Education and Training Organisation (IVETA) Conference. This paper examines an action-orientated approach to the teaching and learning processes. Such an approach may prepare the student for today’s dynamic workplace. Independent action in the workplace is fostered by independent action during education and training. In this paper the author describes action learning methods, including the use of a key text or other self-study material, and the project method.

This paper is taken from the plenary session on Tuesday 23 July 2002 at the International Vocational Education and Training Organisation (IVETA) Conference. This paper examines an action-orientated approach to the teaching and learning processes. Such an approach may prepare the student for today’s dynamic workplace. Independent action in the workplace is fostered by independent action during education and training. In this paper the author describes action learning methods, including the use of a key text or other self-study material, and the project method.

zvanično priključila ovom bloku. Saradnja u oblasti ekonomije i privrede primarni je motiv saradnje. Pored ekonomsko-privredne saradnje koja obuhvata najširi spektar od trgovine, finansija do opšte poslovne saradnje, u okviru BRICS-a uspostavljena je saradnja i u oblasti poljoprivrede, nauke i tehnologije, bezbednosti, u sferi zdravstvene politike, zaštite i osiguranja, kao i u oblasti statistike i akademske zajednice. Vrhunac kratkotrajne, petogodišnje saradnje je osnivanje multilateralne finansijske institucije-Nove razvojne banke BRICS. Banka je osnovana po uzoru na već postojeće globalne i regionalne banke, ali bez dominantne pozicije među članicama.

The impact of globalization has been felt in Kenya, especially in education, just like the other parts of the world. Education, especially teacher education and development, is tasked to address itself to the rising individual, economic, social, and technical concerns. It is on this premise that the Kenyan Government has given priority to curriculum reforms as manifested in competency based curriculum. Teachers, trainers and lecturers are significant resources in the learning and teaching environment and their preparation and constant professional progression, though confronted with many challenges, it is crucial to the realization of the vision and aspirations of the country. Measures to advance teaching and learning practices so as to realize suitably skilled human personnel for the nation are necessary. A teacher or trainer in this context refers to anybody who divulges skills, competencies, knowledge and attitudes to trainees through accepted pedagogical preparation program and has achieved credited documentation. Reflections on essential teacher education curriculum reforms to realign teacher education to be in tandem with new constitution, vision 2030 and competency based approach in Kenya will be discussed in this theoretical paper, which will be valuable to stakeholders keen to execute the ongoing competency-based curriculum in Kenya.

Digital education is technology-supported education. Numerous definitions of terms can be found in the literature: web-assisted learning (Howell, Williams, Lindsay, 2000), distance learning (Siemens, 2005), e-learning (Ruparel, 2014), as well as online learning (Anderson, 2008). Online education is manifested on three scales: formal, semi-formal and non-formal education. Formal online education follows the national curriculums, hybrid or blended learning, extensive; semi-formal online education follows the curriculums by licensed learning centers or programs, it is hybrid, extensive; informal online education is mostly on social networks: Facebook, Instagram, YouTube. Each of these scales or so-called the systems has its own rules of arrangement, frameworks, ranges and limitations. The degree of development of each of these scales depends on socioeconomic, and technical-technology development of the country, legal and political situation, and civilization, cultural milieu.
Efficiency, sustainability and scales are important concepts in development of a system, and based on they can be diagnosed by strategies toward development, support, change, or complete shutdown. Scales aspects of sustainable development, which include differences between systems and processes, understanding the relationship between processes and the ability to act, and shaping mutual perceptions realities and the ability to act (Wilbanks, T. J. (2007). The defined concepts of digital education in the context of five generations of digital education development, the incidence and the presented factors in considering this education, and the conditions of its development are discussed.

This chapter characterizes the (European) understanding of Andragogik. The main purpose of the chapter is to strengthen the identity of the academic field to differentiate it from the work of professionals in this field. Andragogik-labeling an academic discipline-opens a widened understanding of adult learning and education beyond the role of " teacher of adults ". The diversified work reality of andragogues proves a strength of andragogy as an overarching discipline. Graduates work successfully in the complexity of lifewide adult learning (Reischmann 1986, Jackson 2012): as change agents in leadership (by leading and by supporting others to lead) and administration (by planning and organizing programs). This complex understanding and performing of supporting change needs four main groups of competences: teaching, analyzing/ planning/organizing, consulting/counseling, and evaluation/ research.