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Strategies for the Adoption of Open Textbooks: The Latin American Open Textbooks Initiative

Press. 12. Vilaythong, K. and Calvo, R. (2009). WriteProc: A Framework for Exploring Collaborative Writing Processes. In Proceedings of the 14th Australasian Document Computing Symposium, Sydney, Australia. Acknowledgement The authors of this paper recognize the sponsorship of the European Union through the LATIn Project (DCI-ALA/19.09.01/11/21526/279-155/ALFA III(2011)-52) Funded by the ALFA Program, an initiative of EuropeAid.

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Aesthetic Literacy: Observable Phenomena And Pedagogical Applications For Mobile Lifelong Learning (MLLL)

Obvious Theory. In Challenging the ‘European Area of Lifelong Learning’, (pp. 109-119). Springer Netherlands. 50. Tuschling, A. and Engemann, C. (2006). From education to lifelong learning: The emerging regime of learning in the European Union. In Educational philosophy and theory, 38(4), (pp. 451-469). 51. Verpoorten, D.; Westera, W. and Specht, M. (2012). Using reflection triggers while learning in an online course. In British Journal of Educational Technology, 43(6), (pp. 1030-1040). 52. Webster, L. and Mertova, P. (2007). Using narrative

Open access
Teleconference in Support of Autonomous Learning

(IJVPLE), 2 (4), 1-11. 26. Fotiadou, A., Angelaki, C., & Mavroidis, I. (2017). Learner Autonomy as a Factor of the Learning Process in Distance Education. European Journal of Open, Distance and E-learning, 20 (1), 95-110. 27. Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19 (3), 133-148. 28. Giannakoudakis, Z., & Giossos, G. (2017). Differences between Regular and Distance Education in a Teacher’s Training Program. European

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The Development of Distance Education Systems in Turkey, the Russian Federation and Saudi Arabia

-refor-der-hochschul-und-wissenschaftslandschaft-in-der-russischen-foerderation.html 5. Bozkurt, A., Genc Kumtepe, E., Kumtepe, A., Erem Aydin, I., Bozkaya, M., & Aydin, C. H. (2015). Research trends in Turkish distance education: A content analysis of dissertations, 1986-2014. European Journal of Open, Distance and E-Learning, 18 (2), 1–21. Retrieved from http://www.eurodl.org/materials/contrib/2015/Bozkurt_et_al.pdf 6. Collis, B., & Moonen, J. (2001). Flexible learning in a digital world. London: Kogan Page. 7. Daniel, J. S. (1998). Mega-universities and knowledge media: Technology strategies for higher education. London: Kogan

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Education for Entrepreneurship – A Challenge for School Practice

References Blaumeiser, H. (1996). Interpretative Methoden. In H. Hierdeis & T. Hug, Taschenbuch der Pädagogik (616-633). Baltmannsweiler: Schneider-Verlag Hohengehren. European Commission. Entrepreneurship in education. Retrieved from http://ec.europa.eu/education/policy/strategic-framework/entrepreneurship_en European Commission/EACEA/Eurydice. (2016). Entrepreneurship Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union. European Council. (2015

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Polish Education After the EU Accession

Abstract

The aim of the paper is to present changes undergone by the Polish education system after the accession to the European Union. In the article the changes are collated together with the main and distinctive trends which had existed in Europe before the accession and the ones that were introduced subsequently. The article shows that the tendency to unify the member states’ education systems is non-existent in the European Union. It also points out that the importance attached to education by the EU member states has not been as considerable as the importance given to economy. The paper is divided into two main parts. The main objective of the first part is to describe the decision-making process in the member states (as far as the common education policy is concerned) and its result, which was the report stating that education was considered to be a peculiar area of social politics and as such required separate arrangements and decisions. Therefore, there are neither specific procedures nor integration requirements for the associated and associating countries. However, as far as Poland is concerned, during the accession process the country was obliged to meet the expected standards, in particular the standards in the reform of the education structure and curriculum. The second part of the paper comprises the analysis of Polish activity in the following fields:

–– lowering the age of the compulsory education commencement,

–– reforming the structure of the education system and curriculum,

–– practising teaching profession.

The article further elaborates at length on the significant factor in the process of democratization of education, which is parents’ involvement in the functioning of a school.

Open access
The Lifelong Learning in the Field of Employment Policy in Slovakia

References BAREŠOVÁ, A. E-elarning ve vzdělávaní dospělých. Praha: VOX, 2011. BENEŠ, M. Andragogika. Praha: Grada, 2008. Classification of Learning Active - Manual [online]. Luxembourg: Office for Official Publications of the European Communities, 2006 [viewed 30 July 2014]. Available from: http://epp.eurostat.ec.europa.eu/portal/page/portal/product_details/publication?p _product_code=KS-BF-06-002. Memorandum o celoživotnom vzdelávaní sa. Pracovný materiál Európskej komisie [online]. 2000 [viewed 10 August 2014]. Available from

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Student Motivation in the 21st Century – Slovak Experience

Abstract

One of the five primary objectives of the European Union within the framework of Europe 2020 is to increase the proportion of the tertiary educated population. The research task titled “The motivation of the student in the 21st century” is intended to address the factors that have both an impact on the decision of students to pursue higher studies and affect the choice of a specific field of study and a preferred form of study. The stimulus to the exploration was sparked by the mentioned EU initiative, interesting statistical data, the growing number of students studying in the external form compared to the daily option, and an increase of students from abroad. Therefore, it is necessary to identify the causes of these trends. Motivation of students is not researched in a systematic way in Slovakia, even though it is an important factor in a student’s decisionmaking process to study. Information was obtained by a questionnaire distributed to 105 students, evaluated using SPSS software and application of descriptive statistics.

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Developing Students’ Language Competence and Essential 21st Century Skills for Future Employability: The Case of Latvia and Lithuania

Breadth of Skills. Skills for a Changing World . Brookings: Centre for Universal Education. Cedefop. (2016). Future Skill Needs in Europe: Critical Labour Force Trends . Cedefop research paper; No.59 . Luxembourg: Publications Office. Cedefop. (2018). Insights into Skill Shortages and Skill Mismatch: Learning from Cedefop’s European Skills and Jobs Survey . Cedefop reference series 106. Luxembourg: Publications Office of the European Union. Retrieved from http://www.cedefop.europa.eu/en/publications-and-resources/publications/3075 Chu, S. K. W

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Coping with Adversity in the Lives of Children in Foster Care

References Act No. 305/2005 on Social and Legal Protection of Children and Social Curatorship. Act No. 36/2005 on Family and on Amendment of Some Other Acts. Better Care Network. (2013). Transforming services for children without parents: A decade of EU Daphne projects in collaboration with the WHO Regional Office for Europe. Retrieved from http://www.bettercarenetwork.org/library/the-continuum-of-care/residentialcare/united-kingdom-a-decade-of-european-union-eu-daphne-projects-incollaboration-with-the-world-health . Cimprichová Gežová

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