Innovative Teaching and Learning Pathways for Responsible Use of Resources Focusing on the ESEE Region

In a world depicted by rapid growth and consumerism, where pressing societal issues such as, the critical climate crises, resources exploitation in developing countries and much more, it is essential to educate all citizens about raw materials, their uses and about responsible production and consumption. Developing life-long learning wider society programmes is an essential tool to educate the population starting with the youngest members of society (pre-school) to adulthood (life-long learning) with a special focus on the life-world orientation from a learners’ perspective. The wider society learning flagship project, ‘Raw Matters Ambassadors at Schools’ (RM@Schools), is an innovative programme funded by the European Institute of Innovation & Technology (EIT) which promotes science education and careers in the raw materials sector. Since the project’s commencement in 2016, it has gained stronger European representation with a current total of 32 partners from 18 countries. This includes the consortium members from a parallel funded programme, RM@SchoolsESEE. This project aims at extending best practices and diversifying the current portfolio to East and Southeast European countries. What makes this project so innovative is in the programme and individual learning pathways. Considering a multidisciplinary and cultural perspective, a framework was developed to assist in forming raw materials ambassadors through engaging programmes for school pupils from aged 10 up to 19 years old and through the development of educational hands-on toolkits that range from experiments to game-based tools and much more. In particular, and as a way to increase impact, the project aims to mentor teenagers from all educational disciplines between the ages of 14–19 years old to become ‘Young RM Ambassadors’. This approach utilises state-of-the-art teaching and learning methods resulting in peer-to-peer knowledge exchange and dissemination. Built into the programme is a continuous feedback loop that involves stakeholders from all sides of the knowledge triangle: educators, pupils, professionals and researchers.

A Digital Future of Diversity, Connectivity, and Sustainability

In a mobile society where information and knowledge become accessible to anyone, anywhere, and anytime on the internet, online education has been transformed fundamentally. By the end of 2020, Mandarin Chinese was taught to over 20 million people in over 180 countries around the world. By critically reviewing 15 recent studies from 2013 to 2021 on mobile-assisted language learning (MALL) in teaching and learning Chinese as a second or foreign language (CSL/CFL), this chapter emphasizes the need for pedagogical diversity in goals, practices, and context. In the second theme of ‘connectivity', the new theory of online education connectivism is applied to evaluate the official Chinese language learning mobile app named ‘e-Learn Chinese'. In the final theme of ‘sustainability', it demonstrates an ecosystem of MALL through an ecological perspective based on a critical discussion of the mostly reviewed ten mobile language learning apps, which could innovate sustainable pedagogies in a life-long learning society.

ICT role during COVID-19 pandemic in lifelong learning for disabilities

Education of people with disabilities requires special attention because data from world organizations show that only 5% of people with disabilities receive a quality basic education. This study seeks to determine the possibility of improving the education of people with special needs through the use of ICT technologies during the covid-19 pandemic in continuing education, that is, life-long learning. Even though most studies focus on the possibility of using ICT in the education of children with disabilities and are subject to the formation of an inclusive digital space, the feasibility of using basic knowledge of people with disabilities during their profile education and self-development with the help of ICT through distance or blended life-long learning becomes relevant. A review of the literature on the problem of research shows that when ICTs are transformed due to the use of additional technical or software tools, people with disabilities have the opportunity to life-long learning, obtain a profession, develop in it and move up the career ladder. At the same time, ICTs can be used to learn foreign languages and acquire a whole range of knowledge in a distance or blended format.

Problems of Inconsistency and Didactic Functions of ICT Tools in Computer Science Courses

The purpose of the study is to consider problems of continuity of computer science education at the school and university levels. This article analyses the main reasons for the lack of continuity at the tertiary level. The continuity of learning providing the interrelation between different levels of life-long learning is one of the approaches to solve the problem of improving the quality and efficiency of the educational process. The results of the study reveal that different levels of computer science training for school leavers are needed to solve this problem. In respect to the analysis of the main conditions for planning the teaching process, differentiated teaching is recommended as a good solution to the situation.

EDUCAÇÃO CORPORATIVA: ALICERCES CIENTÍFICOS DE UM RECENTE CAMPO DE PESQUISA

Objetivo: A Educação Corporativa é uma temática regida pelo intento das empresas de preencher uma lacuna deixada pelo Estado na educação tradicional. Contudo, trata-se de uma temática recente, tanto nos Estados Unidos, lócus de sua gênese, quanto no Brasil. Neste sentido, esta pesquisa tem por objetivo analisar quais as referências seminais e os autores mais prolíficos em Educação Corporativa, bem como estabelecer uma relação de quais referencias embasam as publicações dos autores que mais publicam nesse campo científico. Design/Metodologia/Abordagem: Trata-se de um estudo exploratório-descritivo de cunho bibliográfico, que emprega a abordagem quantitativa bibliométrica para analisar os resultados de buscas realizadas nas bases SCOPUS, SPELL e Scielo. Resultados: Por resultado, têm-se uma lista de 15 autores mais prolíficos, dos quais alguns também são os mais citados por outros pesquisadores Limitações da pesquisa: O diminuto número de pesquisa encontradas nas bases científicas restringe a amostragem desta pesquisa. Originalidade/valor: Acredita-se que esta pesquisa tende a contribuir para a academia por revelar bibliografias a serem consideradas por entrantes nessa temática. A busca por estabelecer os contornos temáticos que dialogam com a Educação Corporativa é uma sugestão de pesquisa futura. Referências ALBERTIN, A. L.; BRAUER, M. Resistência à educação a distância na educação corporativa Fonte: Revista de Administração Pública, v. 46, n. 5, p. 1367-1389, 2012. ALMEIDA, M. I. R.; TEIXEIRA, M. L. M.; MARTINELLI, D. P. Por que administrar estrategicamente recursos humanos? Revista de Administração de Empresas, v. 33, n. 2, p. 12-24, 1993. ALPERSTEDT, C. Universidades corporativas: discussão e proposta de uma definição. Revista de Administração Contemporânea, Curitiba, v. 5, n. 3, p. 149 165, set./dez. 2001. ANDRADE, R. J. F.; RODRIGUES, M. V. R. Educação corporativa: prática de treinamento na sociedade do conhecimento. In: CONGRESSO NACIONAL DE EXCELÊNCIA EM GESTÃO, 4., 2008, Niterói. Anais ... Niterói, RJ, 2008. BALM, G. J. Continuing Engineering Education at IBM. International Journal of Continuing Engineering Education and Life-Long Learning, v.1, n.1, p. 98-103, 1990. BIANCHI, E. M. P. G. Didática e educação corporativa: o desafio empresarial da educação continuada. Revista Ibero-Americana de Estratégia, v. 7, n. 1, p. 73-82, Janeiro-Junho, 2008. DRESCH, A.; LACERDA, D. P.; JÚNIOR, J. A. V. A. Design science research: método de pesquisa para avanço da ciência e tecnologia. Bookman Editora, 2015. EBOLI M. P.; MANCINI, S. Corporate education for sustainability. International Journal of Environment and Sustainable Development, v.11, n.4, p.339-354, 2012. EBOLI, M. P. (coord.). Coletânea Universidades Corporativas - Educação para as empresas do século XXI. São Paulo: Schmukler Editores, 1999. EBOLI, M. P. Educação Corporativa e desenvolvimento de competências. In: DUTRA J. S.; FLEURY, M. T. L.; RUAS, R. L. Competências: conceitos, métodos e experiências. São Paulo: Atlas, 2008. EBOLI, M. P. Educação corporativa no Brasil: mitos e verdades. 4. ed. São Paulo: Ed. Gente, 2004. EBOLI, M. P. Gestão do Conhecimento como Vantagem Competitiva: o surgimento das Universidades Corporativas. In: EBOLI, M. P. (coord.). Coletânea Universidades Corporativas - Educação para as empresas do século XXI. São Paulo: Schmukler Editores, 1999b. EBOLI, M. P. Universidade corporativa: ameaça ou oportunidade para as escolas tradicionais de Administração? RAUSP Management Journal, v. 34, n. 4, p. 56-64, 1999a. ESTEVES, L. P.; MEIRIÑO, M. J. A educação corporativa e a gestão do conhecimento. Anais... XI Congresso Nacional de Excelência em Gestão. 2015. FERNANDES, H. S.; PULZI, JR, S. A.; COSTA, FILHO, R. Qualidade em terapia intensiva. Revista da Sociedade Brasileira de Clínica Médica, v. 8, 2010, p. 37-45. HOURNEAUX JR, F.; EBOLI, M. P., MARTINS, E. C. Educação corporativa e o papel do Chief Learning Officer Fonte: Revista Brasileira de Gestão de Negócios, v. 10, n. 27, p. 105-117, Abril-Junho, 2008. MEISTER, J. C. Educação corporativa. São Paulo: Pearson, 1999. NONAKA, I.; TAKEUCHI, H. Criação de Conhecimento na Empresa: como as empresas japonesas geram a dinâmica da inovação. 19. ed. Rio de Janeiro: Elsevier, 1997. REIS, G. G., SILVA, L. M. T., EBOLI, M. P. A prática reflexiva e suas contribuições para a educação corporativa Fonte: Revista de Gestão, v. 17, n. 4, p. 403-419, Outubro-Dezembro, 2010. TACHIZAWA, T. FERREIRA, V. C. P.; FORTUNA, A. A. M. Gestão com pessoas: uma abordagem aplicada às estratégias de negócios. 5. ed. Editora FGV, Rio de Janeiro, 2006. TARAPANOFF, K. Aprendizado organizacional: panorama da educação corporativa no contexto internacional. In: TARAPANOFF, K. (org.). Inteligência, informação e conhecimento em corporações. Brasília: IBICT, UNESCO, 2006. p. 12-84. TRONDSEN E.; VICKERY, K. Learning on Demand. Journal of Knowledge Management, v.1, n.3, p.169-180, 1997.

EIWO's Theoretical Perspectives

Work Package (WP) I is the conceptual core of the EIWO project and informs WPs II-IX by providing theoretical embedding. It will do this initially based on the existing literature (a theory paper suggesting combinations of life course, social risk and regime analysis) and then synthesise the results of the following WPs in an iterative way for publication. EIWO will develop social policy macro indicators and their dynamics and draw on the empirical testing in WPs II-VIII to identify connections with life course, intersectionality and social risk theories. The aim is to develop change strategies to guide the prevention and mitigation of late working life exclusion and inequalities by minimising risks across the life course and smoothing late working life transitions. The policy-related concepts of active ageing and life-long learning will be key reference points for the project and will be discussed further in subsequent working papers. EIWO aims to push the boundaries of knowledge about late working life and its potential for inclusivity and equality via a theoretically driven, gender-sensitive combination of multi-level perspectives. To follow this aim, EIWO takes a life course approach to late working live in the context of demographic and social change in Sweden and Europe. In doing so, EIWO focusses on individual life courses against the backdrop of agency, workplaces, branches, economic conditions and their impact on exclusion and inequality in late working life. It aims to identify perspectives of life course policies promoting to prolong working lives and to avoid the increased selective exclusion and inequality often associated with this development

Life-Long Learning Know-How Transfer Centers for Flood Risk Assessment in Romania and Hungary

The sector affected by surplus or scarcity of water requires proper understanding of river and landscape system behavior, what is possible to be done to prevent potential damages and losses need skilled professionals, who are familiar also with the newest IT based hydroinformatic tools and technological achievements to find the best possible solutions. An extensive programs of Water Authorities in Romania and in Hungary have been running to provide flood risk maps in all the main river basins including also those which across the both countries. The obtained results will be contribute to the better understanding and general prediction of flooding on the major river systems and assist the governments to act (in real time and space) in accordance with contingency planning based on flood risk management plans, moreover future development plans of regions and cities will get a proper guidance and platforms for future feasibility studies. However Flood Directive implementation has been ongoing in Romania and Hungary, `bridging and direct trainings` for relevant sectors as it is planned in this project have not been provided and have not been planned for future in Romania and Hungary. Based on these needs in 2011 was initiated and organized an international cooperation project financed by the European Union with the theme: “Development of knowledge canters for life-long learning by involving of specialists and decision makers in flood risk management using advanced Hydroinformatic tools” [1]. In this paper we give a brief overview of the main objectives proposed, a description of the partners and some aspects of the activities developed in the project and some of the results obtained

IMPLEMENTATION OF BOLOGNA DECLARATION STANDARDS: THE EXPERIENCE OF THE REPUBLIC OF LATVIA

The article is concerned with 20 years’ experience of implementation of Bologna Declaration standards in the higher education system of the Republic of Latvia. The article offers a concise analysis of such root principles of Bologna system as 1) acknowledging of three cycle system; 2) staff and students' mobility; 3) quality assurance of higher education; 4) promotion of the essential European attitudes in higher education; 5) life-long learning; 6) enhancement of the role of the students in organization of the study process; 7) autonomy for institution and academic freedom; 8) amplification of the European constituent in the national higher education system; 9) single European Higher Education Area (EHEA).

СТУДЕНТСЬКА АВТОНОМІЯ В КОНТЕКСТІ РОЗВИТКУ КОМПЕТЕНЦІЙ ХХІ СТОРІЧЧЯ

Статтю присвячено вивченню студентської автономії в контексті розвитку компетенцій ХХІ сторіччя. У статті розглядається походження й значення поняття «студентська автономія» та наводиться порівняльна характеристика основних визначень «автономії». Представлено хронологію становлення цього поняття у закордонних та вітчиз- няних наукових працях, яке у загальному розумінні позначає відповідальну роль студента у процесі навчання та його здатність самостійно приймати рішення стосовно навчального процесу. «Автономія» передбачає право вибору, яке надається студенту, що посилює процес формування у нього професійної компетентності і зумовлює використання певної низки стратегій та підходів для її розвитку у студентській аудиторії. У статті поставлено наголос на зміні ролі викладача в освітньому процесі. У контексті цього дослідження стає очевидним перехід від моделі, центрованої на ролі викладача, яка домінувала в освіті багато років, до під- ходу, орієнтованого на студента (“student-oriented approach”) та на понятті «навчання протягом життя» (“life-long learning”). В сучасних умовах студенти повинні вчитися не лише застосовувати різні стратегії навчання, але й також обирати найефективніші з них відповідно до мети та індивідуальної направленості у навчанні. Навчальні завдання мають бути націлені на формування стратегічних навичок та здібностей до самооцінювання. Зокрема, навиків, які роблять людей більш стратегічно компетентними у очікуваних соціо-економічних та технологічних контекстах. На підставі аналізу робіт вчених можна констатувати, що автономія студентів є одним із факторів успішного навчання. Отже, пріоритетним завданням викладачів є формування автономних навиків студентів. Аналіз літературних джерел з питань автономії довів, що не існує єдиного визначення цього поняття у науці. Також було визначено, що більшість вітчизняних фахівців поділяють думку закордонних вчених стосовно фено- мену «автономія».