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1.
Larissa Jõgi Katrin Karu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):421-441
Adult Education has many values, including experiences and co-operation among people, and the fact that adult education is full of stories from adult educators, which can help to understand trends in the past and developments in the present. Established in 1991 as part of a more general regional cooperation among five Nordic and three Baltic countries (NB8), Nordic-Baltic cooperation in adult education has been mutually enriching and has resulted in the growth of a professional network. The cooperation has led participants through a time of new sources of values, knowledge and contacts, socialisation and transformation, inspiration and challenges, which has influenced their experiences and professional identities. This paper is based on the results of a study entitled “Nordic-Baltic cooperation in adult education: Experience and stories” and focuses on the experiences and professional identities of two generations of Estonian adult educators. The empirical data for the study were collected using narrative-biographical interviews. The paper discusses two research questions: (1) What is the perception and influence of experiences for adult educators? and (2) How have their experiences influenced the professional identity of adult educators? 相似文献
2.
Genutė Gedvilienė Vidmantas Tūtlys Vilija Lukošūnienė Vaiva Zuzevičiūtė 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):465-487
The Baltic countries regained their independence from the Soviet Union in the early 1990s and joined the European Union in 2004. This article seeks to explore institutional development and reforms of adult education and lifelong learning in Lithuania with respect to the processes, the actors and the context of socioeconomic change over the past 20 years. It also looks at the implications of these processes for the professionalisation of adult educators, referred to here as “adult learning teachers” (ALTs). The authors begin with an analysis of the historical-institutional and political-economical aspects of the development of adult education and lifelong learning by providing a retrospective of institutional change in Lithuania. They then move on to analyse the existing institutional and legal arrangements of adult education which shape and institutionalise the profession and qualifications of ALTs. Their empirical research reveals the opinions of Lithuanian ALTs on their current professional occupational profile and its future development. 相似文献
3.
ABSTRACTLow completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary education completion rates in Norway and Sweden, often regarded as representing a social democratic welfare model and a universalistic transition regime. The analysis demonstrates that although this issue has received extensive political attention, the two countries display somewhat different policy designs. The Norwegian approach is proactive and targeted while the Swedish policy is more general and directed towards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that national governance structures shape and influence policy design in the context of an increasingly diversified Nordic social democratic welfare state regime. 相似文献
4.
《International Journal of Educational Development》2004,24(5):559-571
Development of education policy in Central and Eastern Europe is a specific type of educational transformations. Though almost all the countries in the region began their reforms from a similar starting point—the Soviet-type education system—eventually they moved towards different educational models. As a result of the full EU membership of the eight post-communist Central and Eastern European countries, one may recently observe a certain convergence of reform patterns, determined by the development of the common EU education policy. Lithuania is a typical example of educational transformations in the region. The article highlights the development of education policy in Lithuania from a highly inspirational and spontaneous transformations in early 1990s to more pragmatic and economically grounded reforms in late 1990s and early 2000s. Further integration into the EU evoke new systemic changes in Lithuanian education. 相似文献
5.
Antra Carlsen Elīna Maslo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):489-518
This article tells the extraordinary story of the cooperation among adult educators in five Nordic and three Baltic countries (NB8) which began in 1991 – the year when Latvia regained its independence. According to individuals who experienced the evolution of this cooperation from the beginning and were actively involved in the process of developing contemporary theories, policies and practices of adult education in Latvia, this cooperation resulted in the creation of a range of unique opportunities for learning and development. Latvian adult educators were engaged in many activities; they learned themselves, taught others, did research on adult education and developed a new system of adult education. What had started out as a “donorship” grew into a “partnership”. With hardly any published information about this cooperation to rely on, the authors of this article build their case using (1) their own memories of participation; (2) the information gained through interviews with key experts; and (3) a number of largely unpublished documents indicated in these interviews. Tracing the evolution of this cooperation, their study seeks to understand how learning opportunities were created and how they were used by adult educators in Latvia. Adopting an ecological (in terms of learning environment, relationships, agency, motivation and identity) sociocultural perspective on learning and learning opportunities, the authors analyse the quality of the learning opportunities created in the context of Nordic-Baltic cooperation, aiming to identify what makes international cooperation successful. 相似文献
6.
Kirsti Karila 《European Journal of Education》2012,47(4):584-595
The national policies and historical roots of early childhood education (ECE) vary from society to society. In the Nordic countries, early childhood education and care (ECEC) policies have been built in the context of the welfare state. As such, they are closely connected to other welfare policy areas such as social policy, family policy and education policy, in addition to which a close relationship with labour policy is also evident. This article sheds light on the historical roots of Nordic ECEC policies by describing the commonalities and differences between the Nordic countries. The ‘Nordic model’ is commonly described as integrated. Education, teaching and caring form an integrated unit and the term early childhood education and care is therefore typically used when describing the ‘Nordic model’. It is also said to be based on a child-centred, holistic approach with an emphasis on participation, democracy, autonomy and freedom, while its track record of high quality ECE services is considered to be due in part to the use of a well-trained workforce. The Nordic countries are, however, developing and redefining their ECEC policies in the global economic and cultural context, in which governments have to choose their priorities. Pressure to standardize ECE services is also apparent, and signs of erosion of the key elements of the Nordic model have been seen in recent policy debates. This paper discusses the current direction of Nordic ECE policy making and the future of the Nordic model. 相似文献
7.
David Alexander 《International Journal of Lifelong Education》2013,32(6):595-608
This article considers the ways in which educators and learning societies in Zambia and Zimbabwe have had to struggle to create independent, democratic and critical curricula in difficult circumstances over the last 50 years in the context of historical shifts in power, a declining British Empire and the re‐emergence of reactionary forces at a time when democracy is in retreat. It is argued that democratic learning societies depend on relationships with progressive social movements which most non‐governmental organizations (NGOs), and their allies in lifelong education, claiming to constitute civil society do not represent. In Zambia the labour movement and its educational programmes have had to contend with the brutal application of neo‐liberalism and imposed structural adjustment programmes. These latter were also imposed in Zimbabwe and in both countries resulted in the decimation of public education and health programmes, appalling human suffering and unemployment, all exacerbated the by the HIV/AIDS pandemic. The issues of land reform in Zimbabwe, its suspension from and quitting the Commonwealth, the demonization of President Mugabe, and the recent March 2005 election victory for Zanu‐PF are analysed. The courage and dedication of so many educators in both countries are overwhelming but the article concludes that the learning society, rich culture, knowledge base and intellectual potential may be in danger from poverty, unemployment, exploitation and disease. 相似文献
8.
本世纪以来我国成人教育政策的价值取向研究述评 总被引：1，自引：0，他引：1
成人教育政策对我国成人教育事业的发展产生了非常重要的影响。在不同的社会历史阶段,成人教育政策表现出了不同时代的特色和价值取向。处在转型时期的当代中国,面临着复杂艰巨的建设任务,在构建社会主义和谐社会的新背景下,对成人教育政策的价值取向分析有助于促进我国成人教育政策决策的科学化和民主化的进程。 相似文献
9.
Lithuanian educators began working towards the transformation of their educational system in the late 1980s. The movement away from centralized control and an education based on Soviet ideology was central to the Democracy movement in this country and other former Soviet republics. This paper demonstrates the ways in which the movement towards a democratic system built on contemporary Lithuanian values, beliefs and culture has included concerns for the education of children with special needs. By tracing Lithuanian cultural and historic traditions related to the education and care of individuals with disabilities, before, during and after the Soviet period of Soviet occupation, the authors demonstrate the relationship between social-historic contexts and the development of inclusive schools, i.e. general education settings that serve all children. The current status of education for children with special needs is discussed. This discussion includes current legislation and professional preparation, as well as identifying barriers to democratic reform and the creation of an inclusive educational system. 相似文献
10.
Lina Markauskaitė 《Education and Information Technologies》2004,9(1):67-89
In many countries, the development and introduction of educational software into general education is one of the key issues of national ICT policies. However, differently from other issues of ICT in education, this question is much more country-specific. Therefore, each state shall look for individual solutions that match its economic, social, cultural and other national requirements the best. This paper analyses the development of country-tailored policy for schools' provision with educational software and content. While having generic objectives, the research investigates the case of Lithuania. Initially, the paper gives a review of the Lithuanian context. Then, it analyses the policies and practices of other countries and abstracts potential solutions of the key strategic issues, relevant to the development and implementation of educational software into general education. In parallel with theoretical investigation, the research ratiocinates and demonstrates how each solution, proposed in the Lithuanian strategy of schools' provision with educational aids, has been adapted to the national peculiarities. 相似文献
11.
Johanna Einarsdottir Anna-Maija Purola Eva Marianne Johansson Stig Broström Anette Emilson 《International Journal of Early Years Education》2015,23(1):97-114
The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, Values education in Nordic preschools: Basis of education for tomorrow, the aim of which is to explore values education from various perspectives, policy levels, institutional levels and personal levels. The study applies Habermas’s theoretical ideas of communicative actions, lifeworld, and the system. Here the focus is on the system level, namely, values in national curriculum guidelines that serve as the basis of pedagogical practices in preschools in the Nordic countries. Thematic research analysis described by Braun and Clarke inspired the qualitative analysis of the documents. In addition, a quantitative language-based approach was applied to the study. Keywords related with democratic, caring and competence values were selected. The findings reveal different dimensions and meanings of the three value fields, such as democracy as being and/or becoming; care as fulfilment of basic needs and an ethical relationship; and competence values as learning for sociality and academic skills. 相似文献
12.
ANDREAS ÖNNERFORS 《European Journal of Education》2007,42(3):321-333
There is no doubt that what is generally referred to as 'Ph.D education' has undergone dramatic changes in Europe in recent years. Whereas the Bologna Process, launched in 1999, originally had in mind to make it easier for undergraduate students to gain international experience and enhance their employability by facilitating mobility and transparency of higher education in Europe, the idea of a 'third cycle' of doctoral studies came relatively late in the discussion (2003). For some academic cultures, the idea of educating doctoral students was and still is perceived as a threat against academic freedom, originality and credibility. Other academic cultures have already long adopted Ph.D training schemes as an integrated part of training future scientists and knowledge workers. This article presents the result of a recent survey on Ph.D training in the Nordic-Baltic Area (Andreas Önnerfors: 'Ph.D-training/PGT in the Nordic-Baltic Area', Exploring the North: papers in Scandinavian Culture and Society 2006:1, Lund 2006) initiated by the Nordic research organisation NordForsk, which discusses new concepts of doctoral education and training in the five Nordic and the three Baltic countries as well as in Russia, Poland and three northern states of the Federal Republic of Germany. Whereas there is great correspondence in the performance of doctoral training and education in the Nordic countries and changes have been introduced permanently for about 30 years, Poland, Germany and Russia are battling with their academic traditions and the challenge of adapting their academic cultures to joint European standards. This concerns especially the phenomenon of two postgraduate degrees (the Ph.D and a further degree) and the view upon training elements in doctoral studies. After their independence, the three Baltic countries rapidly adapted their systems of higher education to the Nordic model. 相似文献
13.
北欧国家的教育向以均等、优质为追求目标,然在新公共管理浪潮下,原本远离市场、高度集权、强化集体概念的北欧国家也受到波及。教育改革"政策流行病"渗透并重塑北欧国家的教师教育制度。"大学化"改革将教师教育推向社会的中心,而新公共管理引发的冲突则将北欧教育传统打得支离破碎。在全球化所带来的新的范式中,国家的边界被打破,协调好各种力量成为北欧教师教育所需要应对的新的挑战。 相似文献
14.
Christopher P. Brown Yi-Chin Lan Hye In Jeong 《International Journal of Early Years Education》2015,23(2):138-152
Policymakers across the globe continue to promote access to early education programmes as a means to improve children's readiness for school. Many of their reforms are rooted in a neoliberal conception of governance that frames policy solutions through economic rather than democratic terms. Such policies foster an image of the successful learner as one who becomes an earner and consumer rather than an active member of the larger democratic society. This shift in the conception of publicly supported early education affects teachers of young children in multiple ways. This article examines how a sample of early educators in the USA responded to a set of neoliberal reforms in their pre-kindergarten teaching context. Examining their responses, which ultimately mimicked their policy-makers’ neoliberal reforms, reveals the subtlety of these policies in overtaking their attempts to resist them. It also illuminates the challenges they and other early educators face as policy-makers’ neoliberal policies continue to alter the purpose and direction of early childhood. Finally, it ends by considering the ways in which early educators working in similar contexts might respond to and navigate such reforms. 相似文献
15.
Adult education and lifelong learning together form one of the priorities for development in Estonia, Latvia and Lithuania. The important historical and social context in which the professional development of adult educators has been taking place in the Baltic States since they regained their independence in the 1990s is the changes that occurred in the socio-political, economic and social life since then. There is greater concern about the need to qualify adult education practitioners so as to enhance quality in the provision of adult education and training. However, the prerequisites for the professional development of adult educators are a neglected area of research when compared with other fields of education and training.
In this article, we shall analyse the professional development of adult educators as follows:
In this article, we shall analyse the professional development of adult educators as follows:
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How transformational changes in the Baltic States during the past decade have influenced adult education policy and practice, the adult education profession itself and the professional development of adult educators;
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How adult education policies, initial education and training practices affect the process of professional development among adult educators;
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What the professional development of adult educators consists in.
16.
Mark Murphy 《International Journal of Lifelong Education》2013,32(5):345-360
There has been a recent general resurgence of interest in civil society, a resurgence that is also found in adult education. Radical adult educators, in particular, view civil society as the privileged sphere of radical learning and social change. It is seen as the site to engage in democratic struggle, social movements and political change. This new elevation of civil society is tied into a wider crisis on the political left ? the crisis of socialism. This crisis is reflected in the wider debates on the politics of civil society, a debate centred on the differences between Marxist and post-Marxist definitions of civil society. The purpose of this paper is to clarify this debate, and outline its implications for adult education theory and practice. To this end, the paper examines the history of the civil society idea, a history demonstrating that analyses of civil society need to be placed alongside understandings of the state and the market. These understandings of political and economic society provide the bases for two very different political agendas - socialism and radical democracy. The paper discusses how these two agendas impact on adult education, in particular how different analyses of the state/economy/civil society relationship suggest divergent conceptions of social conflict. 相似文献
17.
《师资教育杂志》2012,38(3):379-395
The last three decades have seen an intensification of commercialisation throughout the public sector in general and state schools in particular. Policies designed to introduce business ideologies, structures and practices have operated in tandem with a push to include the corporate world in the running, governance and provision of educational services. Together these policy instruments are eroding the influence and power of education professionals and precipitating a transformative shift in the nature of public education. A specific threat which these policies may encourage is the use of corporate propaganda techniques targeted at schools which may harm children, undermine the proper purposes of education, subvert the moral and social fabric of school life and damage the foundations of civil society. This paper argues that educators must recognise the dangers of commercialised schools and organise to protect civic education, speak up for its values and preserve the distinctiveness of educational practice operating within non‐commercialised public spaces. Such a strategy also offers the opportunity to redefine the central role of educators as servants of the twin professional ideals of children's civic welfare and democratic citizenship. 相似文献
18.
“北欧模式”又称“斯堪的纳维亚模式”,是北欧瑞典、芬兰、丹麦、挪威、冰岛五个国家针对于社会保障所采取的“高福利、高消费、高税收”的社会保障模式。这种模式在近些年来不断地促进北欧五国经济的持续增长,使其成为世界上贫富差距最小的地区。当然作为社会保障的一个重要的组成部分,成人教育在北欧也施行得相当的成功,其特点和经验也值得我国借鉴。 相似文献
19.
Katarina Leppänen 《History of education》2013,42(5):635-649
Internationalism in the interwar era carried different meaning for different groups. A Nordic school for adult education, with the aim of raising the ‘international citizenship proficiency’ of the Nordic peoples, was established in Geneva in 1931, through cooperation between representatives of international organisations and adult educationists. Both groups harboured an intense passion for internationalism, but whereas the officials understood the League of Nations and the International Labour Organization to represent true internationalism, the educationists took a critical stance. Internationalism was for them related to nationalism and Nordism, and an expansion of the power of the small and neutral European states. This article examines the establishment of the Nordic school in the interwar period and analyses the ideological controversies surrounding its internationalism. 相似文献
20.
《International Journal of Educational Research》2003,39(3):283-291
Judging by their literacy proficiency scores, Nordic countries stand out from others. Their consistently high scores are intriguing and make their populations interesting benchmarks for other countries that participated in the International Adult Literacy Survey. This article addresses the question of whether there are any specific ‘Nordic’ ways of planning and implementing adult education policies. Are there any features that define a common approach to adult education, one that sets the Nordic countries apart from other advanced regions in Europe and North America?Beyond the general pattern, specific sub-groups of the population are explored, and especially the groups ‘at-risk’, i.e. those that score low on literacy proficiency scales, have the least education, are old or unemployed. All Nordic countries are included in the analysis: Denmark, Finland, Norway, and Sweden participated in the original IALS survey, whereas Iceland collected comparable data on adult education participation in a separate survey.That Nordic countries have a comparatively high level of participation in adult education is a fact that leaves no room for discussion. However, if not only the rate of participation but also volume is considered then the Nordic countries appear more similar to others. What sets the Nordic countries apart is the level of public support for adult education for the low-skilled population. More generally, it would seem that public support for disadvantaged groups is the main defining characteristic of Nordic countries. 相似文献