Nomads in Lifelong learning. The educators.

2018 ◽  
Vol 1 ◽  
Author(s):  
Justina Garbauskaitė-Jakimovska
Keyword(s):  
Qualitative Study ◽  
Lifelong Learning ◽  
Educational System ◽  
Formal Education ◽  
Learning Strategy ◽  
Educational Process ◽  
Know How ◽  
Educational Field

The concept of nomad is most broadly used to describe a person or a group of people who do not have a fixed residence, but move from place to place usually seasonally and within a well-defined territory. I. Semetsky, D. R. Cole, St. Pierre and others followed the ideas of philosophers G. Deleuze and F. Guattari and used the concept of nomads to interpret processes in the educational field. According to D. R. Cole, nomads come to the educational system from outside. They decide to call themselves educators and start organizing the educational process, but in order to do that they need approval from the community (2015, p. 84-85). This presentation introduces a qualitative study that was conducted in Lithuania by interviewing the educators who work in the field of non-formal education, which is the main force for implementation of the Lifelong learning strategy. The aim of the study was to learn about the movement of nomads in the field of non-formal education that is not marked by rules or regulations, to know how the nomads enter the territory of non-formal education, how they gain approval for their activities and how by their non-regulated activities they are changing the territories of education.

scholarly journals REFLECTION OF THE ACQUIRED FORMAL EDUCATION OF TEACHERS FROM THE PERSPECTIVE OF THEIR VALUE ORIENTATION

2017 ◽  
Vol 2 ◽  
pp. 435
Author(s):  
Jiri Kropac ◽  
Iva Koribska
Keyword(s):  
Czech Republic ◽  
Lifelong Learning ◽  
Formal Education ◽  
Value Orientation ◽  
Educational Process ◽  
International Organisations ◽  
The Czech Republic

The article deals with the value orientation of teachers in the Czech Republic, who attempt to extend their formal education in the process of lifelong learning. The quality of the teacher directly influences the quality of the educational process, therefore the qualification of teachers has become the front theme of the international organisations. Lifelong Learning Centres as parts of the universities offer the programmes for teachers to extend their formal qualification. The primary aim of the article is to analyse teachers’ value orientation reflected by the formal education.

scholarly journals AN OUTLINE OF EDUCATIONAL SYSTEM DEVELOPED IN MUSLIM BENGAL UNDER THE TURKO-AFGHAN SULTANATE (1204-1576)

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Md. Thowhidul Islam
Keyword(s):  
Educational System ◽  
Formal Education ◽  
Rapid Development ◽  
Educational Institutions ◽  
13Th Century ◽  
Traditional System ◽  
Islamic Studies ◽  
The People ◽  
Middle Class Families ◽  
Educational Field

AbstractThe first verse of the Holy Qur’an indicates that education is an integral part of Islam. Since then, educational development has been a parallel to the development of Muslim society. From the beginning of the Muslim conquest of Bengal by the Turks in the early 13th century, the society had also witnessed the rapid development of a new educational system. Before Islam in Bengal, The Buddhist and Brahmanic religious centres mainly served as educational centres. Cultivation of knowledge was instructed through the Sanskrit language and limited only to the upper classes people. But the scenario got a change under the Muslims both- Turko-Afghan Sultanate (1204-1576 A.D.) and the Mughals (1576-1757 A.D.). The period witnessed a rapid advancement in the educational field, which changed the traditional system. The Rulers patronized the spread of education considering it as their religious obligation. Besides Sultans, the Sufis, Ulamas, Nobles, Chieftains-all contributed in this regard. Masjids and Madrasahs mainly served as centre of Muslim education. In the Masjids, informal teaching was offered in all branches of Islamic studies, from elementary to the highest level. The Imams of the Masjids were acknowledged teachers of the community. Madrasahs were the most important institution, where formal education was instructed. Maktabs were used for primary education, which were organized either in the Masjids or private houses. Majilises were developed around individual scholars as higher educational centres such as the learning centre of Shaikh Jalaluddin Tabrizi at Deotala, Shaikh Sharfuddin Abu Tawama at Sonargaon, Dhaka etc. There was co-education at primary level, but the higher education for women was limited only to the higher & high-middle class families. Different branches of Islamic Sciences such as Tafsir, Hadith, fiqh-Jurisprudence, logic together with many diverse subjects such as natural sciences, mathematics, medicine, agriculture, astronomy, geography and Arabic & Persian languages and literature were taught in these institutions. To maintain these educational institutions, the rulers provided state patronage, granted rent-free lands as endowment. Thus, a very new and diversified educational system flourished in the society of Bengal under the Muslim rulers, which opened learning facilities for all the people, founding many educational institutions throughout the country. The paper is mainly aimed at discovering the nature and dimensions of educational system, which developed particularly during the Turko-Afghan Muslim Sultanate (1204-1576 A.D.) in Bengal and identify how the system can contribute to improve the present educational system of the country.

THE ROLE OF CHILDREN'S ARTISTIC LITERATUR IN THE ASSIMILATION OF PHILOSOPHICAL CATEGORIES BY PRESCHOOL CHILDREN

2020 ◽  
Vol 22 (11) ◽  
pp. 20-24
Author(s):  
Ponomareva L.I. ◽  
Gan N.Yu. ◽  
Obukhova K.A.
Keyword(s):  
Preschool Children ◽  
Educational System ◽  
Role Models ◽  
Educational Process ◽  
Human Relations ◽  
The World ◽  
Culture And Health ◽  
Nature And Society ◽  
Good And Evil

In the presented study, the authors raise the question of the need to include in the educational process of a preschool institution to familiarize children with some philosophical categories. The educational system in which the child is included, starting from preschool childhood, provides him with the opportunity to gradually and continuously enter the knowledge of the world around him. It is in preschool childhood that the child is exposed to various relationships, values of culture and health, diverse patterns in the field of different knowledge. This contributes to a broader interaction of the preschooler with the world around him, which, in turn, ensures the assimilation not of disparate ideas about objects and phenomena, but their natural integration and interpenetration, which means understanding the integrity of the picture of the world. The authors prove the idea that the assimilation of philosophical categories by children contributes to the understanding of the structure of the surrounding world. The analysis of research is presented, proving that children's fiction in an understandable and accessible language, life examples and vivid images is able to explain to children the laws of the functioning of nature and society, as well as to reveal the world of human relations and feelings. Fiction surrounds the child from the first years of his life. It is she who contributes to the development of thinking and imagination, enriches the sensory world, provides role models and teaches you to find a way out in different situations. Philosophical categories such as "love and friendship", "beautiful and ugly", "good and evil" are represented in children's literature very widely, and the efficiency of mastering philosophical categories depends on the skill of an adult in conveying the content of a work, on correctly placed accents.

Digital literacy as a prerequisite for transforming the modern Russian education system

2020 ◽  
Vol 22 (5) ◽  
pp. 62-66
Author(s):  
NATALIA S. EPIFANOVA ◽  
◽  
MIKHAIL G. POLOZKOV ◽  
Keyword(s):  
Educational System ◽  
Education System ◽  
Digital Literacy ◽  
Integrated Approach ◽  
Digital Economy ◽  
Educational Process ◽  
Stage Of Development ◽  
Main Factors ◽  
Russian Education ◽  
Current Stage

The article studies the necessity and features of transformation of the educational system under conditions of accelerated development in the digital economy. Particular attention in the context of this transformation is given to significance and possibilities of digital literacy, which forms the whole complex of fundamentally new requirements for all participants in the education system. The authors argue that the current stage of development of the digital economy requires the education system not only to digitalize its individual elements and links, but to apply a fundamentally new integrated approach that would transform the education system while taking into account new goals, structure and content of the educational process. The authors define digital literacy as the ability to form and apply educational content through digital technologies. The article gives particular emphasis on the significance and potential of individualizing the educational trajectory and the concept of continuing education. The authors consider the main factors in the development and achievement of the level of digital literacy, considering the requirements that the digital economy is currently imposing on the educational system.

scholarly journals Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents

2021 ◽  
pp. 1476718X2096974
Author(s):  
Sara Cervantes ◽  
Anna Öqvist
Keyword(s):  
Qualitative Study ◽  
Educational Reform ◽  
Educational System ◽  
Professional Competence ◽  
Preschool Teachers ◽  
Division Of Labour ◽  
Study Data ◽  
Working Relationship ◽  
Policy Documents

Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.

Benin: Governance, lifelong learning and development

2021 ◽  
pp. 147797142199941
Author(s):  
Idowu Biao
Keyword(s):  
Lifelong Learning ◽  
Analysis Method ◽  
Learning And Development ◽  
Thematic Content Analysis ◽  
National Education ◽  
Know How ◽  
Content Analysis Method ◽  
Preparation Period ◽  
Independence Era ◽  
Access To Knowledge

This article analyses and identifies the extent to which the different pre- and post-independence typologies of governance in Benin have facilitated the promotion of lifelong learning as instrument for development. Relying on the thematic content analysis method, the article identifies three themes and three main typologies of governance spanning the independence preparation period and post-independence era. Of the three styles of governance, only the Marxist–Leninist government succeeded in promoting lifelong learning by default. Lifelong learning being one type of learning that promotes the re-engineering of society through the constant dissemination of knowledge, information and know-how and through the constant retooling of the citizenry for purpose of investment of their talents in ever renewable ways, Benin is called upon to prioritise the promotion of lifelong learning soon. Specifically, Benin has been advised to restructure her national educational sector by bringing the whole sector under one Minister of Education with a view to enabling a seamless interaction across all sections of the national education. This restructuring as described in Figure 1 within the article, would facilitate timeous access to knowledge, information and skills that would enable individuals to participate in different sectors of the economy and thereby advance rapid national socio-economic development.

Why pioneer camps survived the collapse of the Soviet Union

2021 ◽  
pp. 161189442110186
Author(s):  
Anna Kozlova
Keyword(s):  
Soviet Union ◽  
Educational System ◽  
Central Committee ◽  
Human Values ◽  
Teaching Experiences ◽  
Stalin Era ◽  
The Soviet Union ◽  
Ethnographic Analysis ◽  
Children’S Centres ◽  
Educational Field

The article analyses the survival of the children’s centres, Artek and Orlyonok, during the post-socialist transformation. It is based on 50 interviews with employees who worked there starting in the late-Soviet era. Artek and Orlyonok were exemplary children’s camps, subordinated to the Central Committee of the Komsomol. Since the early 1960s, they have functioned as schools for distinguished teenagers who were considered ‘good examples’ for other children. In this article, I have made an ethnographic analysis of Artek and Orlyonok employees’ late-Soviet experiences. This analysis shows how the agency of Soviet counsellors and camp directors became a creative interpretation of the governmental order to raise the children as active Soviet citizens. Camp educators transformed it in line with the idea to base their agency on ‘common human values’, which was spread in the Soviet educational field in the post-Stalin era. As a result, the Soviet teaching experiences gained in these education centres were heterogeneous. When a child-centred paradigm was later introduced to the post-Soviet educational system, the camps adopted the most applicable practices from their Soviet experiences.

Social-Psychological problems of pedagogues in conditions pandemic of COVID-19

2021 ◽  
Author(s):  
Vitalii Panok ◽  
◽  
Iryna Tkachuk
Keyword(s):  
Secondary Education ◽  
Emotional Exhaustion ◽  
Educational System ◽  
Urban Areas ◽  
Educational Institution ◽  
Educational Process ◽  
Psychological Problems ◽  
Professional Activity ◽  
Teaching Staff ◽  
Social Psychological

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

Museum Educational Online Products: Creation Prerequisites and Development Prospects

2021 ◽  
Vol 18 (1) ◽  
pp. 80-92
Author(s):  
Valery E. Gordin ◽  
Irina A. Sizova
Keyword(s):  
Online Education ◽  
Professional Education ◽  
Formal Education ◽  
Online Courses ◽  
Mobile Apps ◽  
Educational Games ◽  
Further Education ◽  
Educational Process ◽  
Education Market ◽  
Higher Professional Education

This article examines online educational products developed by museums both independently and in cooperation with educational institutions. The analysis revealed a pool of museum online products, including mass open online courses (MOOCs), specialized professional online courses (SPOCs), educational games, mobile apps, and podcasts. The authors identify advantages and features of each type of the museum online products (MOPs) and determine the prospects for their inclusion in the educational process.The study aims to reveal the activity of different kinds of museums and museum communities in the development and implementation of educational online products both in their own educational activities, carried out by an increasing number of museums, and in the process of formal and non-formal education in cooperation with universities, schools, and further education institutions that implement it. The study discovered that museums develop both MOOCs that are traditional for the system of higher professional education, and educational online products, such as educational games, podcasts, and mobile applications with educational content, that are not widely used at present, but are promising for formal and, especially, non-formal education. An important result of the study was the conclusion about the common practice of cooperation between museums and universities in the joint development of online products, as well as about the feasibility of deploying such work with institutions of secondary general and vocational education.The authors’ analysis of the system of museum educational online products allowed us to conclude that new players — museums — have appeared in the online education market in the role of organizations that create and use various online resources in their activities, including those that can be used in the field of education.

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