Atès el seu nombre i la seva finalitat, i per a aportar un instrument més a la integració dels sectors exclosos, l'Estat espanyol va regular les empreses d'inserció a través de la Llei 44/2007, de 13 de desembre. La realització d'un TFG d'educació social ens vapermetre veure si són un instrument facilitador de la transició al treball i observar que, pel fet d'implicar la metodologia de l'animació sociolaboral, són un camp d'intervenciósocioeducativa per a l'educació social, si bé existeixen certes mancances pel que fa a la contextualització del paper i les funcions de l'educador/a social. ; On account of the number and purpose of the job integration agencies, and with a view to providing an additional impetus to the integration of disadvantaged sectors of society, the Spanish government passed Law 44/2007 of 13 December to regulate these firms. Our final-year degree project in Social Educationgave us an opportunity to see if they are an effective instrument in facilitating the transition to work and to observe that, when the methodology of socio-occupational animation is applied, they constitute a field of intervention for social education, despite the absence of certain aspects of contextualization of the roleand functions of the social educator. ; Debido a su número y a su finalidad, y para aportar un instrumento más a la integración de los sectores excluidos, el Estado españolreguló las empresas de inserción a través de la Ley 44/2007, de 13 de diciembre. La realización de un TFG de educación social nospermitió ver si son un instrumento facilitador de la transición al trabajo y observar que, al aplicar la metodología de la animaciónsociolaboral, son un campo de intervención socioeducativa para la educación social, si bien existen ciertas lagunas en cuanto a lacontextualización del papel y funciones del educador/a social.
Aquest article aborda l'experiència del moviment social #YoSoy132, a partir de l'exploració del seu sorgiment en el context polític, social i mediàtic mexicà i de l'anàlisi de les seves característiques, demandes i paral·lelismes amb els nous moviments socials globals. A més, l'article problematitza el paper dels nous mitjans digitals –en particular de les xarxes socials– dins del moviment, trencant amb cinc narratives dominants en la literatura. Finalment, es realitza un balanç de l'abast i les limitacions de #YoSoy132. ; This paper looks at the experience of the social movement #YoSoy132, exploring its emergence in the political, social and media context of Mexico today, and analyzing its characteristics, demands, and similarities with the new global social movements. In addition, the paper problematizes the role of the digital media – and in particular of the social media — within the movement, breaking with five narratives that have dominated the literature. In the conclusion, the paper offers an assessment of the achievements and the limitations of #YoSoy132. ; Este artículo aborda la experiencia del movimiento social #YoSoy132, a partir de la exploración de su surgimiento en el contexto político, social y mediático mexicano y del análisis de sus características, demandas y paralelismos con los nuevos movimientos sociales globales. Además, el artículo problematiza el papel de los medios digitales –en particular de las redes sociales– dentro del movimiento, rompiendo con cinco narrativas dominantes en la literatura. Finalmente, se realiza un balance de los alcances y de las limitaciones de #YoSoy132.
L'article descriu, recapitula i valora alguns aspectes i facetes de la incorporació dels educadors socials als centres escolars, un procés limitat i incomplet en algunes comunitats autònomes, i excessivament ambiciós i ràpid en d'altres. Fa especial èmfasi en: el sentit de la presència de l'Educació Social a l'escola; la descripció d'alguns espais privilegiats per intervenció dels educadors, i els elements de desacord o les situacions pendents d'aclarir que resulten del procés d'incorporació. Unes sinergies que poden representar un risc per al desenvolupament i la promoció de la professió en l'àmbit escolar. Una cooperació que contingui la capacitat tant d'integrar i afrontar les necessitats derivades dels canvis i transformacions del context social, com de planejar un projecte educatiu i de ciutadania més compromès amb una societat democràtica i participativa. ; El artículo describe, recapitula y valora algunos aspectos y facetas de la incorporación de los educadores sociales en los centros escolares, un proceso limitado e incompleto en algunas Comunidades Autónomas, y excesivamente ambicioso y rápido en otras. Hace especial hincapié en: el sentido de la presencia de la Educación Social en la escuela; la descripción de algunos espacios privilegiados por intervención de los educadores; y los elementos de desencuentro o las situaciones pendientes de aclarar que resultan del proceso de incorporación. Unas sinergias que pueden representar un riesgo para el desarrollo y la promoción de la profesión en el ámbito escolar. Una cooperación que contenga la capacidad tanto de integrar y afrontar las necesidades derivadas de los cambios y transformaciones del contexto social, como de planear un proyecto educativo y de ciudadanía más comprometido con una sociedad democrática y participativa ; The article describes, recaps and assesses some aspects of the incorporation of social educators into schools; it has been a limited and incomplete process in some autonomous regions of Spain, and too ambitious and fast in others. It, in particular, emphasizes: the im portance and sense of the presence of social education in school; some privileged spaces for the educator's intervention; and the disagreements or situations that need to be worked out as a result of the incorporation process. Those synergies can be dangerous for the development and the promotion of social education in school. Cooperation needs to be able to integrate and to face the needs resulting from the changes in the social context; but, at the same time, it needs to project a more committed education and citizenship project in democratic and participatory society.
Education and breeding, like culture in general (cultus, colere), are, in the broadest sense, universal human phenomena inseparably linked and interactive. Anthropology, generally speaking, is a holistic science of man, his nature and culture, so its approach and findings are always current and unavoidable even for the scientific pedagogic treatment of education and its application. Because of that in this conspectus the notions "education" and "breeding" and "anthropology", as a science of man and culture, are first theoretically determined so it can both contextually and explicitly be deduced and pointed at their necessary dialectical connection and mutuality. The second, applied part of the next is about religious education (scientifically, religiologically based) as a school subject and studies in the context of democratic social and political changes in Croatia and about its relation to catechism. (SOI : PM: S. 210)
U radu ćemo predstaviti karakteristike nastave retorike kao obaveznog izbornog predmeta u devetom razredu osnovne škole u Sloveniji. Ovaj predmet predstavlja jedinstveni obrazovni element jer u drugim evropskim obrazovnim sistemima (kao ni i drugde u svetu) nisu na osnovnoškolskom nivou upoznati s nezavisnim predmetom koji bi učenike sistematski učio principima uspešnog ubeđivanja sagovornika. Nakon kratkog predstavljanja okolnosti uvođenja predmeta retorike u školski program slovenačkih osnovnih škola, predstavićemo njegove pedagoške karakteristike i ukazaćemo na neke specifičnosti njegovog praktičnog sprovođenja od 1999. godine do danas. Glavni fokus u drugom delu našeg rada biće predstavljanje rezultata projekta "Razvoj teorijskih osnova i praktičnih smernica za nastavu retorike u osnovnoj i srednjoj školi" koji se od 2018. godine realizuje u Pedagoškom institutu u Ljubljani. Prikazaćemo osnovne (sadržajne i didaktičke) pravce razvoja nove verzije nastavnog plana i programa za nastavu retorike u osnovnoj školi. Ovim nastojimo da pokažemo kako retorika, kao sastavni deo osnovnog obrazovanja, ne predstavlja dodatni balast ili teret, već da, upravo zbog svojih jedinstvenih (tj. klasičnih) karakteristika, omogućava kritički osvrt na znanje i podstiče demokratske procese u školskoj sredini, što predstavlja jedan od ključnih elemenata razvoja učeničkih kompetencija za efikasno učešće u savremenim demokratskim kulturama. ; In the paper, we shall present the characteristics of teaching rhetoric as a compulsory elective subject in the ninth grade of elementary school in Slovenia. It represents a unique education feature, since in other European educational systems (as well as elsewhere in the world) at elementary level they are not familiar with an independent subject where pupils could systematically learn the principles of successful public persuasion. After a brief presentation of the circumstances surrounding the placement of the subject of rhetoric in the Slovenian elementary school curriculum, we shall outline its pedagogical characteristics and present some particularities of its practical carrying out from 1999 to the present day. The main focus in the second part of our paper shall be the presentation of the results of the project "Developing of theoretical bases and practical guidelines for teaching rhetoric in the primary and secondary school" which has been taking part at the Educational Research Institute Slovenia from 2018. We will demonstrate the main (content and didactic) directions of developing a new version of the curriculum for teaching rhetoric in the primary school, thus trying to show that rhetoric, seen as an integral part of the elementary education, does not represent an additional ballast or burden. On the contrary, precisely because of its unique (i.e. classical) features, it enables a critical reflection of knowledge and promotes democratic processes within the school environment, which represent one of the key elements in development of student competences for effective participation in modern democratic cultures. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
This article deals with problems of poverty in Croatian society. The introductory part points out the economic and political circumstances in which the poverty of a considerable number of citizens becomes an important social problem. In the next part, concepts of absolute, relative and subjective poverty are defined. This is followed by an overview of the results of research into the extent of absolute and relative poverty in Croatian society conducted from 1998 to 2009. The results show that the rate of relative poverty basically remained the same throughout the above-mentioned period. Furthermore, it is shown that the risk factors causing citizens' poverty are the following: low level of education, unemployment, low retirement pensions, old age, and large number of children in the family. The author concludes that the Croatian government neither developed nor carried out any systematic and efficient plan of fighting poverty in Croatian society. Adapted from the source document.
The paper deals with three aspects of teaching political education: 1. problems of teaching social sciences in Croatia regarding their content, method and instruction; 2. the quality of teaching according to the ISO 9000 norm; and the study of the quality of the programme of teaching politics and economy to secondary school pupils. The methods of work chosen have made it possible to give an account of the contemporary developments in the world in the field of methodology and instruction regarding this subject. All suggested solutions and models have not simply been copied, but adapted to the existing conditions of secondary education in Croatia. The intention is to activate fresh forces with Croatian school system that will, taking into account the realities of our situation find new education paths, aware that the sole way out is the quality of learning and the complete satisfaction of pupils, parents and the society. This approach does not seek unobtainable material resources, but demands much effort and numerous changes in the policies and the work of all those directly or indirectly involved in teaching. (SOI : PM: S. 230)
Since they appeared, the studies of Science, Technology & Society (STS) have been interested in education as the key to help the citizens of tomorrow to participate in the discussions dealing with the future of technoscience. In Spain, the STS subjects became part of the secondary school programs since the educational reform. Nevertheless, the analysis of the textbooks used in Catalonia shows that a deterministic vision of science & technology - both of them thought as entities with their own logic of development, independent from social reality - coexists with a neutralistic conception, which considers technoscience as a basic tool that can be used by humanity either in a correct or an incorrect way. The student has the perception that science & technology shape the social reality, but that are somehow independent from society.
The issue of the competitive position is not only a question of growth and development, but above all, survival. On the long run, it determines the position of any country any economic entity and essentially chooses its further fate. Measured by various parameters, but special attention is drawn to the measurement of competitiveness based on the quality of the education system, the quality of staff which a country has and the state's role in creating economic policy based on competitiveness as measured by these parameters. Recognizing the growing importance of competitiveness, an analysis of competitiveness at the global level on the basis of various pillars is being introduced, and this measurement is called Global Competitivness Index. This is often the primary tool whereby states create their economic policy and identify areas that are ripe for change and improvement. What kind of economic policy a country will implemet depends on the degree of a country's competitiveness in the global market, with particular emphasis on those pillars that brought it to such a position. With strengthening of innovation, advances in information technology and the increasingly fast development at all levels of business, the education system represents an important segment which ensures competitive position of certain countries. Bosnia and Herzegovina, as a country ranked low on the competitive scale, owes its bad position inter alia to bad education system which produces low-quality staff who can not find a proper place in a very selective labour market. ; Pitanje konkurentske pozicije je ne samo pitanje rasta i razvoja, nego prije svega opstanka. To sa sobom, dugoročno posmatrano, pozicionira bilo državu bilo privredni subjekt i bitno opredjeljuje njegovu daljnu sudbinu. Mjeri se preko različitih parametara, ali posebnu pažnju privlači mjerenje konkurentnosti na osnovu kvaliteta sistema obrazovanja, kvaliteta kadrova kojim jedna država raspolaže kao i ulogom države u kreiranju ekonomske politike na osnovu konkurentnosti mjerene prema ovim parametrima. Shvatajući sve veći značaj konkurentnosti u praksu se uvodi analizu konkurentnosti na globalnom nivou preko različitih stubova, i to mjerenje naziva se Globalni indeks konurentnosti. To je često osnovni alat prema kojem države kreiraju svoju ekonomsku politiku i identifikuju područja koja su zrela za promjene i usavršavanje. Kakvu ekonomsku politiku će određena država voditi zavisi od stepena konkurentnosti zemlje na svjetskom tržištu, sa posebnim osvrtom na one stubove koji su je doveli do te pozicije. Sa jačanjem inovativnosti, napretkom u sferi informacionih tehnologija i sve bržim razvojem na svim nivoima poslovanja sistem obrazovanja, predstavlja važan segment na osnovu kojeg se ostvaruje konkurentska pozicija određene države. Bosna i Hercegovina kao zemlja koja je nisko rangirana na konkurentskoj ljestvici, svoju lošu poziciju između ostalog duguje i lošem sistemu obrazovanja, koji proizvodi nekvalitetan kadar koji ne može da nađe adekvatno mjesto na vrlo probirljivom tržištu radne snage.
The international business has been consistently represented in the world economy for more than 150 years and has been continuously increasing and strengthening all the time, making it today the most important economic and globalization factor that undoubtedly dominates the world economy. It is characterized primarily by the so-called. multinational corporations that operate through their affiliates in several countries with the main goal of maintaining and increasing their profits. They are now present practically in all countries of the world, and it is estimated that their business activities now contribute to generating the global GDP of about 75%. Such a progressive multinational business generally bases itself on highly competent management and the use of the latest and increasingly productive technologies as a materialized expression of the development of applied economic and social sciences. Within all this, regarding the world-established freedom of movement of capital and labor, national states are making increasing efforts to regulate the breakthrough and functioning of an international business in their territories in the interest of their progress.In this context, in order to regulate the operation of the international business, it has been selected to study the treatment of international business in Serbia, as a small transition country, with the results thus obtained being representative for all the countries of the present day. Consequently, the focus of these studies is the attitude of the state of Serbia and its higher education towards the emerging international business. In this paper, with the help of an adequate questionnaire and respondents from higher education institutions, the attitude of the state and higher education towards the international business is considered, where adequate breakthrough of the positive and inert suppression of the negative activity of that business is ascertained. The positive treatment of this business is reflected in the state stimulation of its attraction in order to raise the level of GDP and employment, while the negative sides refer to the insufficient protection of national economic entities, the poor protection of the available natural resources, and the insufficient study of that business in higher education system of Serbia.On this basis, the paper presents suggestions that the state of Serbia and its higher education should even more constructively treat international business in the function of its further economic prosperity. Of course, all these results are not representative for Serbia only, but practically for all other countries.
U radu se razmatraju promene koje su nastale poslednjih decenija u obrazovnoj politici Rusije, a koje se tiču razvijanja informatizacije obrazovne sredine. Prelazak na novi postsovjetski model sistema visokog obrazovanja, zasnovan na evropskim standardima, doveo je do promena u odnosu nastavnik–student, što se odnosi i na veću samostalnost u radu studenata i smanjenje angažovanja nastavnika i vremena koje je određeno za komunikaciju studenata sa nastavnicima. Značajan deo u sistemu ocenjivanja znanja sprovodi se putem testiranja. Ukazuje se na negativne posledice ovih promena koje se reflektuju na kvalitet budućih stručnjaka, s obzirom da interakciju u komunikaciji sa nastavnicima zamenjuju kompjuteri, odnosno formalno popunjavanje zadataka bez adekvatne refleksije. Uspon informatizacije obrazovne sredine u Rusiji preti značajnim nestankom celog niza profesija, kao i povećanjem broja nazaposlenih. Imajući u vidu značaj koji digitalne tehnologije imaju na razvoj ekonomije i privrede zemlјe, njenu odbrambenu sposobnost i političke procese, ukazuje se na potrebu za usklađivanjem obrazovanja sa potrebama na tržištu rada, kao i na potrebu da se obrazuju novi profili stručnjaka koji će biti sposobni da upravlјaju kompleksnom savremenom tehnikom, uređajima i robotima kako bi država sačuvala svoje pozicije na svetskom nivou. Naglašava se nedostatak interakcije i saradnje između strukovnih univerziteta sa poslodavcima i naučnim institucijama, što dovodi do smanjenja kvaliteta obrazovnih procesa, koji se najpre odnose na praktičnu osposoblјenost stručnjaka. Na osnovu analize problema u informaciono-obrazovnoj sredini koji su prikazani u ovom radu možemo da zaklјučimo da je neophodno razmotriti načine primene informaciono-komunikacione tehnologije u funkciji unapređivanja obrazovnog sistema. Naime, savremena obrazovna sredina mora da obuhvata sistem organizaciono-metodičkih, softverskih i drugih tehničkih sredstava za čuvanje, obradu i prenošenje informacija koja obezbeđuju brži pristup materijalima, među kojima je i stručna literatura. Takva sredina je pogodna za interaktivnu komunikaciju nastavnika sa studentima i time doprinosi efikasnijem učenju i pobolјšanju uvida nastavnika u samostalan rad studenta. Informaciono-obrazovna sredina se izgrađuje kao integrisani multikomponentni sistem pomoću koga se može napraviti selekcija na različitim nivoima. Razumevanje odlučujuće uloge informacija u evolucijskim procesima prirode i društva dovodi do otkrića potpuno nove, informacione slike sveta koja se značajno razlikuje od tradicionalnog tehnokratskog pristupa koji dominira u nauci. ; The work deliberates the changes that occurred in Russian educational policy in the last decades, concerning development of informatization of educational environment. Transition to the new post-soviet model of high education based on European standards led to changes in the teacherstudent relationship. These changes involve a greater independence in work for students and reduced engagement of a teacher and the amount of time intended for communication between students and teachers. A major part of knowledge assessment is performed via tests. It points to negative consequences of these changes that are reflected in the quality of future experts, as the interaction in communication with teachers is replaced by computers i.e. formal fulfilment of tasks without adequate reflection. The rise of informatization in Russian educational environment may jeopardise a significant number of professions and increase number of unemployed. Having in mind the significance of digital technologies for the development of the country's economy and industry, its defence capability and political processes, it points to the need for harmonization of education with the labour market needs as well as the necessity to educate new profiles of experts who will be capable of managing complex modern technical solutions, devices and robots so as to enable the country to preserve its global position. It stresses the lack of interaction and cooperation between vocational universities and employers and scientific institutions, which leads to decline in quality of educational processes, primarily regarding the know-how of experts. Upon analysing the problems in information-educational environment as presented in this paper, we can conclude that it is necessary to look into the ways of implementing the information and communications technologies for the sake of improving the educational system. Namely, modern educational environment has to include the system of organizational and methodical, software and other technical methods for storing, processing and transmitting the information which provide faster approach to resources, professional literature included. Such environment is suitable for interactive communication between teachers and students and contributes to a more efficient learning and a better teacher's insight into the student's independent work. Information-educational environment needs to be formed as an integrated multicomponent system, acting as a means for making selection at different levels. Comprehension of decisive role of information in evolution processes of the nature and society leads to discovery of a completely new, informational concept of the world, which differs a great deal from the traditional technocratic approach prevailing in science. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
The paper presents an analysis of the importance of some of thedeterminants of youth electoral absenteeism, which are in the focusof the predominant explanatory models of electoral participation –socio-demographic, party identification and cognitive model. Therelevance of numerous socio-demographic characteristics, partyidentification, political cynicism, political interest, and political knowledgeas predictors of youth electoral absenteeism were analyzed. Thisresearch was conducted on a sample of 788 fourth grade secondaryschool students attending 25 secondary schools in Belgrade. Theresults indicated that party identification, political interest, organizationalmembership and mother's level of education were significant predictorsof electoral absenteeism. For young persons without party identificationthe odds of non-voting were 3.6 times higher than the non-voting oddsof their counterparts but with party identification. The odds of electoralabsenteeism increased with the decreasing level of political interestor organizational membership as well as with the increasing level ofmother's level of education. The obtained results were discussed in thecontext of the proposed explanatory model of electoral participation aswell as some previous research findings. ; U radu se analizira znac
