Suchergebnisse

This study analyses the Active Citizens program conducted in seven Czech elementary schools in 2017/2018. The data were obtained in a mixed-design research study containing pre/post experimental/control groups (N = 114), eight focus groups with selected students (N = 56), and group interviews with teachers (N = 14). The mean age of the students was 13.8 years. The study focuses on the students&rsquo ; and the teachers&rsquo ; perception of the process, the program&rsquo ; s barriers and benefits, and on the impact of the program on the students&rsquo ; self-efficacy and on perceived democratic school culture. The analysis revealed that while the participants felt empowered because of their experience, they started to perceive their school environment as less democratic than before the program. The program also likely influenced girls more than boys as the latter seem to have been unaffected. Finally, the implications of the findings for the practice are discussed.

URL del artículo en la web de la Revista: https://www.upo.es/revistas/index.php/ripp/article/view/3637/2877 ; El ciudadano competente es esperanza de renovación de la democracia de las sociedades del siglo XXI. Este ciudadano, generador de una nueva democracia, es producto de una educación democrática cuyos ejes fundamentales son una ética cívica democrática (posconvencional, procedimental, dialógica) y un modelo de democracia éticamente deseable. A partir de la reflexión acerca de estos dos ejes se propone un modelo educativo que genere una competencia cívica democrática, siguiendo el modelo educativo por competencias clave de aprendizaje permanente propuesto por la OCDE, el cual formaría ciudadanos para la práctica democrática en cualquier momento y lugar, preparados para dar respuesta a cualquier reto que deban afrontar en su compromiso con su comunidad. ; The competent citizen is the hope of democratic renewal for societiesm in twenty first century. This citizen, who is able to generate a new democracy, is the result of a democratic education whose fundamentals are a democratic civic ethic (post-conventional, procedural and dialogic) and an ethically desirable model of democracy. From the reflection about these two fundamentals it is suggested an educational model that produces a democratic civic competence, according to the educational model of key competences for long-life learning from OECD, which would prepare citizens for democratic practice at any time and in any place, ready to take up any challenge relating to their compromise with community. ; Universidad Pablo de Olavide

Regulation (EU) No.211/16th February 2011 on the European Citizens' Initiative (ECI), as one of the major innovations of the Treaty of Lisbon, represents the first supranational instrument of direct democracy that took effect on April 1, 2012, creating the direct legal link between the European Union citizens and the European institutions.Within the present paper we will try to analyse briefly certain citizens' initiatives that have been already published on the official website of the European Commission where the online collection of a million signatures is still running, bearing in mind the important role of the citizens as "co-authors" of the law within the European decision-making process, without forgetting to make a short overview of the European Citizens' Initiative instrument.Even though it is too early to give an opinion whether this new instrument will become or not a useful tool for citizens and their democratic participation into the European political life, from our point of view this participation will increase the responsibility of the citizens to be more active by submitting proposals that concern their current life in all the subject matters which are under the Commission's legislative competence. The citizens' efforts will be doubled by the EU institutions and the civil society organizations that can play a significant role in providing the infrastructure and assistance to the ECI organizers to ensure that the EU citizens are afforded to use their new right in the best conditions and without no obstacles in a more inclusive and democratic Europe. DOI:10.5901/ajis.2013.v2n9p414

In the study of political knowledge, the emphasis on facts is misplaced. Evidence has grown that predispositions and social contexts shape how individuals are exposed to and interpret facts about politics, and the ready availability of information in the contemporary media environment may exacerbate these biases. We reexamine political knowledge from the bottom up. We look at what citizens themselves treat as relevant to the task of understanding public affairs and how they use this information. We draw upon our research in three different projects involving observation of political talk and elite interviews to do so. We observe that people across a range of levels of political engagement process political information through the lens of their personal experience. Failing to acknowledge this aspect of the act of using political information presents an incomplete empirical understanding of political knowledge. We propose an Expanded Model of Civic Competence that presents an alternative interpretation for what it means to be an informed citizen in a democracy. In this model, the competence of listening to and understanding the different lived experiences of others cannot be considered separately from levels of factual knowledge.

У статті розкрито підходи щодо дефініціювання підприємницької компетентності в умовах нової філософії освіти. На основі використання комплексу дослідницьких методів охарактеризовано специфіку становлення поняття підприємництва в іноземній та вітчизняній науковій думці. Запропоновано трактування підприємницької компетентності як ключової, згідно з Рекомендаціями Європейського Парламенту та Ради Європи. Представлено структуру підприємницької компетентності Entre Comp та визначено дефініцію підприємницької компетентності як наскрізної компетентності, яка застосовується в усіх сферах життя. Відзначено, що формування підприємницької компетентності у процесі фахової підготовки майбутніх учителів дозволить розкрити всі потенційні можливості сучасного педагога Нової української школи. ; The article reveals the approaches to the definition of entrepreneurial competence in the new philosophy of education. The specifics of the formation of the concept of entrepreneurship in foreign and domestic scientific thought based on the use of a set of research methods are characterized in this article. The interpretation of entrepreneurial competence as key is proposed, in accordance with the Recommendations of the European Parliament and the Council of Europe. Entrepreneurial competence involves creativity, innovation and risk-taking, the ability to plan and organize projects to achieve goals. The understanding is revealed that entrepreneurial skills, knowledge and abilities can be learned, which, in turn, will lead to the widespread development of entrepreneurial thinking and entrepreneurial culture, useful for individual citizens in particular and for society as a whole. The description of the Entrepreneurship Competence Framework is revealed and presented. The structure of Entre Comp is considered. The Entrepreneurship Competence Framework offers ways and means to improve the entrepreneurial capacity of European citizens and organizations. Entre Comp consists of three areas of competence: іdeas and opportunities, resources and taking into action. Each area includes five competencies, which together make up the structural elements of entrepreneurial competence. Considering the formation of the concept of "entrepreneurial competence" in historical discourse, as well as the interpretation of the content and components of entrepreneurial competence in accordance with European experience, it is determined that the formation of entrepreneurial competence is one of the priorities of modern education. The definition of entrepreneurial competence as through-end competence is used in all spheres of life: beginning to take care of its own development and to active participation in the life of society, entry into the labor market as an employee or self-employed person and the launch of various types of projects (cultural, social or economic). Formation of entrepreneurial competence in the process of professional training of future teachers will reveal all potential possibilities of the modern teacher of the New Ukrainian School.

This paper examines the current status of digital competence indicators in the Turkish primary school curricula. The European Commission had long been studying on developing a common digital competence framework for citizens and in 2016 a revised framework was published to be used as a reference in various sectors as well as education. In most official papers the importance of digital competence is highly stressed and studies to provide students with these skills are carried out by Turkish Ministry of National Education (MONE) and other governmental institutes. In this paper we explore the indicators of digital competence standards in the Turkish primary education. We identified the curricula of three compulsory subjects and analyzed the learning outcomes of these curricula to understand the place of digital competence standards in curricula and in which competence areas are emphasized mostly. The review was conducted using the curricula of three subject areas in primary education: the Turkish language, mathematics and personal and social development. The review of the learning outcomes in these curricula shows that 7, 5 % of learning outcomes emphasizes digital competence in the Turkish language curricula while this rate is %4 in mathematics and personal and social development subject areas when the top rates are considered. It is seen that most digital competence areas are ignored in each subject; communication and collaboration is totally excluded in all three subjects while data and information literacy was included in merely Turkish language curriculum; safety competence area was stated only in personal and social development curriculum and Mathematics curriculum contained learning outcomes merely related to the problem solving.

The Piagetian account of development has been extremely influential in the deliberative democracy literature. It has been either explicitly or implicitly assumed by the majority of theorists working in this area. It encourages deliberative democrats to make at least four key assumptions about the development of deliberative citizens and their capacities. Firstly, that development is an organic process. Secondly, that it is a universal process. Thirdly, that it is an evolutionary or stage-centric process. And finally, that it is a process which is best encouraged through facilitative teaching methods. In this paper I will suggest that this Piagetian influence on deliberative democracy is not as positive as it is often assumed to be. It encourages a laissez faire attitude to development and does not properly explain how we can create deliberative citizens with a wide range of deliberative capacities. However, there is an alternative account of development which I believe offers a much stronger basis for the development of deliberative citizens. It was originally proposed by Piaget's great rival, the Soviet developmental psychologist Lev Vygotsky. He provides four corresponding ideas about development that could also be applied to the development of deliberative citizens. Firstly, development is primarily a cultural process. Secondly it is contextual process. Thirdly, it is a revolutionary or crisis ridden process. And finally, it is a process which is best encouraged through direct and mediatory educational techniques. In this paper I will show how this alternative developmental perspective can provide a much stronger foundation for the cultivation of deliberative minds.

In the teacher's role it has always been implicit the fact of educating citizens who actively participate in society life and at the same time making them develop a sense of critic. Now, in every educative stage, this is evaluated. This is why, to develop this competency suitably, work in class should give: personal relationships, cooperative work, democratic participation, values practice, understanding and involment. ; En el papel del maestro o profesor ha ido siempre implícito el hecho de formar ciudadanos que participen activamente en la vida en sociedad y a la vez desarrollen un sentido crítico. Ahora se le da un aspecto evaluable en el currículum en todas las etapas educativas. Por eso, para que esta competencia se desarrolle adecuadamente, el trabajo en el aula debe dar como resultado: relaciones personales, trabajo cooperativo, participación democrática, práctica de los valores y comprender y comprometerse.

Este artículo ha sido realizado gracias al proyecto I+D+i titulado "La competencia en comunicación audiovisual en un entorno digital" (I+D: EDU 2010-21395-C03) financiado por el Ministerio de Ciencia y Tecnología del Gobierno de España. En ella analizamos el pretest que evaluaba la competencia mediática de personas mayores de 60 años de La Rioja y de Huelva. Los resultados arrojados fueron tenidos en cuenta para el proceso de encuestación que se está realizando actualmente en 10 provincias españolas con una muestra de 615 personas mayores de 60 años. En este artículo estudiaremos el estado de la cuestión en torno a las competencias mediáticas de las personas mayores de 60 años. ; This article was made possible by the R&D&i project entitled "Competence in audiovisual communication in a digital environment" (I+D: EDU 2010-21395-C03) funded by the Ministry of Science and Technology, Government of Spain. Here we analyze the pretest that evaluates media competence in citizens aged 60 and over, from La Rioja and Huelva. The results obtained were taken into account for the survey process that is currently being conducted in 10 Spanish provinces with a sample of 615 people over 60 years. This article will look at the current status regarding media literacy of people over 60.

This article discusses the role of the formation of linguistic competence in primary school mother tongue lessons, the importance of speech development, and the role of mother tongue teaching in the development of speech in primary school students.The state policy in the field of training in the Republic envisages the formation of a comprehensively developed person-citizen through a system of continuous education, which is inextricably linked with the intellectual and spiritual-moral upbringing of man. Continuing education, which is the basis of the system of training, consists in the formation of the younger generation of skills such as professionalism, creativity, political activism, free thinking. As stated in the Law of the Republic of Uzbekistan "On Education" and the concept of "Primary Education", one of the main tasks of modern primary education is to develop students' speech, using teaching methods that teach students to think independently and actively. A number of laws and resolutions have been adopted in the country to improve the education system and educational work. Due to the opportunities created by the Law "On Education", a number of new ideas have entered the education system. The national curriculum envisages the improvement of the work of upbringing a generation of knowledgeable, creative, independent thinkers in accordance with modern requirements, the training of highly educated and highly talented personnel, and the consistent implementation of this work. The program

In the context of interdisciplinary study of various branches of science the issue of the essence and effectiveness of legal culture of every citizen of Ukraine considers the problem of correlation of «legal culture» and «legal competence» based on the provisions of culturological and competence scientific approaches. It was found out through a systematic analysis of scientific works (sociological, legal, cultural, pedagogical) that legal culture has a strong axiological component, and its research is based on the ideas of functional, qualitative, complex, activity approaches. At the same time, the correlation and interdependence of the theoretical possibilities of culturological and competence approaches need to be concretized in order to implement the tasks of professional training in educational institutions. The concept of «legal competence» is defined as subordinate to the concept of «legal culture» and such that denotes the educational factor provided by the normative means of development of this culture.The legal culture of future professionals is defined as an integral characteristic of all professionally important aspects of society and a particular industry, a component of the general culture of the individual, which involves awareness of legal values and norms in every area of social life and professional activity. Students must have a high level of legal culture, be aware of the law, know their rights and responsibilities, as well as the mechanism for ensuring them, as their choice largely depends on their own competitiveness and the fate of Ukraine as a state governed by the rule of law. Legal competence as a set of knowledge, skills, experience is a kind of regulator of behavior, an important channel for adapting the collective assets of society in the field of law. At a time when the social requirement to know, respect and obey the law is one of the primary competencies of future professionals, the task is to turn respect for the law, the law in the personal conviction of each young member of society as a member of society. Legal education and upbringing as factors of acquiring competence should contribute to the formation of the personality of the future specialist - an active citizen who is able to join the democratic processes in Ukraine. ; На фоні акцентування соціально значущої проблеми міждисциплінарного вивчення різними галузями науки питання сутності й ефективності правової культури кожного громадянина України розглянуто проблему співвідношення понять «правова культура» і «правова компетентність» у руслі ідей і положень культурологічного та компетентнісного наукових підходів. З'ясовано шляхом системного аналізу наукових праць (соціологічних, юридичних, культурологічних, педагогічних), що правова культура має потужний аксіологічний компонент, а її дослідження базується на ідеях функціонального, якісного, комплексного, діяльнісного підходів; водночас своєї конкретизації для реалізації завдань професійної підготовки у закладах освіти потребує співвідношення і взаємозалежність теоретичних можливостей культурологічного та компетентнісного підходів. Поняття «правова компетентність» визначено як підпорядковане поняттю «правова культура» і таке, що позначає передбачений нормативними засобами освітній чинник розвитку цієї культури.

In the context of interdisciplinary study of various branches of science the issue of the essence and effectiveness of legal culture of every citizen of Ukraine considers the problem of correlation of «legal culture» and «legal competence» based on the provisions of culturological and competence scientific approaches. It was found out through a systematic analysis of scientific works (sociological, legal, cultural, pedagogical) that legal culture has a strong axiological component, and its research is based on the ideas of functional, qualitative, complex, activity approaches. At the same time, the correlation and interdependence of the theoretical possibilities of culturological and competence approaches need to be concretized in order to implement the tasks of professional training in educational institutions. The concept of «legal competence» is defined as subordinate to the concept of «legal culture» and such that denotes the educational factor provided by the normative means of development of this culture.The legal culture of future professionals is defined as an integral characteristic of all professionally important aspects of society and a particular industry, a component of the general culture of the individual, which involves awareness of legal values and norms in every area of social life and professional activity. Students must have a high level of legal culture, be aware of the law, know their rights and responsibilities, as well as the mechanism for ensuring them, as their choice largely depends on their own competitiveness and the fate of Ukraine as a state governed by the rule of law. Legal competence as a set of knowledge, skills, experience is a kind of regulator of behavior, an important channel for adapting the collective assets of society in the field of law. At a time when the social requirement to know, respect and obey the law is one of the primary competencies of future professionals, the task is to turn respect for the law, the law in the personal conviction of each young member of society as a member of society. Legal education and upbringing as factors of acquiring competence should contribute to the formation of the personality of the future specialist - an active citizen who is able to join the democratic processes in Ukraine. ; На фоні акцентування соціально значущої проблеми міждисциплінарного вивчення різними галузями науки питання сутності й ефективності правової культури кожного громадянина України розглянуто проблему співвідношення понять «правова культура» і «правова компетентність» у руслі ідей і положень культурологічного та компетентнісного наукових підходів. З'ясовано шляхом системного аналізу наукових праць (соціологічних, юридичних, культурологічних, педагогічних), що правова культура має потужний аксіологічний компонент, а її дослідження базується на ідеях функціонального, якісного, комплексного, діяльнісного підходів; водночас своєї конкретизації для реалізації завдань професійної підготовки у закладах освіти потребує співвідношення і взаємозалежність теоретичних можливостей культурологічного та компетентнісного підходів. Поняття «правова компетентність» визначено як підпорядковане поняттю «правова культура» і таке, що позначає передбачений нормативними засобами освітній чинник розвитку цієї культури.

This article is a reflection about coexistence and school politics training. In particular, it is a parallel between citizenship competences' standards document and a previous official document which has been regulated since Ministerio de Educación the topic of living together, citizenship and values teaching. Also, the complexity of school interactions and the importance to understand the citizen training are tackled, as well as components that overpass the formal curriculum and the self school. ; Este artículo es una reflexión sobre la convivencia y la incidencia de la formación política escolar. En particular, se establece un paralelo entre el documento de los estándares en competencias ciudadanas y anteriores documentos oficiales que han reglamentado, desde el Ministerio de Educación Nacional, el tema de la convivencia, la ciudadanía y la enseñanza de los valores. Además se aborda la complejidad de las interacciones escolares y la pertinencia de entender la formación ciudadana como un componente que trascienda el currículo formal y la escuela misma.

Citizen journalism is often meant as news sent by citizen to media without journalism competence (background). It's different with the public journalism which always meant by civic journalism and basically developed by professional reporter to respond the raise of public distrust to media and politics. Hard criticisms to the standard and arrogance of media encouraged media to think about function and responsibility to the society and how reporter can be responsive to the public issues. It's named by public journalism. Whereas, civic journalism redefines news values, asks objectivity and impartiality values, encourages involvement of reporter to be active in the society, and wants to practice of journalism which reflects cultural plurality. The citizen journalism encourages change to the informatics democratization. The people power collectively gets more determining the truth of widespread information. In brief, the information isn't dominated by elite community. But, citizen journalism creates the diversity of information and determines what information is needed. It's one of democracy pillar namely press rights. This paper was aimed to examine the influences of citizen journalism to the democratization of Indonesia as the impact of changing over journalism structure from authoritarian government during the New Order to more democratic government of the Reformation Era. This study proposes the correlation between democracy and individual rights existence is very high. Even, it can be concluded that individual rights which represented by citizen journalism is a key factor of democracy.

The paper presents multilingualism and multiculturalism as one of the main aims of the European Union (EU) and deals with the issue of political and cultural globalization. More and more young people describe themselves as cosmopolites. Multiculturalism is especially noticeable in the sphere of languages. Languages are fundamental for Europeans wanting to work together. They go to the very heart of the unity in diversity of the EU. It is important to nurture and to promote our linguistic heritage in the Member States but we also need to understand each other, our neighbours, our partners in the EU. Speaking many languages makes businesses and citizens more competitive and more mobile. The EU policy of official multilingualism as a deliberate tool of government is unique in the world. The EU sees the use of its citizens' languages as one of the factors which make it more transparent, more legitimate and more efficient. At the level of culture and of enhancing the quality of life, too, the EU works actively to promote the wider knowledge and use of all its official languages throughout the Union. The ability to speak foreign language and multiculturalism are inseparable parts of the EU integrations. There are certain skills and competences that a multilingual, multicultural European citizen must acquire in order to become a full‐fledged EU member. Pagrindiniai daugiakalbiškumo įgūdžiai ir kompetencijos Europos sąjungos kontekste Santrauka.Straipsnyje parodomas daugiakalbiškumas ir daugiakultūriškumas kaip vienasiš pagrindinių Europos Sąjungos tikslų bei analizuojama politinės ir kultūrinėsglobalizacijos problema. Vis daugiau jaunų žmonių save apibūdina kosmopolitais.Daugiakultūriškumas ypač pastebimas kalbų srityje. Kalbos labai svarbioseuropiečiams, norintiems bendradarbiauti. Būtent kalbos sudaro Europosvientisumo ir skirtingumo ašį. Todėl visos Europos Sąjungos (ES) šalys narėsprivalo ne tik tausoti ir plėtoti savo kalbos paveldą, bet ir stengtis suprasti vienoskitas, savo kaimynes, ES partneres. Gebėjimas ...