George K. # Zarifis
George is an Assistant Professor of Continuing Education in the Department of Education (School of Philosophy & Education, Faculty of Philosophy), of the Aristotle University of Thessaloniki in Greece. He received his first degree from the Department of Philosophy, Education and Psychology in the same University (1993). After he was awarded a grant from the Greek State, he continued his studies in the University of Warwick, Department of Continuing Education, where he received his MA in International and Comparative Studies in Continuing Education (1995) and his PhD in Continuing Education (2000).
His area of expertise is Continuing Education with specific interest in the development of educational methodologies for accommodating adult learning.
His research interests focus on the study of adult participation in organised educational and training activities, and the comparative examination of NVAE, VET and CPD policies and practices in South-Eastern Europe and the Balkans.
He is an elected member of the ESREA (European Society for Research on the Education of Adults) Steering Committee (2010-2013), and he is the convenor of the ESREA Research Network on Adult Educators, Trainers and their Professional Development (ReNAdET) that is entirely devoted to the adult educator and trainer in Europe. The scope of the network (http://www.esrea-renadet.net) is to provide an ongoing forum for adult educators, trainers and practitioners from a range of disciplines and professional settings whether formal or non-formal (such as further education, VET and adult learning settings, counselling & guidance authorities, higher education and other academic settings, learning organizations and working environments), to contemplate, discuss, reflect and debate issues in relation to their education & training, professional development, roles & effective practices, recruitment, employment situation and working conditions.
Phone: 0030 2310 997893 (office - τηλέφωνο γραφείου), 0030 2310 997463 (fax)
Address: Faculty of Philosophy,
School of Philosophy & Education, Department of Education,
Aristotle University of Thesaloniki,
Office 208 - Old Building of Faculty of Philosophy,
GR-54124, Thessaloniki,
Greece.
His area of expertise is Continuing Education with specific interest in the development of educational methodologies for accommodating adult learning.
His research interests focus on the study of adult participation in organised educational and training activities, and the comparative examination of NVAE, VET and CPD policies and practices in South-Eastern Europe and the Balkans.
He is an elected member of the ESREA (European Society for Research on the Education of Adults) Steering Committee (2010-2013), and he is the convenor of the ESREA Research Network on Adult Educators, Trainers and their Professional Development (ReNAdET) that is entirely devoted to the adult educator and trainer in Europe. The scope of the network (http://www.esrea-renadet.net) is to provide an ongoing forum for adult educators, trainers and practitioners from a range of disciplines and professional settings whether formal or non-formal (such as further education, VET and adult learning settings, counselling & guidance authorities, higher education and other academic settings, learning organizations and working environments), to contemplate, discuss, reflect and debate issues in relation to their education & training, professional development, roles & effective practices, recruitment, employment situation and working conditions.
Phone: 0030 2310 997893 (office - τηλέφωνο γραφείου), 0030 2310 997463 (fax)
Address: Faculty of Philosophy,
School of Philosophy & Education, Department of Education,
Aristotle University of Thesaloniki,
Office 208 - Old Building of Faculty of Philosophy,
GR-54124, Thessaloniki,
Greece.
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Books by George K. # Zarifis
Ο ισότιμος, ανοιχτός και δημοκρατικός κοινωνικός διάλογος αναμφίβολα συνεισφέρει στη σοφή διαχείριση των κοινωνικών υποθέσεων και τεκμηριώνει τις αρχές της δημοκρατίας, διότι θεωρείται αναπόσπαστο τμήμα της ποιότητας των σχέσεων μεταξύ του κράτους, των κοινωνικών εταίρων και των πολιτών αλλά και μέσο διαχείρισης αλλαγών, ενώ, ταυτόχρονα, αποτελεί και σημαντικό παράγοντα διακυβέρνησης. Πρόκειται, ουσιαστικά, για εκείνη τη διαλεκτική διαδικασία, η οποία συμπεριλαμβάνει όλες τις μορφές ανταλλαγής πληροφοριών και συλλογικών διαπραγματεύσεων, ενώ παράλληλα, αναφέρεται και σε μηχανισμούς συλλογικής λήψης αποφάσεων, βασισμένων σε διαφορετικές διαδικασίες μεταξύ κυβερνήσεων, εκπροσώπων των κοινωνικών εταίρων και πολιτών (ανεξαρτήτως της διαδικασίας) για ζητήματα τα οποία αφορούν στην οικονομική και κοινωνική πολιτική για το κοινό ενδιαφέρον. Αυτό, δυνητικά συνδέεται με μία τριμερή διαδικασία στην οποία το κράτος επίσημα συμμετέχει ή σε διμερείς σχέσεις (π.χ. μεταξύ εργατικών συνδικάτων και εργοδοτικών οργανώσεων). Είναι πιθανόν, η διεξαγωγή του κοινωνικού διαλόγου να γίνεται κάποιες φορές με μη τυπικό τρόπο, κάποιες άλλες να είναι θεσμοθετημένη, ενώ πολλές φορές συμβαίνει να συνδυασθούν οι δύο τρόποι. Επιπλέον, ο κοινωνικός διάλογος μπορεί να αφορά σε περισσότερα από ένα επίπεδα: διεθνές, εθνικό, τομεακό ή/και περιφερειακό, τοπικό, εταιρικό ή δομικό, ενώ καθοριστικής σημασίας στοιχείο της επιτυχίας ή της αποτυχίας του, ειδικά σε περιόδους κοινωνικο-οικονομικής κρίσης όπως αυτή που διανύουμε, είναι και ο βαθμός στον οποίο το κράτος στηρίζει αυτή τη διαδικασία καθώς και ο βαθμός στον οποίο οι προ της κρίσης σχέσεις μεταξύ των εμπλεκόμενων ήταν περισσότερο συνεκτικές και αναγνωρισμένες.
Μέσα στο παραπάνω γενικό πλαίσιο, ο πρωταρχικός σκοπός του κοινωνικού διαλόγου, ο οποίος αφορά στην ΕΕΚ τόσο σε διεθνές όσο και σε Ευρωπαϊκό πλαίσιο, είναι να συνδράμει στην κοινωνική και οικονομική εξέλιξη και ανάπτυξη μέσω της διαβούλευσης των εμπλεκομένων μερών σε θέματα υποδομών, συντονισμού, επαγγελματικών περιγραμμάτων, ελέγχου και διασφάλισης ποιότητας, οργάνωσης προγραμμάτων, αξιολόγησης, πιστοποίησης, εγκυροποίησης προσόντων κ.λπ. Πρόκειται, ουσιαστικά, για ένα μηχανισμό ο οποίος ενθαρρύνει τη διαβούλευση, τη συνεργασία και την αμοιβαία συνεννόηση στα βασικά ζητήματα μεταξύ των εμπλεκόμενων κοινωνικών εταίρων, όπως για παράδειγμα το ζήτημα της μαθητείας, το κόστος κατάρτισης στις επιχειρήσεις, τον τρόπο αξιολόγησης των καταρτιζομένων, κ.ά. Οι μέχρι τώρα γενικές διαπιστώσεις βάσει και της υφιστάμενης έρευνας και βιβλιογραφίας πάνω στο συγκεκριμένο ζήτημα, καταδεικνύουν ότι μία ποιοτική μορφή κοινωνικού διαλόγου πάνω σε ζητήματα που συνδέονται με το παραπάνω πλαίσιο, περιορίζει σημαντικά το κόστος κατάρτισης για το κράτος, ενώ ταυτόχρονα δημιουργεί και προϋποθέσεις για είσοδο νέου και ποιοτικά καταρτισμένου δυναμικού στην αγορά εργασίας.
Η τρέχουσα παγκόσμια οικονομική κρίση ωστόσο έχει δοκιμάσει τις αντοχές του συνόλου των εθνικών συστημάτων ΕΕΚ. Ακόμη και σε χώρες με μακρά παράδοση στη συνεργασία των κοινωνικών εταίρων με τις κυβερνήσεις, οι διαπραγματεύσεις απέτυχαν συχνά να διασφαλίσουν την απαραίτητη συναίνεση και μια κοινή προσέγγιση σχετικά με τον τρόπο αναδιοργάνωσης ή μεταρρύθμισης της ΕΕΚ.
Σύμφωνα με ορισμένες μελέτες, οι χώρες με ισχυρό κοινωνικό διάλογο επέδειξαν καλύτερη συνεργασία μεταξύ των κοινωνικών εταίρων. Ωστόσο, τα θετικότερα αποτελέσματα καταγράφηκαν στις συζητήσεις των κοινωνικών εταίρων σε κλάδους που χαρακτηρίζονται από μακρά παράδοση διαβουλεύσεων και συνεργασίας.
Παρά ταύτα, είναι σαφές ότι σε ορισμένους τομείς ο κοινωνικός διάλογος έχει αποδυναμωθεί και, πιο συγκεκριμένα, σε περιπτώσεις όπου ο αντίκτυπος της κρίσης επιτάχυνε την ανάδυση προκλήσεων που ήδη σοβούσαν, όπως η συνεκτικότητα μεταξύ των διάφορων βαθμίδων του κοινωνικού διαλόγου, η μείωση του ποσοστού και της έντασης της συμμετοχής στα αρμόδια όργανα εκπροσώπησης και το ζήτημα της διαπραγματευτικής ισχύος των κοινωνικών εταίρων . Ειδικά για την Ελλάδα, η αύξηση του φαινομένου της μονομερούς λήψης αποφάσεων εκ μέρους των κυβερνήσεων επί ζητημάτων που επηρεάζουν την ΕΕΚ, αναδεικνύει ακόμη περισσότερο την ανάγκη περαιτέρω ενίσχυσης και εμβάθυνσης του ρόλου του κοινωνικού διαλόγου στη δημόσια σφαίρα.
-Analyzes the implementation of the Memorandum for Lifelong Learning from a wide range across the European Union
-Helps understanding and interpreting the different dimensions of lifelong learning
-Brings forward new aspects of lifelong learning that are critically positioned towards European policy trends
The book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field. Through a critical lens the book reinterprets the core content of the messages that are conveyed by the European Commission in the “Memorandum for Lifelong Learning”, the most important policy document in the area, which after a decade from its publication still remains the vehicle for all current developments in lifelong learning in Europe. With references to research findings, proposed actions, and applications to immediate practice that have an added value for Europeans –but which either do not appear to correspond directly to what is stipulated by the European Commission, or are completely ignored as part of the lifelong learning process– the book offers an analytic and systematic outlook of the main challenges in creating the ‘European Area of Lifelong Learning’. In times as decisive as the ones we are going through today (both in social and economic terms), a critical perspective of the practices and policies adopted by the EU Member States is essential. The book follows the same structure as the Memorandum in order to debate and critically approach in separate sections the core issues that Europe faces today in relation to the idea of making a ‘European area of Lifelong Learning’.
Contents:
Introduction, Maria Gravani & George K. Zarifis
Part I: Lifelong learning and new basic skills for all.
The Skills - a Chimera of Modern European Adult Education, Katarina Popović | Computer Literacy among the Generations: How can Older Adults Participate in Digital Society? Bernhard Schmidt-Hertha & Claudia Strobel | Basic Skills for Becoming a Citizen, Emilio Lucio-Villegas | ‘New Basic Skills’, Non-Basic Skills, Knowledge Practices and Judgment: Tensions between the Needs of Basic Literacy, of Vocational Education and Training, and of Higher and Professional Learning, Martin Gough.
Part II: Lifelong learning and more investment in human resources.
Incentives and Disincentives to Invest in Human Resources, Marcella Milana | An Inconsistent Policy: Lifelong Learning and Adult Education Policy towards Competitive Advantage, Paula Guimarães & Fátima Antunes | Vocational Education – the Tension between Educational Flexibility and Predictability, Eva Andersson & Gun-Britt Wärvik | Lifelong Learning and Employability, Andreas Fejes | Human Capital and Human Activity in Lifelong Learning,
Despina Tsakiris.
Part III: Lifelong learning, innovative teaching and learning, and rethinking guidance and counselling.
Re-representing Education’s Image and Status: In the ‘Interest’ of Pedagogical Innovation, Stephen O’Brien | Teaching Methods and Professional Teaching in Adult Education: Questioning the Memorandum's Understanding of Professional Teaching, Regina Egetenmeyer & Patrick Bettinger | From “Innovation” to “Quality”: The Topic of Professionalization for adult Learning Staff in Selected European Policy Documents, Simona Sava | Being an Adult Learner and Learning through Life, Larissa Jõgi | Perspectives on Guidance and Counselling as Strategic Tools to Improve Lifelong Learning in Portugal, Maria Paula Paixão, José Tomás da Silva & Albertina L. Oliveira.
Part IV: Lifelong learning and valuing learning.
Contradicting Values in the Policy Discourse on Lifelong Learning, Nils Bernhardsson | Quality in Adult Learning: EU policies and Shifting Paradigms? Bert-Jan Buiskool & Simon Broek | The Adoption of an International Education Policy Agenda at National Level: Conceptual and Governance Issues, Alexandra Ioannidou | Vocational Learning: Shifting Relationships between Education and Working Life, Erik Kats & Jaap van Lakerveld | Evaluating Learning and the Work of a Researcher in the Era of Lifelong Learning, Κristiina Brunila | What About the Learner-Search for Identity and Meaning in Autobiographic Methods, Laura Formenti & Michaela Castiglioni.
Part V: Lifelong learning and bringing learning closer to home.
“Bringing Learning Closer to Home”: Understanding ‘outreach work’ as a mobilization strategy to increase participation in adult learning, Barry Hake | Lifelong Learning and Schools as Community Learning Centres: Key Aspects of a National Curriculum Draft Policy Framework for Malta, Peter Mayo | The Rise and Fall and Rise again of Learning Cities, Lynette Jordan, Norman Longworth & Michael Osborne | Collective Dimensions in Lifelong Education and Learning: Political and Pedagogical Reflections, Françoise F. Laot | Reinstating the invisible: a proposed framework for European Learning Collectives, George K. Zarifis & Maria Gravani.
Index""
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ΠΕΡΙΕΧΟΜΕΝΑ
ΜΕΡΟΣ ΠΡΩΤΟ: ΘΕΩΡΗΤΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ ΤΗΣ ΕΝΝΟΙΑΣ ΤΟΥ ΚΡΙΤΙΚΟΥ ΣΤΟΧΑΣΜΟΥ ΣΤΗ ΜΑΘΗΣΗ ΚΑΙ ΑΝΑΠΤΥΞΗ ΤΩΝ ΕΝΗΛΙΚΩΝ
ΚΕΦΑΛΑΙΟ 1
Ο κριτικός στοχασμός ως ‘ex-post facto’ συνθήκη μάθησης και ανάπτυξης στους ενηλίκους.
ΚΕΦΑΛΑΙΟ 2
Αποτίμηση της σχέσης μεταξύ νοηματοδότησης και κριτικού στοχασμού στη μάθηση των ενηλίκων.
ΚΕΦΑΛΑΙΟ 3
Ο κριτικός στοχασμός ως προϋπόθεση μετασχηματισμού της ανθρώπινης εμπειρίας και ο ρόλος των συναισθημάτων.
ΚΕΦΑΛΑΙΟ 4
Κριτικός στοχασμός και ο κύκλος της ‘conscientização’: ζητήματα κατανόησης του πλαισίου δράσης με στόχο τη χειραφέτηση και την κοινωνική αλλαγή.
ΜΕΡΟΣ ΔΕΥΤΕΡΟ: ΠΡΑΚΤΙΚΕΣ ΠΡΟΕΚΤΑΣΕΙΣ ΤΗΣ ΕΝΝΟΙΑΣ ΤΟΥ ΚΡΙΤΙΚΟΥ ΣΤΟΧΑΣΜΟΥ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ ΕΝΗΛΙΚΩΝ
ΚΕΦΑΛΑΙΟ 5
Από την ενδυνάμωση στη χειραφέτηση: προϋποθέσεις οργάνωσης του ρολού του εκπαιδευτή στο πλαίσιο μιας κριτικοστοχαστικής πρακτικής.
ΚΕΦΑΛΑΙΟ 6
Ζητήματα προσέγγισης των αναγκών των ενηλίκων εκπαιδευομένων μέσω της ανάλυσης της εμπειρίας τους, στο πλαίσιο μιας κριτικοστοχαστικής εκπαιδευτικής πρακτικής.
ΚΕΦΑΛΑΙΟ 7
Ο κριτικοστοχαστικής εκπαιδευτής και η κοινωνικο-πολιτικη διάσταση του ρόλου του.
ΚΕΦΑΛΑΙΟ 8
Ο ρόλος του κριτικού στοχασμού στο πλαίσιο του σύγχρονου οργανισμού μάθησης. "
6 κεφάλαια αναρτημένα.
A selected number of papers focus on the following themes:
- Perceptions of adult educators: by adults-students, policy makers and in public.
- Theoretical, political and practical discourses on adult educators: the future of adult education as an academic field.
- Context and environment of adult education and different 'types' of adult educators.
- Ownership of the adult educators? profession and professional borders: is there a professional future for adult educators?
- Learning, becoming, being and growing as professional adult educator, including issues of ageing and gender."
Available on ERIC Database (ERIC# ED535098)
The network’s first conference meeting was held in Thessaloniki, Greece (6-8 November 2009) at the University of Macedonia, and it was entirely devoted on issues of quality on the education and training of the adult educator in Europe. The meeting was a forum for exchanging theoretical considerations and empirical evidence, between researchers studying the different roles and tasks of the adult educator and trainer and the ways that these are assessed. The meeting also addressed issues relating to the quality of adult educators’ training (initial and continuing), their professional development as well as how these parameters could contribute to the overall quality of adult educational provision in Europe today.
In total 4 keynote presentations, 83 paper presentations and 18 e-poster presentations in eleven thematic workshops (divided in 5 parallel sessions) took place during the conference, as well as eight special presentations were made in six (6) plenary sessions. Based on the thematic workshops and the plenary sessions of the conference, the structure of this e-book is the following:
• Keynote Presentations
• Paper Presentations
1. Quality assurance: Validating effectiveness for adult educators and trainers.
2. Professionalisation & professional development: Not anybody’s business.
3. Confronting quality: Theoretical assumptions and practical challenges.
4. Quality in educational provision: Redefining basic assumptions.
5. Becoming an adult educator in Europe: Some biographical perspectives
6. Quality under review: Policy development issues.
7. Developing competence and skill: New roles and new challenges for adult educators today.
8. The role of the University in providing quality education and training: Unfolding the HE agenda.
9. Initial and continuing training of teachers and teacher trainers: From initial preparation to in-service training.
10. In-service training of adult trainers: The role of the enterprise and the role of the individual.
11. ICT and quality provision: Issues of identity and personal knowledge management.
• E-Poster Presentations
1. Educating the adult educator: European perspectives
• Plenary Presentations
1. Highlights of major European initiatives and projects
PASCAL Universities' Regional Engagement project (PURE).
Self-Evaluation in Adult Life Long Learning (SEALLL).
Grundtvig International Network of Course Organisers (GINCO).
Promoting Active Learning and Ageing of Disadvantage Seniors (PALADIN).
Study on Key Competences for Adult Learning Staff."""
The event in Thessaloniki brought together a variety of participants such trainers, employment counselors and careers’ officers, entrepreneurs, researchers, as well as representatives from the academia, and specialists in validation.
The shared theme among this broad group of participants was the acknowledgment of a serious social problem that is brewing in Central and Eastern European countries where hundreds of thousands of labor migrants are estimated to be returning home due to the lack of employment prospects. In several instances, this can easily be seen as a net outflow from countries facing the results of the severe economic crisis, especially from badly affected sectors such as construction and tourism, where many migrants are employed. Now, with unemployment rates rising off the scale (in countries like Spain of Greece have already reached 25 percent) many immigrants in European countries are making their way back to their hometowns (especially to countries like Romania and Bulgaria), whereas others are moving from southern to northern Europe with the prospect of finding employment.
In the midst of the economic downturn that already affected all efforts for strengthening social cohesion among Europeans, the “Back to Work” project set as its aim to enable those professional dealing with the unemployed, with the necessary counseling skills and instruments for facilitating the valorization of their previous experience and competences gained in different contexts. Counseling for valorization of prior experiences and learning can accompany the unemployed person in different phases:
1. Mapping the competences: this initial phase is dedicated to identify and cluster the competences and prior experiences of the unemployed persons, to match his/ her profile with labour market needs at the respective moment, to direct the person towards competence assessment centres or training programmes, to raise his/her self-esteem etc.
2. Assessing the competences: in this phase the counselor offers support and advice regarding where and how the unemployed person should find the necessary competence proofs, how the assessment instruments have to be dealt with, how to manage the relation and interaction with the evaluator/ assessor etc.
3. Orientation on the labour market: having his/ her competences validated, the unemployed persons still need support: how to look for jobs that suit his/her profile, where to find jobs and how to apply for them are top issues for the unemployed person.
It is on this basis that the “Back to Work” project has produced an elaborate yet user friendly counseling instrument and a user guide for those counselors who deal with the unemployed and (returning) migrants. Along the same line the papers presented at the conference mainly focus on counselling initiatives for the unemployed as well as other vulnerable social groups. We are therefore very pleased by the diversity and the quality of the papers submitted for this event and we express our satisfaction that our conference has attracted professionals from all around Europe that had the opportunity to thoroughly discuss and reflect upon their work and the work of others dealing with similar issues.
Papers by George K. # Zarifis
the role of higher education in the professionalisation of adult
educators. In particular, it presents the rationale and justifies why
it is important and with what ways higher education institutions
contribute towards the process of professionalisation of the
educators of adults in different stages of their career. It also
provides a synopsis of the content of the book and briefly reports on
the chapters that follow by locating them nicely in the ongoing
discourse on the processes through which adult educators’
professionality and professionalism might be enhanced.
educators in Europe poses a number of challenges, many of which
are very much related to the role of Higher Education (HE) and
university training. The scope of this preliminary survey that took
place in the Department of Education at the Aristotle University of
Thessaloniki, is to discuss the views of undergraduate students who
participate in training courses that prepare and qualify them as
adult educators. The study highlights those areas in which
universities can provide high quality professional training based on
students’ views, and suggests ways through which universities can
provide a more pragmatic training framework for the
professionalisation of adult educators.
culturally complex and poses many different options for the
professionalisation of adult educators and adult education
professionals. In this final chapter, we reflect on the meanings of
the professionalisation of adult educators in the context of higher
education and summarise the contributions of this book. There are
empirical shreds of evidence that professional studies in the
academic context and different academic programmes have a wider
impact on personal satisfaction, self-esteem, a better understanding
of the roles of adult educators, and affect the formation of their
professional identity as well as learning and future professional
choices.
attempts to contribute to the wider dialogue that has been addressed so far, by focusing on the design, implementation, and assessment of an online career counselling program for higher education students and graduates. The purpose of the study is to present the main parameters related to participants’ learning experience, such as motivation, barriers to participation, as well as adopted strategies for overcoming these barriers during the online program. The researchers conducted 15 semi-structured interviews to collect data for summative assessment. The analysis of the data indicates that prior acknowledgement of learners’ motivation, educator/career counsellor’s role, the learning environment, the methods utilized, and the teaching material can maximize the effectiveness of equivalent programs, due to the fulfillment of their needs, goals, and expectations.
attempts to contribute to the wider dialogue that has been addressed so far, by focusing on the design, implementation, and assessment of an online career counselling program for higher education students and graduates. The purpose of the study is to present the main parameters related to participants’ learning experience, such as motivation, barriers to participation, as well as adopted strategies for overcoming these barriers during the online program. The researchers conducted 15 semi-structured interviews to collect data for summative assessment. The analysis of the data indicates that prior acknowledgement of learners’ motivation, educator/career counsellor’s role, the learning environment, the methods utilized, and the teaching material can maximize the effectiveness of equivalent programs, due to the fulfillment of their needs, goals, and expectations.
stretches beyond their regular role and promotes the idea of lifelong learning by providing the space for delivering adult learning initiatives. The paper concludes that flexibility and support are important elements to run learning partnerships within schools.
εργαλείο την ημιδομημένη συνέντευξη. Από τα πορίσματα της συγκεκριμένης έρευνας προκύπτει ότι βασικοί λόγοι συμμετοχής σ’ ένα επιμορφωτικό πρόγραμμα είναι το προσωπικό ή/ και επαγγελματικό ενδιαφέρον, ανάπτυξη νέων ικανοτήτων-δεξιοτήτων, η κατάκτηση νέων γνωστικών αντικειμένων και ο τρόπος προσφοράς τους. Οι συμμετέχοντες τονίζουν την ευελιξία της εξ αποστάσεως επιμόρφωσης, προσδοκούν τη βελτίωση των επαγγελματικών δεξιοτήτων, παρουσιάζουν δυσκολίες συμμετοχής και προτείνουν τρόπους ώστε να καταστούν περισσότερο καινοτόμα και γνωστά στο κοινό.
Ο ισότιμος, ανοιχτός και δημοκρατικός κοινωνικός διάλογος αναμφίβολα συνεισφέρει στη σοφή διαχείριση των κοινωνικών υποθέσεων και τεκμηριώνει τις αρχές της δημοκρατίας, διότι θεωρείται αναπόσπαστο τμήμα της ποιότητας των σχέσεων μεταξύ του κράτους, των κοινωνικών εταίρων και των πολιτών αλλά και μέσο διαχείρισης αλλαγών, ενώ, ταυτόχρονα, αποτελεί και σημαντικό παράγοντα διακυβέρνησης. Πρόκειται, ουσιαστικά, για εκείνη τη διαλεκτική διαδικασία, η οποία συμπεριλαμβάνει όλες τις μορφές ανταλλαγής πληροφοριών και συλλογικών διαπραγματεύσεων, ενώ παράλληλα, αναφέρεται και σε μηχανισμούς συλλογικής λήψης αποφάσεων, βασισμένων σε διαφορετικές διαδικασίες μεταξύ κυβερνήσεων, εκπροσώπων των κοινωνικών εταίρων και πολιτών (ανεξαρτήτως της διαδικασίας) για ζητήματα τα οποία αφορούν στην οικονομική και κοινωνική πολιτική για το κοινό ενδιαφέρον. Αυτό, δυνητικά συνδέεται με μία τριμερή διαδικασία στην οποία το κράτος επίσημα συμμετέχει ή σε διμερείς σχέσεις (π.χ. μεταξύ εργατικών συνδικάτων και εργοδοτικών οργανώσεων). Είναι πιθανόν, η διεξαγωγή του κοινωνικού διαλόγου να γίνεται κάποιες φορές με μη τυπικό τρόπο, κάποιες άλλες να είναι θεσμοθετημένη, ενώ πολλές φορές συμβαίνει να συνδυασθούν οι δύο τρόποι. Επιπλέον, ο κοινωνικός διάλογος μπορεί να αφορά σε περισσότερα από ένα επίπεδα: διεθνές, εθνικό, τομεακό ή/και περιφερειακό, τοπικό, εταιρικό ή δομικό, ενώ καθοριστικής σημασίας στοιχείο της επιτυχίας ή της αποτυχίας του, ειδικά σε περιόδους κοινωνικο-οικονομικής κρίσης όπως αυτή που διανύουμε, είναι και ο βαθμός στον οποίο το κράτος στηρίζει αυτή τη διαδικασία καθώς και ο βαθμός στον οποίο οι προ της κρίσης σχέσεις μεταξύ των εμπλεκόμενων ήταν περισσότερο συνεκτικές και αναγνωρισμένες.
Μέσα στο παραπάνω γενικό πλαίσιο, ο πρωταρχικός σκοπός του κοινωνικού διαλόγου, ο οποίος αφορά στην ΕΕΚ τόσο σε διεθνές όσο και σε Ευρωπαϊκό πλαίσιο, είναι να συνδράμει στην κοινωνική και οικονομική εξέλιξη και ανάπτυξη μέσω της διαβούλευσης των εμπλεκομένων μερών σε θέματα υποδομών, συντονισμού, επαγγελματικών περιγραμμάτων, ελέγχου και διασφάλισης ποιότητας, οργάνωσης προγραμμάτων, αξιολόγησης, πιστοποίησης, εγκυροποίησης προσόντων κ.λπ. Πρόκειται, ουσιαστικά, για ένα μηχανισμό ο οποίος ενθαρρύνει τη διαβούλευση, τη συνεργασία και την αμοιβαία συνεννόηση στα βασικά ζητήματα μεταξύ των εμπλεκόμενων κοινωνικών εταίρων, όπως για παράδειγμα το ζήτημα της μαθητείας, το κόστος κατάρτισης στις επιχειρήσεις, τον τρόπο αξιολόγησης των καταρτιζομένων, κ.ά. Οι μέχρι τώρα γενικές διαπιστώσεις βάσει και της υφιστάμενης έρευνας και βιβλιογραφίας πάνω στο συγκεκριμένο ζήτημα, καταδεικνύουν ότι μία ποιοτική μορφή κοινωνικού διαλόγου πάνω σε ζητήματα που συνδέονται με το παραπάνω πλαίσιο, περιορίζει σημαντικά το κόστος κατάρτισης για το κράτος, ενώ ταυτόχρονα δημιουργεί και προϋποθέσεις για είσοδο νέου και ποιοτικά καταρτισμένου δυναμικού στην αγορά εργασίας.
Η τρέχουσα παγκόσμια οικονομική κρίση ωστόσο έχει δοκιμάσει τις αντοχές του συνόλου των εθνικών συστημάτων ΕΕΚ. Ακόμη και σε χώρες με μακρά παράδοση στη συνεργασία των κοινωνικών εταίρων με τις κυβερνήσεις, οι διαπραγματεύσεις απέτυχαν συχνά να διασφαλίσουν την απαραίτητη συναίνεση και μια κοινή προσέγγιση σχετικά με τον τρόπο αναδιοργάνωσης ή μεταρρύθμισης της ΕΕΚ.
Σύμφωνα με ορισμένες μελέτες, οι χώρες με ισχυρό κοινωνικό διάλογο επέδειξαν καλύτερη συνεργασία μεταξύ των κοινωνικών εταίρων. Ωστόσο, τα θετικότερα αποτελέσματα καταγράφηκαν στις συζητήσεις των κοινωνικών εταίρων σε κλάδους που χαρακτηρίζονται από μακρά παράδοση διαβουλεύσεων και συνεργασίας.
Παρά ταύτα, είναι σαφές ότι σε ορισμένους τομείς ο κοινωνικός διάλογος έχει αποδυναμωθεί και, πιο συγκεκριμένα, σε περιπτώσεις όπου ο αντίκτυπος της κρίσης επιτάχυνε την ανάδυση προκλήσεων που ήδη σοβούσαν, όπως η συνεκτικότητα μεταξύ των διάφορων βαθμίδων του κοινωνικού διαλόγου, η μείωση του ποσοστού και της έντασης της συμμετοχής στα αρμόδια όργανα εκπροσώπησης και το ζήτημα της διαπραγματευτικής ισχύος των κοινωνικών εταίρων . Ειδικά για την Ελλάδα, η αύξηση του φαινομένου της μονομερούς λήψης αποφάσεων εκ μέρους των κυβερνήσεων επί ζητημάτων που επηρεάζουν την ΕΕΚ, αναδεικνύει ακόμη περισσότερο την ανάγκη περαιτέρω ενίσχυσης και εμβάθυνσης του ρόλου του κοινωνικού διαλόγου στη δημόσια σφαίρα.
-Analyzes the implementation of the Memorandum for Lifelong Learning from a wide range across the European Union
-Helps understanding and interpreting the different dimensions of lifelong learning
-Brings forward new aspects of lifelong learning that are critically positioned towards European policy trends
The book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field. Through a critical lens the book reinterprets the core content of the messages that are conveyed by the European Commission in the “Memorandum for Lifelong Learning”, the most important policy document in the area, which after a decade from its publication still remains the vehicle for all current developments in lifelong learning in Europe. With references to research findings, proposed actions, and applications to immediate practice that have an added value for Europeans –but which either do not appear to correspond directly to what is stipulated by the European Commission, or are completely ignored as part of the lifelong learning process– the book offers an analytic and systematic outlook of the main challenges in creating the ‘European Area of Lifelong Learning’. In times as decisive as the ones we are going through today (both in social and economic terms), a critical perspective of the practices and policies adopted by the EU Member States is essential. The book follows the same structure as the Memorandum in order to debate and critically approach in separate sections the core issues that Europe faces today in relation to the idea of making a ‘European area of Lifelong Learning’.
Contents:
Introduction, Maria Gravani & George K. Zarifis
Part I: Lifelong learning and new basic skills for all.
The Skills - a Chimera of Modern European Adult Education, Katarina Popović | Computer Literacy among the Generations: How can Older Adults Participate in Digital Society? Bernhard Schmidt-Hertha & Claudia Strobel | Basic Skills for Becoming a Citizen, Emilio Lucio-Villegas | ‘New Basic Skills’, Non-Basic Skills, Knowledge Practices and Judgment: Tensions between the Needs of Basic Literacy, of Vocational Education and Training, and of Higher and Professional Learning, Martin Gough.
Part II: Lifelong learning and more investment in human resources.
Incentives and Disincentives to Invest in Human Resources, Marcella Milana | An Inconsistent Policy: Lifelong Learning and Adult Education Policy towards Competitive Advantage, Paula Guimarães & Fátima Antunes | Vocational Education – the Tension between Educational Flexibility and Predictability, Eva Andersson & Gun-Britt Wärvik | Lifelong Learning and Employability, Andreas Fejes | Human Capital and Human Activity in Lifelong Learning,
Despina Tsakiris.
Part III: Lifelong learning, innovative teaching and learning, and rethinking guidance and counselling.
Re-representing Education’s Image and Status: In the ‘Interest’ of Pedagogical Innovation, Stephen O’Brien | Teaching Methods and Professional Teaching in Adult Education: Questioning the Memorandum's Understanding of Professional Teaching, Regina Egetenmeyer & Patrick Bettinger | From “Innovation” to “Quality”: The Topic of Professionalization for adult Learning Staff in Selected European Policy Documents, Simona Sava | Being an Adult Learner and Learning through Life, Larissa Jõgi | Perspectives on Guidance and Counselling as Strategic Tools to Improve Lifelong Learning in Portugal, Maria Paula Paixão, José Tomás da Silva & Albertina L. Oliveira.
Part IV: Lifelong learning and valuing learning.
Contradicting Values in the Policy Discourse on Lifelong Learning, Nils Bernhardsson | Quality in Adult Learning: EU policies and Shifting Paradigms? Bert-Jan Buiskool & Simon Broek | The Adoption of an International Education Policy Agenda at National Level: Conceptual and Governance Issues, Alexandra Ioannidou | Vocational Learning: Shifting Relationships between Education and Working Life, Erik Kats & Jaap van Lakerveld | Evaluating Learning and the Work of a Researcher in the Era of Lifelong Learning, Κristiina Brunila | What About the Learner-Search for Identity and Meaning in Autobiographic Methods, Laura Formenti & Michaela Castiglioni.
Part V: Lifelong learning and bringing learning closer to home.
“Bringing Learning Closer to Home”: Understanding ‘outreach work’ as a mobilization strategy to increase participation in adult learning, Barry Hake | Lifelong Learning and Schools as Community Learning Centres: Key Aspects of a National Curriculum Draft Policy Framework for Malta, Peter Mayo | The Rise and Fall and Rise again of Learning Cities, Lynette Jordan, Norman Longworth & Michael Osborne | Collective Dimensions in Lifelong Education and Learning: Political and Pedagogical Reflections, Françoise F. Laot | Reinstating the invisible: a proposed framework for European Learning Collectives, George K. Zarifis & Maria Gravani.
Index""
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ΠΕΡΙΕΧΟΜΕΝΑ
ΜΕΡΟΣ ΠΡΩΤΟ: ΘΕΩΡΗΤΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ ΤΗΣ ΕΝΝΟΙΑΣ ΤΟΥ ΚΡΙΤΙΚΟΥ ΣΤΟΧΑΣΜΟΥ ΣΤΗ ΜΑΘΗΣΗ ΚΑΙ ΑΝΑΠΤΥΞΗ ΤΩΝ ΕΝΗΛΙΚΩΝ
ΚΕΦΑΛΑΙΟ 1
Ο κριτικός στοχασμός ως ‘ex-post facto’ συνθήκη μάθησης και ανάπτυξης στους ενηλίκους.
ΚΕΦΑΛΑΙΟ 2
Αποτίμηση της σχέσης μεταξύ νοηματοδότησης και κριτικού στοχασμού στη μάθηση των ενηλίκων.
ΚΕΦΑΛΑΙΟ 3
Ο κριτικός στοχασμός ως προϋπόθεση μετασχηματισμού της ανθρώπινης εμπειρίας και ο ρόλος των συναισθημάτων.
ΚΕΦΑΛΑΙΟ 4
Κριτικός στοχασμός και ο κύκλος της ‘conscientização’: ζητήματα κατανόησης του πλαισίου δράσης με στόχο τη χειραφέτηση και την κοινωνική αλλαγή.
ΜΕΡΟΣ ΔΕΥΤΕΡΟ: ΠΡΑΚΤΙΚΕΣ ΠΡΟΕΚΤΑΣΕΙΣ ΤΗΣ ΕΝΝΟΙΑΣ ΤΟΥ ΚΡΙΤΙΚΟΥ ΣΤΟΧΑΣΜΟΥ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ ΕΝΗΛΙΚΩΝ
ΚΕΦΑΛΑΙΟ 5
Από την ενδυνάμωση στη χειραφέτηση: προϋποθέσεις οργάνωσης του ρολού του εκπαιδευτή στο πλαίσιο μιας κριτικοστοχαστικής πρακτικής.
ΚΕΦΑΛΑΙΟ 6
Ζητήματα προσέγγισης των αναγκών των ενηλίκων εκπαιδευομένων μέσω της ανάλυσης της εμπειρίας τους, στο πλαίσιο μιας κριτικοστοχαστικής εκπαιδευτικής πρακτικής.
ΚΕΦΑΛΑΙΟ 7
Ο κριτικοστοχαστικής εκπαιδευτής και η κοινωνικο-πολιτικη διάσταση του ρόλου του.
ΚΕΦΑΛΑΙΟ 8
Ο ρόλος του κριτικού στοχασμού στο πλαίσιο του σύγχρονου οργανισμού μάθησης. "
6 κεφάλαια αναρτημένα.
A selected number of papers focus on the following themes:
- Perceptions of adult educators: by adults-students, policy makers and in public.
- Theoretical, political and practical discourses on adult educators: the future of adult education as an academic field.
- Context and environment of adult education and different 'types' of adult educators.
- Ownership of the adult educators? profession and professional borders: is there a professional future for adult educators?
- Learning, becoming, being and growing as professional adult educator, including issues of ageing and gender."
Available on ERIC Database (ERIC# ED535098)
The network’s first conference meeting was held in Thessaloniki, Greece (6-8 November 2009) at the University of Macedonia, and it was entirely devoted on issues of quality on the education and training of the adult educator in Europe. The meeting was a forum for exchanging theoretical considerations and empirical evidence, between researchers studying the different roles and tasks of the adult educator and trainer and the ways that these are assessed. The meeting also addressed issues relating to the quality of adult educators’ training (initial and continuing), their professional development as well as how these parameters could contribute to the overall quality of adult educational provision in Europe today.
In total 4 keynote presentations, 83 paper presentations and 18 e-poster presentations in eleven thematic workshops (divided in 5 parallel sessions) took place during the conference, as well as eight special presentations were made in six (6) plenary sessions. Based on the thematic workshops and the plenary sessions of the conference, the structure of this e-book is the following:
• Keynote Presentations
• Paper Presentations
1. Quality assurance: Validating effectiveness for adult educators and trainers.
2. Professionalisation & professional development: Not anybody’s business.
3. Confronting quality: Theoretical assumptions and practical challenges.
4. Quality in educational provision: Redefining basic assumptions.
5. Becoming an adult educator in Europe: Some biographical perspectives
6. Quality under review: Policy development issues.
7. Developing competence and skill: New roles and new challenges for adult educators today.
8. The role of the University in providing quality education and training: Unfolding the HE agenda.
9. Initial and continuing training of teachers and teacher trainers: From initial preparation to in-service training.
10. In-service training of adult trainers: The role of the enterprise and the role of the individual.
11. ICT and quality provision: Issues of identity and personal knowledge management.
• E-Poster Presentations
1. Educating the adult educator: European perspectives
• Plenary Presentations
1. Highlights of major European initiatives and projects
PASCAL Universities' Regional Engagement project (PURE).
Self-Evaluation in Adult Life Long Learning (SEALLL).
Grundtvig International Network of Course Organisers (GINCO).
Promoting Active Learning and Ageing of Disadvantage Seniors (PALADIN).
Study on Key Competences for Adult Learning Staff."""
The event in Thessaloniki brought together a variety of participants such trainers, employment counselors and careers’ officers, entrepreneurs, researchers, as well as representatives from the academia, and specialists in validation.
The shared theme among this broad group of participants was the acknowledgment of a serious social problem that is brewing in Central and Eastern European countries where hundreds of thousands of labor migrants are estimated to be returning home due to the lack of employment prospects. In several instances, this can easily be seen as a net outflow from countries facing the results of the severe economic crisis, especially from badly affected sectors such as construction and tourism, where many migrants are employed. Now, with unemployment rates rising off the scale (in countries like Spain of Greece have already reached 25 percent) many immigrants in European countries are making their way back to their hometowns (especially to countries like Romania and Bulgaria), whereas others are moving from southern to northern Europe with the prospect of finding employment.
In the midst of the economic downturn that already affected all efforts for strengthening social cohesion among Europeans, the “Back to Work” project set as its aim to enable those professional dealing with the unemployed, with the necessary counseling skills and instruments for facilitating the valorization of their previous experience and competences gained in different contexts. Counseling for valorization of prior experiences and learning can accompany the unemployed person in different phases:
1. Mapping the competences: this initial phase is dedicated to identify and cluster the competences and prior experiences of the unemployed persons, to match his/ her profile with labour market needs at the respective moment, to direct the person towards competence assessment centres or training programmes, to raise his/her self-esteem etc.
2. Assessing the competences: in this phase the counselor offers support and advice regarding where and how the unemployed person should find the necessary competence proofs, how the assessment instruments have to be dealt with, how to manage the relation and interaction with the evaluator/ assessor etc.
3. Orientation on the labour market: having his/ her competences validated, the unemployed persons still need support: how to look for jobs that suit his/her profile, where to find jobs and how to apply for them are top issues for the unemployed person.
It is on this basis that the “Back to Work” project has produced an elaborate yet user friendly counseling instrument and a user guide for those counselors who deal with the unemployed and (returning) migrants. Along the same line the papers presented at the conference mainly focus on counselling initiatives for the unemployed as well as other vulnerable social groups. We are therefore very pleased by the diversity and the quality of the papers submitted for this event and we express our satisfaction that our conference has attracted professionals from all around Europe that had the opportunity to thoroughly discuss and reflect upon their work and the work of others dealing with similar issues.
the role of higher education in the professionalisation of adult
educators. In particular, it presents the rationale and justifies why
it is important and with what ways higher education institutions
contribute towards the process of professionalisation of the
educators of adults in different stages of their career. It also
provides a synopsis of the content of the book and briefly reports on
the chapters that follow by locating them nicely in the ongoing
discourse on the processes through which adult educators’
professionality and professionalism might be enhanced.
educators in Europe poses a number of challenges, many of which
are very much related to the role of Higher Education (HE) and
university training. The scope of this preliminary survey that took
place in the Department of Education at the Aristotle University of
Thessaloniki, is to discuss the views of undergraduate students who
participate in training courses that prepare and qualify them as
adult educators. The study highlights those areas in which
universities can provide high quality professional training based on
students’ views, and suggests ways through which universities can
provide a more pragmatic training framework for the
professionalisation of adult educators.
culturally complex and poses many different options for the
professionalisation of adult educators and adult education
professionals. In this final chapter, we reflect on the meanings of
the professionalisation of adult educators in the context of higher
education and summarise the contributions of this book. There are
empirical shreds of evidence that professional studies in the
academic context and different academic programmes have a wider
impact on personal satisfaction, self-esteem, a better understanding
of the roles of adult educators, and affect the formation of their
professional identity as well as learning and future professional
choices.
attempts to contribute to the wider dialogue that has been addressed so far, by focusing on the design, implementation, and assessment of an online career counselling program for higher education students and graduates. The purpose of the study is to present the main parameters related to participants’ learning experience, such as motivation, barriers to participation, as well as adopted strategies for overcoming these barriers during the online program. The researchers conducted 15 semi-structured interviews to collect data for summative assessment. The analysis of the data indicates that prior acknowledgement of learners’ motivation, educator/career counsellor’s role, the learning environment, the methods utilized, and the teaching material can maximize the effectiveness of equivalent programs, due to the fulfillment of their needs, goals, and expectations.
attempts to contribute to the wider dialogue that has been addressed so far, by focusing on the design, implementation, and assessment of an online career counselling program for higher education students and graduates. The purpose of the study is to present the main parameters related to participants’ learning experience, such as motivation, barriers to participation, as well as adopted strategies for overcoming these barriers during the online program. The researchers conducted 15 semi-structured interviews to collect data for summative assessment. The analysis of the data indicates that prior acknowledgement of learners’ motivation, educator/career counsellor’s role, the learning environment, the methods utilized, and the teaching material can maximize the effectiveness of equivalent programs, due to the fulfillment of their needs, goals, and expectations.
stretches beyond their regular role and promotes the idea of lifelong learning by providing the space for delivering adult learning initiatives. The paper concludes that flexibility and support are important elements to run learning partnerships within schools.
εργαλείο την ημιδομημένη συνέντευξη. Από τα πορίσματα της συγκεκριμένης έρευνας προκύπτει ότι βασικοί λόγοι συμμετοχής σ’ ένα επιμορφωτικό πρόγραμμα είναι το προσωπικό ή/ και επαγγελματικό ενδιαφέρον, ανάπτυξη νέων ικανοτήτων-δεξιοτήτων, η κατάκτηση νέων γνωστικών αντικειμένων και ο τρόπος προσφοράς τους. Οι συμμετέχοντες τονίζουν την ευελιξία της εξ αποστάσεως επιμόρφωσης, προσδοκούν τη βελτίωση των επαγγελματικών δεξιοτήτων, παρουσιάζουν δυσκολίες συμμετοχής και προτείνουν τρόπους ώστε να καταστούν περισσότερο καινοτόμα και γνωστά στο κοινό.
Recent European-wide studies have shown that the adult learning sector is very diverse. This diversity can be seen in the various target groups of adult learning, subjects covered by adult learning courses, but also in the professional pathways to becoming an adult educator, the employment situation of adult learning professionals and furthermore, in the competences required for working in this sector. This diversity, however, makes it difficult to develop the sector in Europe as a whole and in particular as a dedicated profession. To partially overcome the 'hampering diversity' it is important to identify common elements in the work adult educators do and the key competences that come with carrying out their activities. Based on the results presented in relevant European studies, projects and reports, this paper suggests that in developing professional adult educators, compe-tences should be understood as a complex combination of knowledge, skills and abilities/ attitudes needed to carry out a specific activity, leading to results. Any set of competences therefore can be applicable for adult educators working in the sector, by abstracting from the specific context in which these professionals work. This means that not only the teaching activities, but also other activities (for example management activities and programme development activities) must be supported by a particular set of competences.
Polemika Georgios K. Zarifis: Rečnik pojmova za obrazovanje odraslih Evropske Komisije – zašto?
Europa? Dieser Frage geht der Autor nach und plädiert dafür, Validierung als Konzept und Validierung als Prozess zu unterscheiden. Versteht man nämlich
Validierung als Prozess, gehe es um die Wertschätzung des Lernens in alltäglichen Situationen. Verlässliche
Validierungsinstrumente würden die individuelle berufl iche Entwicklung und Mobilität unterstützen, indem sie diese Lernprozesse für zukünftige Bildungs-,
Ausbildungs- und Beschäftigungswege anrechenbar machen.
What are the political origins of validating non-formally and informally acquired competences in Europe? The author evaluates the issue and pleads for a recognition of competences, which differentiates between validation as a concept and validation as a process. Validation as a process covers the appreciation of learning in everyday situations and people's life experience. Reliable validation tools would then support individual professional development and mobility by making these learning processes creditable for future education, training and employment paths.
Greece -solidarity with the “others in need”.
The project will also provide new learning opportunities for adult educators who work in the field of non-formal education. The development of the curriculum framework is essential in order to improve the quality of training of the adult educators who train the target groups on basic skills.
The innovative element of the project lies in the determination and specification of transnational competence framework for adult educators. In the European and global context, ICT, global, cultural and social competences have become increasingly relevant and will be paid special attention to in the development of the curriculum framework. Development of the curriculum framework and its implementation in different EU countries unifies the attitudes of adult educators, conforms the principles of adult training and leads to the quality improvement in the field of adult education.
professional development of validation practitioners in Europe. By these means, validation experts will get access to high quality learning and teaching materials for their professionalization that can be used without legal copyright issues as so-called open educational resources (OER).
This core aim has a strong inclusion aspect: “Integration competence”, in the project for the first time operationalized at a European level, is a set of social, civic, intercultural competences absolutely necessary to start a successful social and professional life in a new country. In the integration programmes refugee immigrants have to effectively and efficiently learn the basic processes, rules, and values of the host society. With the help of the VIC system this competence development process can be more systematically planned and implemented. Secondly, the project follows a strict learning-outcome oriented approach, which allows for competence assessment. By defining “integration competence” with the help of the Level5 system with three dimensions – cognition, actions, values – along five quality levels – from beginner to competent expert - a well tested and innovative validation procedure is introduced to education for integration. The refugee immigrants and the integration agencies will benefit alike: The former their competence and make it visible, which increases their personal motivation and helps to integrate, while at organisational level the effectiveness and impact of (publicly financed) education programmes can be better accounted for. Thirdly, the acquisition of the VIC validation system is an important increase of professional competence on behalf of the adult educators working with refugee immigrants. This is an important quality step, as many integration programmes have just sprung up as a quick response to the wave of incoming refugees in the past two years. The VIC blended learning course will be a sustainable continuing professional education offer for adult educators in the years coming.
Through the implementation of six work packages, EduMAP will help European, national and local policymakers, educational authorities and educators to tailor adult education policies and practices to meet the needs of young adults with low levels of education or who are otherwise in a vulnerable position. The project will provide comprehensive analyses and practical insights on the efficacy of the European adult education system in preventing social exclusion and compile an inventory of successful educational initiatives and communicative practices in and outside the EU. Communicative ecologies in the field of adult education will be mapped and analysed, and the findings will be utilized to create innovative platforms for enhancing dialogue between the providers and potential users of educational initiatives. The fundamental aim is to help policymakers and educational agencies to ensure that the young generations as a whole are able to acquire the skills needed to fully participate in European societies and the labour market.
There is a clear need and demand for training of teachers in relation to migrant students, for reform in the delivery of support for these learners, and in the intercultural dimension for all learners. HE4u2 will develop an integrated pedagogical approach to the intercultural dimension of existing curricula, CPD courses for staff, and policy recommendations.
HE4u2 will focus on the curricula and the teachers of adults in HE: they often provide access for disadvantaged groups, are student centered, have specialised support, and links to regional agencies. There is a concentration of expertise, a capacity to respond effectively to new needs, familiarity with employers, and experience in staff development; there are internal and national networks (all members of EUCEN) for mainstreaming innovation and influencing policy.
The project will:
- Produce a meta-analysis of best practice from relevant research and tools across Europe and survey current learners from diverse backgrounds to obtain their views on the most important features of the curriculum.
- Design, test and finalise innovative pedagogy in 3 different curricula in each of the 7 partner HEIs/countries and elaborate guidelines for developing such curricula by HE teachers and other relevant staff in 3 languages EN, FR and DE
- Design, test and finalise CPD courses incorporating ECTS, for HE teachers, adaptable to other settings.
- Produce an analysis of the policy process and a policy paper with recommendations for HEIs, national and European agencies.
At each stage, the partners will work with policy actors at national level and EUCEN will do this at European level; in-depth transnational consultations will maximise the impact of the project on the national systems of HE and on the European policy agenda.
• Providing the Commission with a detailed description and analysis of the current state-of-play of the use of ICT-enhanced learning, including OER, in adult education in Europe, sampling across EU28 Member States, EFTA States and Candidate States;
• Providing policy-relevant analysis and advice;
• Developing policy conclusions and recommendations, for relevant policy makers in Member States, and for adult learning providers; and
• Developing an approach for a (self) assessment-toolkit for adult learning institutions as well as policy makers for analysing their state of play when it comes to ICT/OER use in adult learning.
The terms of reference outlines a number of specific outputs for the study including:
• A review and analysis of EU and national level policies and research of key academic literature as well as surveys on ICT enhanced learning, including OER, in AL;
• A summary of the current use and take-up of ICT enhanced learning, including OER, in different types of adult learning and where the potential is still unexploited;
• A detailed description of the types of providers of adult learning that are engaged in ICT enhanced learning, including OER;
• A detailed description and analysis of the factors that contribute to improving the efficacy of ICT enhanced learning, including OER within the adult learning provision;
• A detailed description and analysis of types of adult learners and their take-up of OER, including a description of their socioeconomic background;
• A detailed description of the types of OER (e.g. OER on higher education, basic skills, language learning..) different groups of adult learners are engaged in;
• An inventory of existing learner support measures required by non-users to take-up OER. This should include a representative number of good practice examples for each of the target groups identified and an analysis of the success factors of the examples and conclusions on how these examples could be mainstreamed;
• Policy relevant conclusions and recommendations for actions to be taken by policy makers, other stakeholders in Member States and at the EU-level to make ICT enhanced learning, including OER, a part of mainstream adult learning; and
• A proposal for a toolkit for assessment on the level and quality of ICT enhanced learning in adult learning (e-Maturity) to be used by either providers or policy makers.
• OAED (Public Employment Services) actions and studies (existing or on-going) for the apprenticeship institution
• Committee of the Ministry of Labour for the creation of an institutional framework for traineeships
• Study by the social partners (coordinated by SEV), as regards the quality of actions of traineeship / acquisition of professional experience / apprenticeship in companies (project co-funded by OP Education and Lifelong Learning). The study is planned to start in January 2015.
• Initiatives and actions regarding apprenticeship under the bilateral agreement between Greece and Germany (Ministry of Education - BIBB)
The objectives of the sub-project are:
• to propose an up-to-date and comprehensive agenda for (continuous) social dialogue regarding apprenticeship issues (in addition for actions related to professional experience acquisition in general and transition from education to employment, if possible);
• to provide sufficient documentation as regards formulating policy proposals to the competent Ministries of Education and Labour and the implementing bodies in order to improve the existing institutional and operational framework for the implementation of apprenticeship;
• to draft documents and proposals (to be adopted and established by political leaders / governments), which, after being agreed by the social partners, shall be incorporated in common texts thereof (especially in the National General Collective Agreement).
• KC6: social and civic competences
• KC7: sense of initiative and entrepreneurship
• KC5: learning to learn
1. The role of skill mismatch policies in your country
2. The rationale and justification of skill mismatch policies
3. The institutional context of skill mismatch policies
4. Relevant developments (socio-economic, societal) in relation to skill mismatch
5. Types of skill mismatch policies
Επαγγελματική Εκπαίδευση και Κατάρτιση, και με τον προσδιορισμό του πλαισίου αναφοράς τους, το οποίο αν και στις συνειδήσεις των περισσότερων ταυτίζεται με την Εκπαίδευση Ενηλίκων, δεν περιορίζεται μόνο σε αυτήν. Συγκεκριμένα στο μάθημα παρουσιάζονται και ερμηνεύονται τα βασικά χαρακτηριστικά των εννοιών και η μεταξύ τους σχέση, εξετάζεται πως εξελίχθηκαν ιστορικά, ποιοι είναι οι βασικοί σταθμοί στην ανάπτυξη τους, πως θεμελιώνονται φιλοσοφικά και ποιος είναι ο ρόλος τους στην κοινωνία της μάθησης και της γνώσης. Θίγεται ακόμη ο ρόλος πολλών διεθνών οργανισμών που για μεγάλο χρονικό διάστημα προσδιόρισαν το περιεχόμενο και τα χαρακτηριστικά των παραπάνω εννοιών, αλλά και θεσμών όπως το Πανεπιστήμιο που
έχει πλέον αναλάβει πρωτεύοντα ρόλο στην ανάπτυξή τους ως ένα ξεχωριστό πεδίο μελέτης, ενώ εξετάζεται και ο βαθμός στον οποίο η εξέλιξη στην οικονομία και στην αγορά εργασίας και έννοιες όπως ανθρώπινο και κοινωνικό κεφάλαιο, επηρεάζουν τον τρόπο με τον οποίο ερμηνεύονται και συνδιαμορφώνονται ανταποκρινόμενες κυρίως στις απαιτήσεις των σύγχρονων Οργανισμών Μάθησης. Εξετάζονται ακόμη θεωρητικά ζητήματα που αφορούν σε βασικές θεωρίες μάθησης ενηλίκων, καθώς και σε ζητήματα που αφορούν στα χαρακτηριστικά των ενήλικων εκπαιδευομένων και το ρόλο του εκπαιδευτή ενηλίκων. Παρουσιάζονται, επίσης, οι αρχές εκπαιδευτικής αλληλεπίδρασης και ο ρόλος της ομάδας εκπαιδευομένων στη συνεχιζόμενη εκπαίδευση, καθώς και η εκπαίδευση ενηλίκων για άτομα τα οποία που ανήκουν σε ειδικές κοινωνικές ομάδες. Τέλος γίνεται αναφορά στην εξέλιξη της Συνεχιζόμενης Εκπαίδευσης στην Ελλάδα και η κοινωνικο-οικονομική λειτουργία της, οι σύγχρονες τάσεις και οι μελλοντικές της
προοπτικές.
The course aims to familiarise students with those issues that refer to the concepts of Continuing Education and Lifelong Learning with particular reference to educational theories and practices from the field of adult education. Incoming ERASMUS students can choose this course as part of their studies. A course portfolio with learning material is available for ERASMUS students only, in the Department's Library (room 207|Old School of Philosophy Building|1st floor). Attendance is optional but strongly encouraged especially for those students who wish to practice their Greek. A written assignment in English of no more than 5.000 words (approx. 20 pages) is required to successfully pass this course. The minimum passing grade is 5/10.
ΠΕΡΙΛΗΨΗ ΜΑΘΗΜΑΤΟΣ
Το μάθημα αυτό έχει ως κύριο στόχο την εξοικείωση των φοιτητών και φοιτητριών με εκείνα τα ζητήματα που σχετίζονται με το περιεχόμενο των όρων Συνεχιζόμενη Εκπαίδευση και Δια βίου Μάθηση και με τον προσδιορισμό του πλαισίου αναφοράς τους, το οποίο αν και στις συνειδήσεις των περισσότερων ταυτίζεται με την εκπαίδευση των ενηλίκων, δεν περιορίζεται μόνο σε αυτήν. Συγκεκριμένα στο μάθημα παρουσιάζονται και ερμηνεύονται τα ιδιαίτερα χαρακτηριστικά των δύο εννοιών, αλλά και το πως αυτές συνδέονται μεταξύ τους σε πρακτικό κυρίως επίπεδο μέσω τυπικών, μη τυπικών ή κατά συνθήκη τυπικών εκπαιδευτικών διαδικασιών αλλά και μέσω άτυπων διαδικασιών μάθησης. Εξετάζεται επίσης ο τρόπος με τον οποίο οι δύο αυτές έννοιες εξελίσσονται ιστορικά καθώς και πως διαφοροποιούνται από την τυπική σχολική εκπαιδευτική διαδικασία. Θίγεται ακόμη ο ρόλος πολλών διεθνών οργανισμών που για μεγάλο χρονικό διάστημα προσδιόρισαν το περιεχόμενο και τα χαρακτηριστικά των παραπάνω εννοιών, αλλά και θεσμών όπως το πανεπιστήμιο που έχει πλέον αναλάβει πρωτεύοντα ρόλο στην ανάπτυξή τους ως ξεχωριστό πεδίο μελέτης, ενώ εξετάζεται και ο βαθμός στον οποίο η εξέλιξη στην οικονομία και στην αγορά εργασίας και έννοιες όπως ανθρώπινο και κοινωνικό κεφάλαιο, επηρεάζουν τον τρόπο με τον οποίο ερμηνεύονται και συνδιαμορφώνονται ανταποκρινόμενες κυρίως στις απαιτήσεις των σύγχρονων οργανισμών μάθησης. Το μάθημα πέρα από τα θεωρητικά ζητήματα τα οποία θίγει, εξετάζει και πολλά πρακτικά θέματα που αφορούν σε στρατηγικές και τρόπους μάθησης (συνειρμική, κοινωνική, εμπειρική, ενορατική, μετασχηματιστική και αυτοδιαχειριζόμενη μάθηση) με ιδιαίτερες αναφορές στη σημασία των κύκλων μάθησης στους ενηλίκους (Neugarten, Havighurst, κ.ά.), στην ψυχο-κοινωνική προσέγγιση στη μάθηση σε σχέση με τα στάδια ανάπτυξης (Erikson, Loevinger, Perry, Gagné, κ.ά) και στα βασικά χαρακτηριστικά της εμπειρικής μάθησης (Dewey, Lewin, Piaget και Kolb). Θα εξεταστούν ακόμη η ανδραγωγική προσέγγιση του Malcolm Knowles, η σημασία της κριτικής σκέψης στη μάθηση των ενηλίκων και η προσέγγιση του Paulo Freire που ενισχύει την αντίληψη για τη μάθηση ως χειραφετητική διαδικασία, οι αντιλήψεις των Jack Mezirow, Stephen Brookfield και Donald Schön για τη σημασία του κριτικού στοχασμού στη μάθηση και εκπαίδευση των ενηλίκων, του Rogers για την αυτοδιαχειριζόμενη μάθηση, αλλά και του Kanter για τη σημασία της οργανωτικής μάθησης. Στο μάθημα θα γίνει επίσης ανάλυση συγκεκριμένων θεμάτων που αφορούν στην πρόσβαση και συμμετοχή των ενηλίκων σε οργανωμένες εκπαιδευτικές δραστηριότητες (με ιδιαίτερες αναφορές στις προσεγγίσεις των Miller, Tough, Rubenson και Cross), σε επιθυμητές μεθόδους διδασκαλίας ενηλίκων (με ιδιαίτερη αναφορά στις προσεγγίσεις των Long, Knox, Brunner, Dewey, Illich, Freire, Knowles και Rogers) και σε ζητήματα μεθόδευσης της εκπαιδευτικής διαδικασίας στους ενηλίκους κατά τον Cyril O’ Houle. Τέλος θα γίνει αναφορά σε ζητήματα που αφορούν στη σημασία της χρήσης νέων τεχνολογιών στην εκπαίδευση των ενηλίκων (εξ αποστάσεως εκπαίδευση, e-learning, e-training), στο ρόλο του οργανισμού μάθησης στην ανάπτυξη και βελτίωση των επαγγελματικών δεξιοτήτων, στη διευκόλυνση της μαθησιακής διαδικασίας και στο ρόλο και τα χαρακτηριστικά του εκπαιδευτή ενηλίκων.
This course has a dual objective. It aims to provide a general yet comprehensive view of vocational educational and training as part of formal education practices that intend to prepare trainees for the world of work. It also aims to clarify the conditions (non-formal and informal) under which trainees develop certain competences and skills that will assist them in better adapting to the work environment and build up their professional identities. Incoming ERASMUS students can choose this course as part of their studies. A course portfolio with learning material is available for ERASMUS students only, in the Department's Library (room 207|Old School of Philosophy Building|1st floor). Attendance is optional but strongly encouraged especially for those students who wish to practice their Greek. A written assignment in English of no more than 5.000 words (approx. 20 pages) is required to successfully pass this course. The minimum passing grade is 5/10.
ΠΕΡΙΛΗΨΗ ΜΑΘΗΜΑΤΟΣ
Ο στόχος του συγκεκριμένου μαθήματος είναι διπλός. Από τη μία στοχεύει στην κατανόηση της σημασίας της επαγγελματικής κατάρτισης ως μέρος της τυπικής εκπαίδευσης που αποσκοπεί στην προετοιμασία των καταρτιζομένων για την είσοδο τους στο επάγγελμα. Από την άλλη στοχεύει και στον προσδιορισμό των συνθηκών εκείνων (μη τυπικών ή άτυπων) οι οποίες θα διευκολύνουν τον καταρτιζόμενο να αναπτύξει εκείνες τις δεξιότητες που θα τον βοηθήσουν να προσαρμοστεί ευκολότερα στο εργασιακό του περιβάλλον και να αναπτύξει την επαγγελματική του ταυτότητα. Το μάθημα πέρα από τα θεωρητικά ζητήματα στα οποία αναφέρεται -και τα οποία αφορούν στις διάφορες μορφές κατάρτισης, στη σημασία της επαγγελματικής κατάρτισης στις σύγχρονες οικονομίες της γνώσης και στον τρόπο με τον οποίο η εξέλιξη στην εργασία επηρεάζει και την εξέλιξη στον τρόπο ανάπτυξης των επαγγελματικών δεξιοτήτων- εστιάζει κυρίως στο σχεδιασμό και στην οργάνωση προγραμμάτων επαγγελματικής κατάρτισης και στις συνθήκες που την επηρεάζουν (όπως εργασιακό περιβάλλον, συνθήκες μάθησης, ομάδες αναφοράς, τύπος εργασίας και σχεσιακό κλίμα). Πιο συγκεκριμένα παρουσιάζονται και αναλύονται όλα τα δομικά στοιχεία ενός τυπικού προγράμματος επαγγελματικής κατάρτισης (τρόπος χρηματοδότησης, υλικοτεχνικές υποδομές, ομάδα στόχος, διάγνωση και καταγραφή μαθησιακών αναγκών, μαθησιακοί και διδακτικοί στόχοι, περιεχόμενα μάθησης, διδακτική μεθοδολογία, τρόποι αποτίμησης της μάθησης και μέσα συνολικής αξιολόγησης των προγραμμάτων, πιστοποίηση και συνεχής παρακολούθηση-follow up), από τη σκοπιά του εκπαιδευτή. Πέρα από την ανάλυση των παραπάνω στοιχείων, γίνεται εκτενής αναφορά σε συγκεκριμένα παραδείγματα σχεδιασμού και οργάνωσης προγραμμάτων επαγγελματικής εκπαίδευσης και κατάρτισης τα οποία στοχεύουν στην ανάπτυξη και διαχείριση του ανθρώπινου δυναμικού –κυρίως στο πλαίσιο του σύγχρονου οργανισμού μάθησης (όπως τρόποι διάγνωσης και καταγραφής των μαθησιακών αναγκών των καταρτιζομένων, προσδιορισμός και τρόποι ανοίγματος των στόχων μάθησης, συνθήκες επιλογής των περιεχομένων μάθησης και διδασκαλίας, εφαρμογή συγκεκριμένων διδακτικών μεθόδων για μεγαλύτερη αποτελεσματικότητα της εκπαιδευτικής διαδικασίας π.χ. δομημένες εμπειρίες-structured experiences, υποθέσεις εργασίας, παίξιμο ρόλων, παιχνίδια προσομοίωσης, κυκλική εργασία-job rotation). Τέλος γίνεται ιδιαίτερος λόγος και για τα μέσα εκείνα τα οποία διευκολύνουν τόσο τη μαθησιακή διαδικασία όσο και τη διασφάλιση της ποιότητας των προγραμμάτων επαγγελματικής εκπαίδευσης και κατάρτισης (όπως επαγγελματική καθοδήγηση-guidance και συμβουλευτική-counselling, αποτίμηση της μάθησης με τη χρήση χαρτοφυλακίων-portfolios, τρόποι συνεχούς παρακολούθησης της απόδοσης των καταρτιζομένων στο εργασιακό περιβάλλον).
This course aims to familiarize students with issues relevant to the organization and development of the European policy framework for adult education and lifelong learning, with reference to policies and practices in a number of member states. Incoming ERASMUS students can choose this course as part of their studies. A course portfolio with learning material is available for ERASMUS students only, in the Department's Library (room 207|Old School of Philosophy Building|1st floor). Attendance is optional but strongly encouraged especially for those students who wish to practice their Greek. A written assignment in English (preferably related to policies and practices in an EU member state of your choice) of no more than 8.000 words (approx. 30 pages) is required to successfully pass this course. The minimum passing grade is 5/10.
ΠΕΡΙΛΗΨΗ ΜΑΘΗΜΑΤΟΣ
Το συγκεκριμένο μάθημα έχει ως στόχο την εξοικείωση των φοιτητών και φοιτητριών με ζητήματα που αφορούν στην οργάνωση και ανάπτυξη του Ευρωπαϊκού θεσμικού πλαισίου που αφορά στη Συνεχιζόμενη Εκπαίδευση και στη Δια βίου Μάθηση. Πιο συγκεκριμένα στο μάθημα εξετάζονται οι φορείς εκείνοι οι οποίοι επηρέασαν αρχικά την οργάνωση και λειτουργία προγραμμάτων εκπαίδευσης ενηλίκων κατά την περίοδο της βιομηχανικής επανάστασης. Γίνεται αναφορά σε έναν στοχαστή και εκπαιδευτή της περιόδου –τον Δανό Grundtvig (1783-1872)– και στις αντιλήψεις του (ενίοτε ριζοσπαστικές) για τον τρόπο οργάνωσης της εκπαίδευσης. Παρουσιάζεται ο τρόπος με τον οποίο εξελίχθηκε η επαγγελματική κατάρτιση από το τέλος του Β’ Παγκοσμίου Πολέμου μέχρι σήμερα στην Ευρώπη –και ιδιαίτερα μετά την πτώση του σοσιαλισμού– και γίνεται ιδιαίτερη μνεία στην ανάγκη για σύγκλιση στο συγκεκριμένο τομέα στην Ε.Ε. Ακόμη το μάθημα δίνει έμφαση στον τρόπο με τον οποίο οργανώνεται θεσμικά η Συνεχιζόμενη Εκπαίδευση και η Δια βίου Μάθηση στην Ε.Ε με συγκεκριμένες αναφορές σε θεσμικά κείμενα, συνθήκες, και αποφάσεις του Ευρωπαϊκού Συμβουλίου από το 1980 και έπειτα. Τέλος, ιδιαίτερη έμφαση στα σεμινάρια θα δοθεί στο οργανωτικό (θεσμικό και πρακτικό) πλαίσιο της Συνεχιζόμενης Εκπαίδευσης σε όλες τις χώρες μέλη της Ε.Ε (με έμφαση στην Ελλάδα) αλλά και στις υποψήφιες προς ένταξη χώρες, στις εγγενείς διαφορές τους αλλά και στις ομοιότητες που υπάρχουν, με συγκεκριμένες αναφορές τόσο στις ιστορικές συνθήκες που επηρέασαν την ανάπτυξή του όσο και στους φορείς (κρατικούς και μη) οι οποίοι παίζουν σημαντικό ρόλο στην ανάληψη δράσης για την ανάπτυξη του ανθρώπινου δυναμικού, την επαγγελματική κατάρτιση, την οργάνωση δομών που αφορούν στη Συνεχιζόμενη Εκπαίδευση και στην ενίσχυση της αντίληψης για τη Δια βίου Μάθηση στην Ευρώπη σήμερα.
This course aims to frame the discussion around the role and significance of critical reflection in adult education and learning. It focuses on the conditions upon which relevant theory develops with particular reference to the impact of concepts such as meaning-making, perspective transformation, empowerment and emancipation. Incoming ERASMUS students can choose this course as part of their studies. A course portfolio with learning material is available for ERASMUS students only, in the Department's Library (room 207|Old School of Philosophy Building|1st floor). Attendance is optional but strongly encouraged especially for those students who wish to practice their Greek. A written assignment in English of no more than 5.000 words (approx. 20 pages) is required to successfully pass this course. The minimum passing grade is 5/10.
ΠΕΡΙΛΗΨΗ ΜΑΘΗΜΑΤΟΣ
Ο στόχος του συγκεκριμένου μαθήματος είναι η οριοθέτηση της συζήτησης σχετικά με το ρόλο του κριτικού στοχασμού στη μάθηση και εκπαίδευση ενηλίκων, καθώς και των συνθηκών εκείνων βάσει των οποίων οργανώνεται η σχετική θεωρία που αφορά κυρίως στον τρόπο με τον οποίο ο κριτικός στοχασμός συνδέεται -ως διαδικασία- με τον μετασχηματισμό της προοπτικής (perspective transformation), την ενδυνάμωση, τη χειραφέτηση και την αλλαγή. Στο μάθημα γίνεται αρχικά εκτενής ανάλυση και συζήτηση της έννοιας του κριτικού στοχασμού ως ex post facto συνθήκη αναθεώρησης της ανθρώπινης εμπειρίας, με βάση προσεγγίσεις διαφόρων θεωρητικών όπως οι Dewey, Freire, Kolb & Fry, Mezirow, Brookfield, Boyd, Dirkx, Merriam & Heuer, Cranton και πολλών άλλων. Στη συνέχεια γίνεται σύνδεση με την έννοια της ‘νοηματοδότησης’ (meaning making), ως διαδικασία που οδηγεί σε μια νέα, αναθεωρημένη ερμηνεία της εμπειρίας και στοχεύει στην εξατομικευμένη διεύρυνση του συστήματος νοημάτων (εμπειρικού συστήματος) και κατ’ επέκταση στην ανάπτυξη του. Επίσης αναφορά γίνεται και στον δυναμικό συσχετισμό της έννοιας του κριτικού στοχασμού με τις έννοιες της ‘κριτικής συνειδητοποίησης’ (conscientização) και της ‘μετασχηματιστικής μάθησης’ (transformative learning), ως διαδικασίες οι οποίες προοιωνίζουν την ενδυνάμωση του ατόμου μέσω της αναθεώρησης της εμπειρίας του, και οι οποίες στοχεύουν στη χειραφέτηση. Πέρα όμως από τη θεωρητική προσέγγιση της έννοιας του κριτικού στοχασμού, της σύνδεσής του με τη μάθηση και τις πιθανές διαφοροποιήσεις μεταξύ των στοχαστών για το ρόλο του στη μάθηση των ενηλίκων, το μάθημα ασχολείται και με ζητήματα ενίσχυσης του κριτικού στοχασμού σε πρακτικό επίπεδο, με στόχο τη διαμόρφωση ενός πλαισίου δράσης (ενδυνάμωση και κριτικοστοχαστική πρακτική) για την εκπαίδευση των ενηλίκων, το οποίο στοχεύει στην κριτική συνειδητοποίηση και στην αλλαγή.
This course examines the role of the “moving power” or the motive behind many adults’ decision to participate in organised learning activities. It focuses on the variety of intrinsic and extrinsic factors that affect many adults in deciding upon participation to educational activities in order to satisfy their learning needs with reference to relevant theories and approaches that explain this phenomenon. Incoming ERASMUS students can choose this course as part of their studies. A course portfolio with learning material is available for ERASMUS students only, in the Department's Library (room 207|Old School of Philosophy Building|1st floor). Attendance is optional but strongly encouraged especially for those students who wish to practice their Greek. A written assignment in English of no more than 5.000 words (approx. 20 pages) is required to successfully pass this course. The minimum passing grade is 5/10.
ΠΕΡΙΛΗΨΗ ΜΑΘΗΜΑΤΟΣ
Στο συγκεκριμένο μάθημα μελετάται και αναλύεται ο ρόλος της ‘δύναμης’ ή του κινήτρου που βρίσκεται πίσω από τη συμμετοχή των ενηλίκων στην εκπαίδευση, αλλά και η σύνδεση του με τη μάθηση εν γένει, παράμετροι οι οποίες αποτελούν για όσους ασχολούνται τόσο θεωρητικά όσο και ερευνητικά, αλλά και πρακτικά με το πεδίο μελέτης που αφορά στην εκπαίδευση των ενηλίκων, το μεγαλύτερο ίσως κεφάλαιο στην κατανόηση τόσο των ενδογενών όσο και των εξωγενών ‘μηχανισμών’ που καθορίζουν το λειτουργικό πλαίσιο μέσα στο οποίο ένας ενήλικος ενεργοποιείται, για να πετύχει την ικανοποίηση των μαθησιακών του αναγκών, μέσα από συνειδητά οργανωμένες εκπαιδευτικές δραστηριότητες τυπικού, μη τυπικού ή και άτυπου χαρακτήρα. Παρά τις μέχρι σήμερα προσεγγίσεις φαίνεται πως δεν υπάρχει, ακόμη τουλάχιστον, ένα σαφές συναινετικά δομημένο θεωρητικό πλαίσιο το οποίο να εξηγεί με επάρκεια τις συνθήκες εκείνες οι οποίες ενισχύουν ή δυσκολεύουν τη συμμετοχή των ενηλίκων στην εκπαίδευση. Παρά τα διαφορετικά πολλές φορές συμπεράσματα στα οποία καταλήγουν οι ερευνητές με τη χρήση των παραπάνω τρόπων συλλογής και επεξεργασίας των δεδομένων τους, στην αγγλοαμερικάνικη τουλάχιστον βιβλιογραφία, υπάρχει ωστόσο αρκετή συνάφεια ώστε να είμαστε σε θέση να προσδιορίσουμε τους σημαντικότερους παράγοντες συμμετοχής. Το κατά πόσο φυσικά οι έρευνες που έγιναν και γίνονται στο συγκεκριμένο χώρο απαντούν επαρκώς στα ερωτήματα που αφορούν στη γενικότερη στάση των συμμετεχόντων απέναντι στη μάθηση –δηλαδή τον μαθησιακό τους προσανατολισμό ο οποίος εμμέσως τους οδηγεί στην αναζήτηση εκπαιδευτικών ευκαιριών με στόχο την προσωπική και επαγγελματική τους ανάπτυξη– είναι ένα ζήτημα που απαιτεί περαιτέρω μελέτη και ενδεχομένως και τη χρήση ή την επινόηση νέων μεθοδολογικών εργαλείων συλλογής και ανάλυσης δεδομένων. Στο μάθημα αναλύονται διεξοδικά οι θεωρητικές προσεγγίσεις των Ο’ Houle, Miller, Boshier, Rubenson, Aslanian & Brickell, Darkenwald & Merriam, Cookson, Tough, De Montlibert, Hedoux, Darkenwald & Valentine, και Cross, με αντίστοιχες αναφορές σε συνθετικές προσεγγίσεις που αφορούν στη συμμετοχή των ενηλίκων στην εκπαίδευση όπως το παράδειγμα της ομαδοποίησης μεταβλητών (Recruitment Paradigm), τα προσδοκώμενα οφέλη (Anticipated Benefits Model), ο συνδυασμός των ευνοϊκών περιστάσεων (Combination of Favourable Circumstances), το μοντέλο της ψυχοκοινωνικής αλληλεπίδρασης (Psycho-Social Interaction Model), και το μοντέλο της ‘Αλυσίδας Αντιδράσεων’ (C.O.R - Chain Of Response Model).
Incoming ERASMUS students can choose this course as part of their studies. A course portfolio with learning material is available for ERASMUS students only, in the Department's Library (room 207|Old School of Philosophy Building|1st floor). Attendance is optional but strongly encouraged especially for those students who wish to practice their Greek. A written assignment in English of no more than 5.000 words (approx. 20 pages) is required to successfully pass this course. The minimum passing grade is 5/10.
ΠΕΡΙΛΗΨΗ ΜΑΘΗΜΑΤΟΣ
Το συγκεκριμένο μάθημα έχει ως στόχο την εξοικείωση των φοιτητών και φοιτητριών με ζητήματα που αφορούν στην οργάνωση και ανάπτυξη του θεσμικού πλαισίου που αφορά στην εκπαίδευση ενηλίκων στις χώρες της Νότιας Ευρώπης (Πορτογαλία, Ισπανία, Ιταλία, Μάλτα, Ελλάδα, Σερβία, Βουλγαρία, Ρουμανία, Τουρκία και Κύπρος). Πιο συγκεκριμένα στο μάθημα εξετάζονται οι συνθήκες εκείνες οι οποίοι επηρέασαν την οργάνωση και λειτουργία προγραμμάτων εκπαίδευσης ενηλίκων κατά την τελευταία εικοσαετία. Το μάθημα δίνει επίσης έμφαση στον τρόπο με τον οποίο οργανώνεται θεσμικά η Συνεχιζόμενη Εκπαίδευση και η Δια βίου Μάθηση σε δέκα χώρες της Νότιας Ευρώπης με συγκεκριμένες αναφορές σε θεσμικά κείμενα, φορείς, δομές και πρωτοβουλίες από 1990 και εξής. Τέλος, ιδιαίτερη έμφαση στα σεμινάρια θα δοθεί στη σύγκριση του τρόπου με τον οποίο οργανώνεται (θεσμικά και πρακτικά) το πλαίσιο της εκπαίδευσης ενηλίκων στις χώρες αυτές, στις εγγενείς διαφορές τους αλλά και στις ομοιότητες που υπάρχουν, με συγκεκριμένες αναφορές τόσο στις ιστορικές συνθήκες που επηρέασαν την ανάπτυξή του όσο και στους φορείς (κρατικούς και μη) οι οποίοι παίζουν σημαντικό ρόλο στην ανάληψη δράσης για την ανάπτυξη του ανθρώπινου δυναμικού, την επαγγελματική κατάρτιση και την οργάνωση δομών που αφορούν στην εκπαίδευση ενηλίκων σήμερα.
This course is offered in English for incoming Undergraduate and Postgraduate ERASMUS students ONLY.This course will have the form of an ongoing project. Incoming ERASMUS students can choose this course as part of their studies. A course portfolio with learning material and a CD is available for ERASMUS students only, in the Department's Library (room 207|Old School of Philosophy Building|1st floor). Attendance is mandatory for all ERASMUS students. A written assignment in English of no more than 8.000 words (approx. 30 pages) is required to successfully pass this course. The minimum passing grade is 5/10.
COURSE SUMMARY
This course explores the conditions needed for the personal and professional development of adult educators and trainers, enhancing the attractiveness of their profession and therefore strengthening the idea of quality in adult education in Europe. A variety of issues are addressed such as initial education and training of adult educators and related staff; access, recruitment and career paths for adult educators & trainers; ageing and gendering of the adult educator; professionalisation and attractiveness of their profession, employment situation, working environments and working conditions; continuing and in-service education and training for adult educators & assessment of their role; duties, roles and identities for adult educators and related staff; methods and qualities of practice, reflectivity and reflective practice; adult learner/participant - adult educator interaction & issues of power and authority; trade unionism, collaboration and networking among adult educators and related staff; policy making and its impact on adult educators' roles and practices."
position of active participatory citizenship and its role in the current
debate on the responsibility of adult education as a medium for empowerment and emancipation from prioritised neo-liberal values. Within my line of argumentation, the immediate focus lies in the emerging roles for adult educators as plausible mediators for socio-political resistance. I also cast some light on the need for adult education to be reformulated in ways that are enriched by diversity and the wide range of learning contexts and communicative practices that essentially pose new challenges.
It took ten years with a series of terrorist attacks in major European cities, a lasting economic crisis with severe social repercussions, the influx of a large number of war refugees and economic migrants and the opportunistic rise of the far right, for the policy rhetoric to shift towards the need for an education that encourages empowerment and emancipation. This rhetoric was encompassed in the term “active citizenship”. The term was endorsed in the European Council and European Commission’s joint report about the “New priorities for European cooperation in education and training” (Official Journal of the European Union, 2015), but also in the Paris Declaration on “Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education” (EU Ministries of Education, 2015). In European policy documents, however, active citizenship is interpreted as specific skills, attitudes and knowledge (i.e. measured learning outcomes) that can be acquired through education. The EU’s political aim is to create feelings of belonging, participation and democracy through social activities and learning. Growing ethnic and religious diversity in Europe, however, poses both opportunities and challenges to European policy-makers and societies. It is expected that this diversity will continue to increase. At the same time, recent studies (Van Driel et al., 2016) show that intolerance and social exclusion are increasing, with some migrant groups feeling alienated. This is leading to incidences of social unrest. So how can adult education prepare societies for dealing with these phenomena?
EU rhetoric states:“…education and training can help to prevent and tackle poverty and social exclusion, promote mutual respect and build a foundation for an open and democratic society on which active citizenship rests” (Official Journal of the European Union, 2015: 3). It also suggests that “…education and training provide individuals with the knowledge, skills and competences that enable them to grow and to influence their situations, by broadening their perspectives, equipping (sic) people favourably for their future lives, laying the foundations for active citizenship and democratic values, and promoting inclusion, equity and equality” (Official Journal of the European Union, 2015: 4).The policy rhetoric was triggered only in response to the terrorist attacks in France and Denmark in 2015 that recalled similar atrocities in Europe in the recent past.
Research also shows that the fundamental problem of European adult education is its failure to meet the needs of the least educated or otherwise socially vulnerable population (Schraad-Tischler & Kroll, 2014). Although the term “vulnerable” is a contested one, because essentially vulnerability is part of the human condition, adult education needs to readdress and recapture its role as a means for resistance to social discrimination and social disempowerment.
The question is “what can adult education do to reconstitute its meaningful purpose”? The answer certainly comes with a cost; both for the field of adult education, but also for those who work in it. Resisting the neoliberal debate as the new role for adult education is difficult as many have embraced practices (not unwillingly since much of what is organised since 2000 is EU funded) that largely endorse, rather than defend against, the neoliberal notions of qualifications, competence-based curricula, institutional reputation and expert labour. How easy can it be to resist what has been politically and socially normalised in the last twenty years? In addition, how can the “new mission” for European adult education be anchored to a concept that is as challenging for policy-makers as it is for institutions responsible for education? Policy-making has its own targets for citizenship, but are these consistent with pedagogical and democratic values that allow individuals to be excluded from active participation in decision-making? The crucial question is “how can the priorities for a resistant adult education that targets empowerment for emancipation through promoting active citizenship be achieved”?
Unfortunately, many of the suggestions that are included in the existing policy agenda (European Commission, 1998), provide little help to achieve what the rhetoric prescribes because access to learning opportunities and further learning remain socially and spatially divided across the EU. In many cases, education systems in Member States make things worse – through unequal funding and less enriching experiences of learning for different target groups. Socioeconomic background, disability, ethnic or migrant status, gender, geographic location and other factors still affect adults’ educational opportunities, learning experiences and educational outcomes strongly. Complete social groups or sub-sets of the population persistently achieve less well in education – often despite the presence of policy initiatives that are designed to redress these inequities. Furthermore, the integration of refugees and asylum seekers into education and training is a crucial step towards their social inclusion, employability, professional and personal fulfilment, and of course active citizenship.
In this paper we will explore the relevance of active participatory citizenship to the notions of empowerment and emancipation as “agents de résistance” to what has largely distorted the meaningful mission of adult education: neoliberalism. My argument is partly based on the preliminary findings from the HORIZON2020 EU funded project EduMAP (Nr 693388) which focuses on adult education among young adults at risk of social exclusion with particular attention to fostering active citizenship among vulnerable young people.
As part of the emerging pattern of embracing diversity, more attention should be paid to the changing teaching and learning contexts.
We need to consider ‘curriculum and international programs enhancement’ perspective and also, the perspective of ‘teaching and learning practices’ when referring to the concrete effects of internationalisation in higher education institutions and in teaching-learning environments.
The former represents the teaching community and teaching unit level where the shared interpretations of the goals of internationalisation are being made and concrete planning on international study modules or joint degrees are formulated. The latter, in turn, stresses the changing circumstances and diversity issues in teaching and learning situations faced by teachers, which call for novel ways of teaching, learning and assessment in diversified environment as well as new ways of student support and guidance for internationalising teaching units. An ethnocentric approach has so far often prevailed in international pedagogy; university teachers in Europe have largely perceived that their pedagogical practices are superior to those of other countries, and international students have been expected to adapt to university classroom practices.
All these effects influence the ways in which teachers in higher education institutions are able to cope with diversity and multiple cultural identities and to avoid the stereotyping, which accompanies perceiving someone through a single identity. This calls for development of their intercultural competence, which means the ability to ensure a shared understanding by people with different socio-cultural identities, and their ability to interact and build dialogue with learners as complex human beings with multiple identities and values. It also calls for reflecting on their own individuality and cultural roots when encountering cultural diversities.
Discursive aspects and different forms of academic discourses shape the identity construction of students with diberse ethno-cultural backgrounds. International study experience provides opportunities for students’ self-reflection and socio-emotional development through experiences of participating in the academic community. But in addition to that there is now a strong need to foster teachers’ awareness of ‘situated identities’, i.e. understanding that identities are constantly evolving in various settings through social interaction. HE4u2 showed that although teaching staff demonstrate professional responsibility towards students with diverse ethno-cultural background, in practice these students are often marginalized and portrayed as academically less capable than local students. Consequently, higher education institutions should aim to foster intercultural competencies of the staff and develop inclusive international programmes which enable full and equal participation of all members.
Intercultural competence basically involves understanding all aspects of culture, but particularly those related to the social structure of community and values and beliefs of its members, how they interact, as well as their ways of thinking and acting. The conceptualization of intercultural competence development and, further, its effects for pedagogical practices has raised ample discussion and different interpretations from multiple perspectives.
Various pedagogical models have been proposed aiming at improving international competences. For instance, a process-oriented model of intercultural competence development, shows the multi-dimensional nature of the development. The development of intercultural competence begins with individual attitudes and moves from attitudes towards the interactional level and desirable outcomes between individuals. The degree of intercultural competence depends on the extent of attitudes, knowledge and skills acquired, where the essential determinants include many necessary features in intercultural interaction, such as openness, curiosity, discovery, cultural self-awareness, deep cultural knowledge and abilities to observe, listen, analyse, interpret and relate.
Another example is that of the global citizenship model, meaning how individuals see themselves in the world and recognizing, as well as respecting, otherness in a globalising context. The development towards seeing the self-in-the-world takes place, for instance, in the rich encounters during student mobility where active participation in international teaching and learning communities takes place and the role of the campus community is pivotal.
We need to draw attention to the ways in which not only ethno-culturally diverse students, but also their teachers and administrative staff experience a transition process similar to that of sojourners living in a new cultural setting. The culture shock stage university staff´s levels of anxiety increased when they encountered unfamiliar norms and beliefs, and some of them resorted to stereotyping. However, as the HE4u2 project has shown, in the adjustment phase they were able to revise their practices to better meet a diverse student body, treat ethno-culturally diverse students as individuals and overcome communicative misunderstandings.
While there have been several studies exploring increasing cultural and linguistic diversity in higher education and related challenges, these studies have only seldom focused specifically on teaching and learning in transnational education. Transnational teaching differs considerably from teaching international students ´at home’ because teachers have to work in culturally different environments. One of the challenges related to transnational education is cultural situatedness and the embeddedness of learning and teaching activities. One needs to reflect upon how this situatedness affects pedagogic activities and learning outcomes in transnational education. Teaching staff engaging in education export need to contemplate their cultural backgrounds and assumptions as well as pedagogical styles and assessment practices. Transnational teaching challenges academic roles and identities, and can lead to transformation processes through critical reflection on existing teaching practices. Yet these processes would need more support from higher education institutions. In addition, there is a need for additional research on the experiences of both teachers and students engaged in transnational education. Comparisons could be made between local multicultural learning environments and those created by education export.
While many transnational development projects in the field of education aim to modify and improve existing teaching practices, reported changes may only be temporary or superficial. Yet not all resistance to change, such as unwillingness to modify pedagogical practices or to use new technology, should be related to cultural factors but rather also take into account individual motivations and beliefs.
Active participatory citizenship is a challenge for policymakers and institutions responsible for education alike. Policy-making has its own targets for citizenship, but are these targets consistent with democracy to allow individuals to be excluded from active participation in decision-making? In Europe, in addition to the right to vote, there are other means of political participation open to legally resident individuals. In practice, however, citizenship often entails exclusion. Research has shown that social exclusion and alienation are real problems among many representatives of minority groups. Young people, in particular, often live in a hybrid space between the mainstream culture and peripheral ways of living.
In order to prevent social exclusion among vulnerable groups, amassing human capital that could ensure inclusion in the education system, society and the employment market is essential. Thus, achieving active citizenship entails adequate qualification, knowledge and motivation. But active citizenship cannot be encapsulated in a set of competences to be acquired once and for all. This presentation will argue that, beyond the conceptualization of multiple dimensions of citizenship, elaboration of education for active participation needs to be based on a theoretical grasp of the role of learners’ cultural backgrounds.
The current debate on professional development of adult educators in Europe poses a number of challenges many of which are not as justifiable as others. This is partly because the policies that have been developed in the adult education field so far are addressing only a limited number of the issues in a rhetoric manner without going deep into the heart of the matter; and partly because the field of itself is so fragmented and incoherent that is almost impossible to address a shared concern for those providing services in it. Policy rhetoric however, does not pursue the professionalisation aspects of adult educators in a realistic manner. It discusses the “label”, but it does not orientate towards the “processes” that can create the conditions for adult educators to become professionals. This is because policy language stresses too much on the results of the adult learning process as the major quality element of the adult education practice, turning the adult educator liable for adult learners’ attainment of learning outcomes. This approach has roughly occupied the discussion on adult educators’ professionalisation by focusing on the development of professional competences that will ensure quality in the field. What policies do not discuss is which these competences are and how can they be identified in the multitude of adult education settings that exist in Europe. This means that we must not only identify required competences based on the employment premises, but we also need identify other agents that shape our identities based on understanding the obstacles that inhibit a large number of adult educators from realising their professional goals, while targeting towards enhancing the abilities that will allow them to achieve reliable and applicable results in their domains of work. For such an approach to be sustainable however, it requires a community of practice that will evolve naturally and out of its members’ common interest in gaining and creating new knowledge related to the field of adult education and learning. It is through the process of sharing information and experiences with this professional group that the members will learn from each other, and have an opportunity to develop their shared competences personally and professionally. Further in this presentation some specifics of the situation regarding adult educators in Greece are also presented.
Οι Ημερίδες έχουν ως στόχο να προσεγγίσουν τις νέες μορφές Εκπαίδευσης και Κατάρτισης και τη σύνδεση της Εκπαίδευσης και Κατάρτισης με την απασχόληση στη χώρα μας. Συγκεκριμένα, θα αναλυθούν οι νέες μορφές Εκπαίδευσης και Κατάρτισης και οι κοινωνικές, οικονομικές, τεχνολογικές και πολιτισμικές συνθήκες που οδήγησαν στην αλλαγή της μορφής, του περιεχόμενου, των στόχων και της οργάνωσης της Εκπαίδευσης. Επίσης, θα εξεταστούν οι δεξιότητες που απαιτεί η σύγχρονη αγορά εργασίας και πως αυτές επηρεάζουν την ανάπτυξη σύγχρονων προγραμμάτων κατάρτισης, αλλά και ποια είναι η σχέση της Εκπαίδευσης και της επαγγελματικής προσφοράς με την αγορά εργασίας και τη ζήτηση δεξιοτήτων σήμερα. Επιπρόσθετα, θα παρουσιαστούν οι υπηρεσίες και τα Προγράμματα Σπουδών, (Προπτυχιακά και Μεταπτυχιακά) του Ευρωπαϊκού Πανεπιστημίου Κύπρου ως παράδειγμα καλών πρακτικών και εναρμόνισης των εκπαιδευτικών μεθόδων και των αντικειμένων σπουδών με τις σύγχρονες τάσεις της εκπαίδευσης και απασχόλησης.
1. ΠΛΑΙΣΙΟ ΑΝΑΦΟΡΑΣ ΚΑΙ ΟΡΙΣΜΟΣ ΤΟΥ ΚΟΙΝΩΝΙΚΟΥ ΔΙΑΛΟΓΟΥ
2. ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΚΑΙ ΒΑΣΙΚΕΣ ΑΡΧΕΣ ΤΟΥ ΚΟΙΝΩΝΙΚΟΥ ΔΙΑΛΟΓΟΥ ΓΙΑ ΤΗΝ ΕΕΚ
3. Ο ΚΟΙΝΩΝΙΚΟΣ ΔΙΑΛΟΓΟΣ ΓΙΑ ΤΗΝ ΕΕΚ ΣΤΗΝ ΕΛΛΑΔΑ ΚΑΙ Ο ΡΟΛΟΣ ΤΩΝ ΚΟΙΝΩΝΙΚΩΝ ΕΤΑΙΡΩΝ
4. Ο ΚΟΙΝΩΝΙΚΟΣ ΔΙΑΛΟΓΟΣ ΓΙΑ ΤΟ ΥΦΙΣΤΑΜΕΝΟ ΘΕΣΜΙΚΟ, ΕΠΙΧΕΙΡΗΣΙΑΚΟ ΚΑΙ ΟΡΓΑΝΩΤΙΚΟ ΠΛΑΙΣΙΟ
5. ΠΟΙΟΤΗΤΑ ΚΑΙ ΑΠΟΤΕΛΕΣΜΑΤΙΚΟΤΗΤΑ ΤΟΥ ΚΟΙΝΩΝΙΚΟΥ ΔΙΑΛΟΓΟΥ ΣΤΗΝ ΕΕΚ – ΠΡΟΤΑΣΕΙΣ ΒΕΛΤΙΩΣΗΣ