scholarly journals EVOLUTION OF THE ADULT EDUCATION IN SPAIN IN THE CONTEXT OF EDUCATION LAWS

2020 ◽  
Vol 1 (15) ◽  
pp. 163-171
Author(s):  
Марія Ремендіос Беландо-Монторо ◽  
Марія Аранзазу Карраско Теминьо ◽  
Марія Наранхо Креспо
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Teaching Profession ◽  
Point Of View ◽  
Ministry Of Education ◽  
Continuous Training ◽  
Educational Legislation ◽  
Pedagogical Training ◽  
Educational Processes ◽  
The One

Today, after several decades of international recognition and support, adult education continues to be a subject of special relevance and topicality for Spanish society. The concept of Lifelong Learning appears in the education laws; however, its implementation is not developed in the same way. Therefore, it is necessary to analyze the normative development, since it will help us to develop policies that improve the coverage of this educational sector. The article reviews Spanish education laws since 1970 with the aim of studying the evolution of adult education, especially objectives laws. The analysis included some conclusions that demonstrate the need to develop further studies on adult education in Spain. On the one hand, it is important to highlight the lack of national legislation regulating adult education in a global manner. On the other hand, there is also a need for teacher training in this area. The laws developed in recent years have begun to include adult education within the education system, but they have not considered the development of specialized educators in the area. Therefore, we can see the need to propose policies that recognize the teaching profession of adult educators, due to currently it is an informal profile and it is not necessarily require pedagogical training, what is an aspect that reduces the quality of this education. In short, adult education is being developed in parallel with the official education systems, which leads to a loss of quality and of the normative officiality of the initiatives carried out in this area. From an educational point of view, it is crucial to address this need for improvement and to provide educational processes that are adapted to the demand of individuals and groups within a society in which continuous training is increasingly in demand. Key words: Adult Education; Lifelong Learning; educational legislation; Ministry of Education; Spain; teaching objective.

Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework

2019 ◽  
Vol 30 (2) ◽  
pp. 109-122
Author(s):  
Aleksandar Bulajić ◽  
Miomir Despotović ◽  
Thomas Lachmann
Keyword(s):  
Adult Education ◽  
Operational Definition ◽  
Literacy Skills ◽  
Point Of View ◽  
Industrialized Countries ◽  
Functional Illiteracy ◽  
Scale Levels ◽  
Components Of Reading ◽  
The One ◽  
Definition Of

Abstract. The article discusses the emergence of a functional literacy construct and the rediscovery of illiteracy in industrialized countries during the second half of the 20th century. It offers a short explanation of how the construct evolved over time. In addition, it explores how functional (il)literacy is conceived differently by research discourses of cognitive and neural studies, on the one hand, and by prescriptive and normative international policy documents and adult education, on the other hand. Furthermore, it analyses how literacy skills surveys such as the Level One Study (leo.) or the PIAAC may help to bridge the gap between cognitive and more practical and educational approaches to literacy, the goal being to place the functional illiteracy (FI) construct within its existing scale levels. It also sheds more light on the way in which FI can be perceived in terms of different cognitive processes and underlying components of reading. By building on the previous work of other authors and previous definitions, the article brings together different views of FI and offers a perspective for a needed operational definition of the concept, which would be an appropriate reference point for future educational, political, and scientific utilization.

scholarly journals FROM ELEMENTARY SCHOOL TO UNIVERSITY EDUCATIONAL PROGRAMMES: A COMPREHENSIVE STUDY OF THE ADULT EDUCATION IN SPAIN

2013 ◽  
Vol 51 (1) ◽  
pp. 113-125
Author(s):  
Gonzalo Sacristán-Pérez-Minayo ◽  
Ruth María Martín-Moro
Keyword(s):  
Adult Education ◽  
Adult Students ◽  
Lifelong Learning ◽  
Learning Process ◽  
Educational Process ◽  
Point Of View ◽  
Teaching Methodology ◽  
Knowledge Based Economy ◽  
Teaching Learning ◽  
Developing Society

Lifelong learning plays an important role due to the actual needs that we have in terms of knowledge-based economy. It provides education both to working and non-working people who want to be part of this developing society. In this study, two different levels of the Spanish Adult Education are assessed but not only from an individual point of view, but also from the point of view of cooperation between them in order to improve the teaching-learning process. Both the Education Centre of Olmedo (Olmedo, Spain) and the University of Burgos (Burgos, Spain) are described deep inside and likewise, the activities that they two are developing to interconnect both the two centres and the educational levels so that the learning process is never interrupted. Activities such as seminars, web pages management, oral presentations and questionnaires showing different aspects of the educational process will be discussed in the present study. The use of the new Information Technology and Communication (ICT) should be enhanced for effective learning of our adult students. From our results, it will be demonstrated that adults can be part of the education system and therefore gain new skills and knowledge that let them succeed in their lives. Key words: adult education, developing society, lifelong learning, teaching-learning process, teaching methodology.

scholarly journals Usos do livro didático de Ciências em uma escola do campo

2020 ◽  
pp. 1-24
Author(s):  
Raimunda Alves Melo ◽  
Antonia Pereira de Macedo
Keyword(s):  
Rural Schools ◽  
Selection Process ◽  
Study Data ◽  
Natural Sciences ◽  
Qualitative Approach ◽  
Ministry Of Education ◽  
Continuous Training ◽  
Descriptive Research ◽  
Simple Observation ◽  
The One

The general objective of this study is to understand the use of the Didactic Book (LD) of Natural Sciences in classes from 6th to 9th year of rural schools. Specifically, the research aimed to know the methodological uses of the Natural Sciences LD in classes from the 6th to the 9th year of elementary school in rural schools and to identify how teachers use the LD of Natural Sciences. Descriptive research was carried out, with a qualitative approach, since this type of research was the one best suited to the object and objectives of the study. Data collection instruments, simple observation and interview were used as instruments. The study was carried out in one of the rural located in the municipality of Juazeiro do Piauí. The interlocutors were two teachers who works with the curricular component of Natural Sciences and who joined the research in a free and conscious way. The results point out that methodological tensions in the use of the Natural Sciences LD, include failures in the selection process and the availability by the Ministry of Education (MEC) of materials that do not value peasant reality. Thus, it is necessary to implement continuous training processes through which teachers reflect on their conceptions of rural and peasant culture and dynamize the ways of using LDs.

scholarly journals Fridays for Future als Lern- und Erfahrungsraum: Befunde zu den Beteiligungsformaten, den Motiven und der Selbstwirksamkeitserwartung von Engagierten

2021 ◽  
Vol 2021 (3) ◽  
pp. 10-15
Author(s):  
Jana Costa ◽  
Elena Wittmann
Keyword(s):  
Online Survey ◽  
Theoretical Perspective ◽  
Frame Of Reference ◽  
Point Of View ◽  
Active Engagement ◽  
Educational Processes ◽  
Starting Point ◽  
Theoretical Frame ◽  
The One ◽  
Insight Into

In this article, engagement in the Fridays for Future (FFF) movement is examined from an educational point of view. Framing active engagement in the FFF movement theoretically as a learning opportunity, selected findings from an online survey (n=194) are presented. In a theoretical perspective, specific characteristics of the FFF movement are outlined with regard to learning and educational processes. Starting point of the empirical analyses are different possibilities of participation. On the one hand, an insight into the various participation formats is given. On the other hand, it is asked what motivates those involved to work for sustainable development and whether differences in motives and self-efficacy can be found depending on the form of participation. The results will be linked back to the theoretical frame of reference and discussed further.

Motor technique and didactics: a possible alliance from an educational point of view

2016 ◽  
pp. 91-105
Author(s):  
Carmen Palumbo ◽  
Susana Franco ◽  
Ferdinando Cereda
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Descriptive Study ◽  
Physical Activities ◽  
Point Of View ◽  
The Body ◽  
Ministry Of Education ◽  
National Guidelines ◽  
Educational Processes

The aim of this descriptive study is to reflect on the development of physical education in Italian schools by delineating the key milestones in the development of motor and physical activities in nursery and primary schools with reference to the national guidelines provided by the Italian Ministry of Education, Universities and Research.These reflections focus on the potentiality of corporeality for a personalized didactics, with the aim of reconsidering the importance of body and movement as privileged areas for the education of the person, which finds its roots in the adoption of a didactics of the body that reinstates the role of physical-motor sciences within the educational processes, thus creating the possibility for teaching movement and teaching through movement.  

POST-BOLOGNA POLICIES FOR TEACHER EDUCATION IN PORTUGAL: TENSIONS IN BUILDING PROFESSIONAL IDENTITIES

2017 ◽  
Vol 21 (1) ◽  
pp. 181-201
Author(s):  
Carlinda Leite ◽  
Preciosa Fernandes ◽  
Fátima Sousa-Pereira
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Professional Socialization ◽  
Bologna Process ◽  
Training Model ◽  
Teaching Profession ◽  
Point Of View ◽  
The One ◽  
The Bologna Process ◽  
The Impact

Abstract:The article analyses the model of initial basic education teacher training in Portugal resulting from the commitments made in the framework of the Bologna Process. This analysis focuses on the impact that the policy guidelines - that point to an improvement in education quality - have on the socialization with the teaching profession. The empirical study analyses policy guidelines for teacher training and the opinions of teachers responsible for initial teacher training courses obtained through a survey. Overall, the data show a moderate agreement with policies concerning teacher training and some tensions regarding the training model adopted. On the one hand, it is pointed out that this model offers reduced opportunities of professional socialization, but, on the other hand, it is considered that it allows greater flexibility in obtaining a degree to teach in different levels of the education system. From this point of view, it can be considered that this model resolves educative system problems related to teachers placement, currently facing an elevated number of teachers which is higher than necessary in some school levels.Resumen:El artículo analiza el modelo de formación inicial de maestros de educación básica en Portugal, como resultado de los compromisos hechos en el marco del Proceso de Bolonia. Se centra en los efectos que las políticas -que apuntan a una mejora en la calidad de la educación- tienen en la socialización de la profesión docente. La investigación analiza documentos políticos que orientan la formación de maestros y las opiniones de los profesores encargados de los cursos de la formación inicial obtenidas por cuestionario. En general, los datos muestran un moderado acuerdo con las políticas de formación de maestros y algunas tensiones en relación con el modelo de formación adoptado. Por un lado, se señala que este modelo ofrece reducidas oportunidades de socialización profesional, pero, por otro lado, se considera que permite una mayor flexibilidad en la obtención de una habilitación para ejercer la profesión en diferentes niveles del sistema educativo. Desde este punto de vista, se puede suponer que este modelo puede resolver problemas relacionados a la ubicación de los maestros, que enfrenta situaciones de exceso de docentes en algunos niveles de Educación Básica.

scholarly journals A brief overview of lifelong learning in Japan

2010 ◽  
Vol 34 (6) ◽  
pp. 3 ◽  
Author(s):  
Anthony Ogden
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
National Policy ◽  
Learning Opportunities ◽  
Structured Learning ◽  
Ministry Of Education ◽  
Societal Factors ◽  
Sports Science ◽  
Historical Outline ◽  
Education Culture

Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) takes the position that lifelong learning, or shougai gakushuu, encompasses not only structured learning through schooling and social education but also learning that takes place through sports, cultural activities, hobbies, recreation, and volunteer activities. This article presents an overview of lifelong learning in Japan, beginning with a brief historical outline of its development, from the Act for Adult Education of 1949 to the current national policy. Survey data on the extent of participation in lifelong learning opportunities is presented and followed by a discussion of the government’s current rationale and strategies for the promotion and advancement of lifelong learning in Japan. Societal factors challenging MEXT’s prioritization of lifelong learning are also discussed. 文部科学省は生涯学習に対して以下の見解を示している。 すなわち、生涯学習とは、学校教育や社会教育を通じた体系立った学習を含むのみならず、スポーツ、文化的活動、趣味、レクリエーション、そしてボランティア活動を通じた学習も含まれる、という見解である。当論文は、日本における生涯学習の概要を提示する。具体的には、まず、1949年の社会教育法から今日の国策に至るまでの日本における生涯学習発達の歴史的概況を簡単に示す。そして、生涯学習参画機会の程度に関する調査を示し、日本における生涯学習促進に関する政策を論じる。さらには、生涯学習に高い重要性を与えている文部科学省が直面する社会的な課題要素に関しても論じる。

scholarly journals Całożyciowe uczenie się jako idea edukacyjna, polityka, strategie działań i zmieniający się krajobraz edukacyjny rzeczywistości

2018 ◽  
pp. 23-37
Author(s):  
Ewa Solarczyk-Ambrozik
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Knowledge Society ◽  
Individual Responsibility ◽  
Technological Advances ◽  
Action Strategies ◽  
Important Field ◽  
The One ◽  
The Masses ◽  
Educational Path

The idea of lifelong learning has appeared in 1920’s, situating on the background of the phenomena of adult education, which, since it emergence, have been a long way – as shall be defined – from the socialization of the masses to the empowerment of individuals, and the prospect of such changes is included into a peculiar continuum – between industrialization and urbanization, and the knowledge society. Nowadays the problem of lifelong learning goes far beyond the traditionally perceived adult education. Inscribing itself into the global educational discourse becomes its essential issue – it refers to the questions of educational possibilities and opportunities in the different socio-cultural contexts. It dominates the discussions on adult education, vocational training and higher education, providing a theoretical framework for the development of relevant policy and action strategies, but in addition it plays a crucial role in economic debates on labour market, quality, capacity, sustainable development, learning in organizations and – importantly – it also appears in non-education-related debates including such issues as: social exclusion, unemployment, environmental protection, active citizenship and health. The phenomenon of lifelong learning allows to respond to such conceptual categories as flexibility and uncertainty. As a result of technological advances, competition creates the need for flexibility which in case of learners is, in the one hand, recognised as emancipation, and in the other, as a threat to individuals enable to meet the new requirements associated with individual responsibility for the course of the educational path. Alongside opinions presenting anti-institutional interpretation of lifelong learning, the „supply” of an institutional offer of adult education is raised. The conclusions of the presented analyses results in showing lifelong learning as a phenomenon, which is not unambiguously evaluated, since it may by understood as a the purpose, a process, an effect, a form of self-realization, a socio-cultural constraint, and at least as an important field of educational reality in the word of new challenges.

scholarly journals Educação e povos indígenas: construindo uma política nacional de educação escolar indígena

2019 ◽  
Vol 81 (198) ◽  
Author(s):  
Luís Donisete Grupioni
Keyword(s):  
Public Policy ◽  
Traditional Knowledge ◽  
Indian Education ◽  
Ministry Of Education ◽  
Educational Legislation ◽  
Indian People ◽  
Teacher Formation ◽  
Educational Politics ◽  
Educational Processes ◽  
Politica Publica

Analisa avanços e impasses para a estruturação de uma política pública que atenda às demandas dos povos indígenas por processos educacionais que lhes permitam o acesso a conhecimentos universais e que valorizem suas línguas e seus saberes tradicionais. Registrando o avanço e a consolidação da legislação educacional brasileira, que garante uma educação diferenciada aos povos indígenas, analisa as alterações de responsabilidade, implementada nos últimos anos, na condução das ações de educação indígena no País, propondo uma pauta programática a ser desencadeada pelo Ministério da Educação como política pública para essa área. Palavras-chave: povos indígenas; educação escolar indígena; política educacional; legislação indigenista; formação de professores. Abstract This paper analyses the advances and adverse situations for the structuring of a public policy, which fulfils the demands of Brazilian Indian people for educational processes that allow them to have access to universal knowledge and that value their language and traditional knowledge. It registers the advance and the consolidation of the Brazilian educational legislation, which guarantees a differentiated education to Brazilian Indian people, it analyses the alteration of responsibilities, implemented over the last years, in the conducting of actions of the Brazilian Indian education in the country, proposing a programmatic docket to be started by the Ministry of Education as a public policy for this area. Keywords: Brazilian Indian people; Brazilian Indian Education; educational politics; Brazilian Indian legislation; teacher formation.

Recommendations of The Ombudsman’s Dilemma: Between Law Enforcement Officials and Protection of Credibility

2018 ◽  
Vol 2 ◽  
pp. 1-12
Author(s):  
Dyah Adriantini Sintha Dewi
Keyword(s):  
Law Enforcement ◽  
Public Service ◽  
Public Services ◽  
Point Of View ◽  
Law Enforcement Officials ◽  
Muslim Majority ◽  
The Republic ◽  
The Government ◽  
The One ◽  
Oversight Body

The Ombudsman as an external oversight body for official performance, in Fikih Siyasah (constitutionality in Islam) is included in the supervision stipulated in legislation (al-musahabah al-qomariyah). Supervision is done so that public service delivery to the community is in accordance with the rights of the community. This is done because in carrying out its duties, officials are very likely to conduct mal administration, which is bad public services that cause harm to the community. The Ombudsman is an institution authorized to resolve the mal administration issue, in which one of its products is by issuing a recommendation. Although Law No. 37 of 2018 on the Ombudsman of the Republic of Indonesia states that the recommendation is mandatory, theombudsman's recommendations have not been implemented. This is due to differences in point of view, ie on the one hand in the context of law enforcement, but on the other hand the implementation of the recommendation is considered as a means of opening the disgrace of officials. Recommendations are the last alternative of Ombudsman's efforts to resolve the mal administration case, given that a win-win solution is the goal, then mediation becomes the main effort. This is in accordance with the condition of the Muslim majority of Indonesian nation and prioritizes deliberation in resolving dispute. Therefore, it is necessary to educate the community and officials related to the implementation of the Ombudsman's recommendations in order to provide good public services for the community, which is the obligation of the government.

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