International Journal for Education, Research and Trainning
International Journal for Education, Research and Training is an international peer-reviewed scientific journal published by the Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje. It aims to contribute to the development of academic and professional debates in the field of education and training at local, national, regional, and international levels. The Journal encompasses topics related to educational theory and practice, teaching and learning processes, curriculum development, assessment and evaluation, teacher education and professional development, vocational education and training, lifelong learning, educational management and leadership, digital education, inclusive education, and interdisciplinary research in education.
University “Ss. Cyril and Methodius” in Skopje, Faculty of Philosophy – Institute of Pedagogy, Republic of Macedonia.
Grading represents a series of procedures used to obtain information about student learning and education (observations, ratings of project realization, tests on paper and forming valuable judgements about the progress of learning). There are many different approaches and ways to grade students with disabilities in inclusive settings. These different philosophies often come into conflict with one another and the assessment of a student’s progress becomes a tense and stressful process for everyone that are involved. For students with disability educators, a fair and acceptable system of grading must be established before the grading happens. Above all, the grading system must be in accordance with the best practices, legal guidelines and the individual needs of the students who participate in the inclusive setting. Through joint efforts from the members of the IEP team, they should advance to identify important issues and strategies for evaluation and grading. The ratio of teachers towards the education of students with special needs is a deciding factor in increasing the inclusiveness of the school. Successful inclusion of the students with special educational needs in regular education depends largely on the availability of resources in the classroom and the way they are distributed by the teachers, also taking into account students without disabilities. The available time for teaching, knowledge, skills and working methods of the teacher also represents an important prerequisite for a successful inclusive process.
THE USE OF INTERNET IN THE LEARNING PROCESS
Although the main motive of using the Internet, especially Web 2.0 tools, is to exchange entertainment content, survey results showed that young people between 15 and 24 years are of the opinion that the use of Internet is possible in the learning process. The survey objectives were to register the content, purpose and the extent of Internet possibilities among young people and to determine their attitude regarding its potential use in the learning process according to their age. The hypotheses of this study were that the effective application of ICT in the learning process in certain areas correlated with successful learning outcomes. We assumed that the application of the Internet`s content varies in relation to age. The survey covered 173 students of different ages. The prevailing use of the Internet is for entertainment. Only 50% of students aged 15 to 19 uses the Internet with the aim of learning, while the older group, for the learning process and to stay informed. Even 78% of first year students use the Internet in the learning process, while 80% of fourth year students. Only three persons have written their own blog. Also, 94% of the oldest age group are members of internet forums whereas only 6 of youngest group visit them. Chat rooms are used for dating and socializing. These results emphasize the importance of monitoring the use of the Internet among young people and the introduction of the popular Internet space in education and provide a basis for further similar studies.
Copyright (c) 2018 Bojana Perić Prkosovački, Snežana Šćepanović
CONTENT OF AESTHETIC EDUCATION IN PRIMARY SCHOOL
Aesthetic education is an integral part and necessary condition for the versatile and harmonious development of personality.Through it methodically and systematically are being developed the skills for: observation, experience evaluation and creation of beauty in art, nature, life and work. Each person at birth receives a certain disposition, whose development depends on a number of external factors (education, work, family, preschools, school, etc.).Contents for aesthetic education are all around us and are best understood and adopted in primary school. Modern school emphasizes the importance of proper development of aesthetic and creative abilities of students in all ages and levels of education adopting the curriculum, means of visual communication and enrichment of the daily lives of students with cultural events and arts, in which actively and creative, participate. School as an educational institution operates in the esthetic upbringing of many aspects : curricular and extracurricular activities , visits and meetings , exhibitions, publishing, film , theater and musical productions . Curricula for aesthetic education are located in all subjects who regularly are represented in the teaching process and further develop the aesthetic education and its important benchmarks.
Copyright (c) 2018 Sabit Vejseli, Emil Sulejmani
SOURCES OF STRESS AND MOTIVATION FOR WORKING STUDENTS
Previous theoretical and empirical achievements in the field of educational psychology indicate that most research and studies are directed towards students, while there is a lack of research on the teacher's role and status in the educational process. If we regard teaching as an interactive process in which the leading actors are the teachers and the students, we must not disregard the impact of the ones on the others. It should be particularly highlighted that the teacher’s behaviour has an effect on: the student’s security, the level of anxiety, the value system, the mood, the adaptation and inadaptation, the academic success, the emotional balance as well as other types of behaviour. This research opens perspectives to many questions concerning teachers’ professional development and the characteristics they need to posses in order to fulfill their professional role successfully. The previous theoretical and empirical achievements in the field of educational psychology show that most reseach focuses on the students in the teaching process, thus neglecting the role of the teacher and their status in the educational process.
Copyright (c) 2018 Frosina Denkova Zafirovska, Sofija Georgievska
HOW TO MOVE TOWARDS ENQA MEMBERSHIP?-MACEDONIAN QUALITY ASSURANCE AGENCY AGAINST ENQA EUROPEAN STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN HIGHER EDUCATION
Massification of higher education (HE), the entrance of new Public Management agenda and internationalization and globalization of HE prompts an increased pressure for accountability and the need for intensified quality control (Van Vught and Westerheijden 1994, Woodhouse and Stella 2006, Hopbach, 2012). In the context of expanded (state and private) higher education providers, the national quality assurance (QA) bodies, policies and practices are expected to play an important role in safeguarding the HE quality. This paper assesses the conformity of policies and practices of the Macedonian Higher Education Accreditation and Evaluation Board (HEAEB) with the European Standards and Guidelines (ESG) for Quality Assurance (QA) on external QA Agencies released in 2005 by the European Association for Quality Assurance in Higher Education (ENQA). Discussing HEAEB progress against ENQA membership criteria linked to its official status, activities, use of external procedures for QA, resources, mission, its independence and accountability procedures, it answers the question how close HEAEB is to achieve full membership. The multivariate analysis showed partial compliance at five and non-compliance at three of the total of eight ENQA standards, suggesting significant discrepancy between tasks prescribed under the HE Law and the HEAEB practices. HEAEB has not assumed yet the role for performing external evaluation of HEI, whereas ex-ante, paper–based and input oriented accreditation of higher education institutions and study programs proved to be ineffective. The research findings suggest lack of internal transparency and accountability procedures, no legal entity status and unfavorable situation with human and financial resources. This puts in question the operational independence of HEAEB and its efficiency. The paper provides recommendations for improved HEAEB effectiveness and achievement of full compliance.
European standards and guidelines for QA
THE NEED FOR MARITAL EDUCATION IN MACEDONIA
In the past decades, the way marriage, marital life and intimate relationships function have considerably changed. Couples often choose to live in a non-marital community, delaying marriage and childbearing, and an increasing number of marriages are ending in divorce. Also, many relationships and marriages do not meet the needs and expectations of partners and tend to end up unhappylye. Numerous personal and social consequences arise from stress in relationships, conflicts, dissatisfaction, and divorce and they influence partners, their children and ultimately the whole family and society on multiple levels. Hence, the growing interest of researchers on topics related to marriage, divorce and intimate relationships and on the way to prevent the abovementioned consequences. In order to preserve relationships and marriages, partners need to learn how to be happy in that community, and the challengesto raise healthy and happy children. A possible strategy could be premarital and/or marital education, which as educational programs are increasingly introduced worldwide. The purpose of this paper is to explore the advantages of this kind of education and to consider possibilities for its introduction in the Republic of Macedonia.
EDUCATIONAL PROFESSIONALISM IN THE ITALIAN DOUBLE-TRACK LEARNING AND TRAINING ACADEMIC SYSTEM
The educational professionalism has to deal with the complexity of contemporary society, which requires a multidimensional approach to individual and collective needs. The dichotomy between social and health education, implied by the current double-track learning and training academic system, shows its limits in the introduction of a disparity in social acknowledgment - mainly due to a lack in legislation, that qualifies as “enabling degree” only the one related to health professions - which is likely to reduce the guarantees of citizenship rights, besides going on weakening the educational professionalism itself. An integrated model of lifelong learning comes out as a strategy in seeking a convergence between the two profiles, placing them in an organic project aimed to create generative connections between theoretical and experiential knowledge, transversal and specific, pedagogical and organizational skills, through which strengthen the value of educational social work.
Copyright (c) 2018 SettingsFrancesca Oggionni
THE IMPACT OF THE GLOBALIZATION AS A PHENOMENON IN FOREIGN LANGUAGE TEACHING
The globalization as a world process undoubtedly infiltrates all social categories and disciplines of life. This phenomenon affects each individual in a world that is constantly shrinking and affects one’s intimate existence within the communication, economy, health, medicine, everyday learning and more. It is a challenge especially for academic and teaching educational process as a whole. The word globe as a term etymologically comes from English language in the 15th century, which as a communication tool has emerged as a primary one in the information and technological processes in the 21st century. The globalization as a sociollogical element in a contemporary global society serves for expressing ideas, thoughts, emotions and value systems and its impact on teaching and pedagogy would be demonstrated by successful practice examples in teaching. We are going to talk about two contemporary methods in teaching English - Blended Learning and CLIL, and multiculturalism as well which are continually integrating the English language with other subjects areas and disciplines with the help of the information technology tools. The attention will be drawn to the growing spread of the introduction of standards and criteria in normative educational formal documents in English speaking countries such as CEFR, ELP, EU Framework of Key Competences, National Framework of Competences and other. The conclusion particularly in terms of the language teaching and realisation of the goals of educational language programs treats the language as a world language – lingua franca which surpasses the geographical areas and changes the local contexts, but also exists as an identification and peoples identity and culture.
EARLY GRADE READING FLUENCY AND COMPREHENSION IN MACEDONIA
Assessments of student learning in early grades, with instruments such as the Early Grade Reading Assessment (EGRA), offer an opportunity to determine whether early grade students are developing the fundamental skills upon which all other literacy skills build, and, if not, where efforts might be best directed. This is vital information for improving the quality of education, as the lack of quality assessment data in Macedonia, particularly after the introduction of several educational reforms, made it difficult to provide a clear overview of the current status of early grade student reading performance. The Foundation for Education and Cultural Initiatives “Step by Step” - Macedonia through the USAID Readers are Leaders Project, implemented in partnership with the education intuitions conducted nation-wide assessment in May 2016 with EGRA instrument of around 8,000 students at the end of Grade 2 and Grade 3 from 335 primary schools in Macedonian, Albanian and Turkish language of instruction. The results show that even students at the end of third grade do not have developed reading fluency, which directly affects their reading comprehension skills. Some of the examined environment factors show that education of parents, reading skills before starting school, availability of books at home and borrowing books from the library are predictors of better reading fluency and comprehension at school. The application of EGRA demonstrated that early grade assessments provide critically important information for opening a policy dialogue in order to inform education stakeholders of the current status of students’ performance, to review education programs and policy in the country and to raise awareness about the importance of reading in the early grades for all future learning.
Copyright (c) 2017 Viktorija Dimitrovska
Globalization in the field of education is associated with the impact of global tendencies on national educational strategies and policies. Since the beginning of the 21st century, these have been the "philosophy" and the tendencies for lifelong learning and life-wide learning, which require the development of international and national strategies and measures to engage adults in educational activities and to expand the market of educational services. The organization and implementation of these services, the management of the adult education system and of the adult training process is a task for specific educational managers – adult education managers. This report examines the specifics of the activities and the tasks of adult education managers (at different levels of management), the qualities and the competencies they need in order to cope successfully with their responsibilities as well as their university training. The requirements for adult education managers’ education/training and status in the USA and New Zealand are presented.
IMPLEMENTATION OF E-LEARNING IN TEACHING
Today more and more we talk about a new form of knowledge transfer and learning based on the application of new modern information and communication technologies (ICT). New forms of knowledge transfer and learning using new modern information and communication technologies is e-learning. E-learning requires the rapid growth of knowledge and always changing plans and programs which are dependent on new innovative methods. This new vision of learning can be modernized educational process and teaching itself. The paper gives an overview of the conceptual definition of e-learning as well as its implementation in the process of instruction. A particular emphasis is given to the advantages of e-learning compared to traditional education in our country and the neighboring countries.
Copyright (c) 2017 Lazar Stošić, Samson O Fadiya, Zafer Ağdelen
ARE SELF-ORGANIZED COMMUNITES A LEARNING SITE? (A case study of informal learning and social action in Maribor, Slovenia)
Article deals with participatory democracy as an informal experience-based learning process in communities. It investigates the mutual community learning that takes place through collaborative public action and elaborates the insights into the processes of social learning in self-organized district communities’ assemblies in the second largest Slovenian city, Maribor. Research, conducted in 2015 and 2016, is based on observations of democratic participatory practices in different communities, 12 interviews with participants of self-organized community assemblies and a focus group with self-organized community assemblies’ member. Following the Schugurensky’s research (2013), where he developed methodology for informal learning that occur in the public deliberation and community direct decision-making process, in our research we tried to reveal participant’s personal biography on civic and political engagement and reasons to join self-organized communities, participant’s positive and negative experiences with it and democratic and political learning. The ‘learning outcomes’ were measured through a series of indicators considering knowledge, values, skills and practices and by 5-point Likert scale. Comparison with related scientific work, especially with Schugurensky pioneer study on informal learning through participatory budgeting by assemblies in Brazil, Argentina and Uruguay (Schugurensky 2013; 2001; 2000; Schugurensky & Pinnington 2010), is made. Results show a strong emphasis on the collective nature of learning, the production of knowledge from below and ‘learning democracy by doing it’. Self-organized community assemblies create epistemic communities where new knowledge is produced, shared and communicated, and where several social learning strategies are generated.
Copyright (c) 2017 Sabina Jelenc Krašovec, Marta Gregorčič
TASKS OF HIGER EDUCATION IN A MODERN GLOBAL SOCIETY
This paper outlines some specific issues related to the task of Higher education for the future. Research and teaching, the traditional mission of the university, are still central goals. Nowadays equity and inclusion are expected instead of elitarian access, and that implies successful learning for all, for disantvantaged groups too. Among the other tasks, the University has to create the conditions for developing ethos and social responsibility in the learning life of the students. Democracy of staff in the academic community, students participation, and active learning are to be encouraged. Criteria for Quality Assurance are to be developed, overcoming superficial standards and rankings in direction to indicators of community life and empowement of students (a Higher Education Development Index). In order to perform this tasks in the global scenario Universities need to keep their autonomy and to increase the awareness of their responsibility in giving their specific contribution for culture and society. The Internationalisation of Higher Education at Global Level (cooperation, networking, exchange of best practices, mobility, mutual recognition of outcomes) are costitutive parts of the University life. This article underlines the importance and contribution of Tertiary Level Educational Institutions to overall objectives in the fields of science, teaching, democracy, equity, internationalisation and human rights.
DETERMINING THE NEEDS OF EDUCATION AND ENVIRONMENTAL PROTECTION
The frequent occurrence of natural disasters with devastating consequences, pollution of all environmental media, outdated industry, uncontrolled traffic, military actions, the use of depleted uranium and other devastating actions show the need for education and environmental protection. The educational process is the basic environment in which this needs to be realized. The paper aims to analyze the role of the subject programs that reach content through education and training for the disciplines related to the environment. It is particularly pronounced comprehensiveness of those syllabuses of primary compulsory education and the results of graduated students of higher education. Research and collection of the required materials are done through the proper methodology that includes conducting a survey of a student population.
Copyright (c) 2017 Marina Malish-Sazdovska
BIOETHICS EDUCATION: INTEGRATIVE SENSE AND BIOETHICAL SENSIBILITY
When reflected upon, the rapid advancements of bio-medicine, natural sciences and technology are associated with an awareness about the implications of their progress and the possible dangers they carry. А much needed multidisciplinary, pluri-perspective approach of multi-dimensional thinking flourishes in the efforts of integrative bioethics, a self-reflective discipline which serves as an orientation background, offering an integration of perspectives. Bioethical sensibility is a life-long developing ability to be aware of the importance of life, the living (bios), and to acknowledge and tackle issues of bioethics. Bioethics education, although it is still in a somewhat confused state, in a stricter sense focuses on providing appropriate profiles and members of bio-medical professions, science, industry and law with key concepts and references, preparing them for the problems they are going to be facing in dealing with matters of life, and in a broader, more metaphysical sense, continuously encourages bioethical sensibility, in order to build morally excellent characters, deeply concerned about the state of forms and problems of life, not just in individual professional settings, but on all levels connected with the living, the care for otherness, and the planning of a safe and prosperous future. The text examines the points of integrative bioethics and the importance of the nurturing of bioethical sensibility through a comprehensive bioethics education; combines Potter’s idea of bioethics as a bridge to the future with Vuk-Pavlović’s idea of education as actualised (in the) future; shows how character education is fundamental in shaping and developing sensibility for the living; and briefly examines Jahr’s bio-centric approach in bioethics education.
THE VOICE OF EXTENDED PROFESSIONALS – LEARNNG COMMUNITY MEMBERS
This paper focuses on the development of teacher professionality in Macedonia. It arises from a FECI ‘Step by Step’ Macedonia initiative to develop school-based ‘learning communities’ in which all parties (teachers, students and school management) have an equal voice, trust one another, share a common vision and rely on personal agency for creating a positive change in the school. The learning communities is a component of the USAID ‘Readers are Leaders’ Project aiming to increase early-grade students’ literacy and numeracy capacities. These activities draw on earlier work within the International Teacher Leadership initiative (Frost, 2011). A survey was sent to learning communities members (341) to respond to 12 themes which correspond to aspects of professional identity. The survey, developed by Education International and Leadership for Learning (Cambridge Network), consists of 20 pairs of statements, first statement asking participants to respond in relation to the actual state (what is), while the other asking them to respond about the desired state (what should be). This paper focuses on three of the twelve themes most related to areas of professional identity that have appeared in the open-ended portion of the survey: teachers’ influence in policy and practice; choice and judgement in matters of pedagogy and school evaluation/inspection. The data gives insight into teachers’ opinions about their current status, level of freedom and new education reform as an implied commentary of their professional identity. The discussion focuses on the learning communities initiative’s potential to scaffold a lifelong learning culture among teachers based on extended professionalism and personal agency.
GENDER INFORMAL EDUCATION IN CONTEMPORARY ITALIAN CONTEST
In the pedagogical field, the need for helping young generations in the composition of their gender subjectivity has been highlighted. The main aim is to provide them useful means to deconstruct heteronimy and dependence conditions and to stimulate the identification and development of the various differences gender can take on. The intentionality of educational projects nevertheless remains far from the educational processes which inform gender learning and lie in educational experiences defined by pedagogical research as informal and widespread. Within this frame, research meant to collect and examine different gender formation stories of some young women; we investigated the traces and peculiarities of informal educational experiences composing the aforementioned stories and studied the attributions of meaning which these young women refer to their experiences. The recurrences identified in the collected material allowed us to detect some possible traces of informal and diffuse upbringing by means of the gender disadvantage and to investigate (informal) didactics and contents. Echoes of this disadvantage were also found in the modalities by which the young women thought and shaped their experience and in the way the conceived their gender construct. The pragmatic orientation which informed the research and motivated the attention for contemporaneity and the young women living it, characterizes the obtained results as a possible functionality which makes this study a contribution to the knowledge and understanding of gender construction stories and a possible preparatory basis for the definition of dedicated educational projects.
Purposefulness is the basic determinant of human activities and the prerequisite for any successful result. It enables raising awareness, and any conscious action. The awareness, amongst others, implies recognition and successful rational activity based thereupon. Analysis of numerous sources suggest that many pedagogues, teachers in particular, generally have no teleological competences, which negatively affects the successful realization of school curricula and the general efficiency of school systems, as well as the epistemology of pedagogy. This assertion has been the light motive for theoretical consideration of teleological competences, considered as one of the basic educational competences of teachers. The paper considers teleological competencies’ determinants, perceived as general intellectual competence, and its purpose in teacher’s pedagogical activities. Through the concrete examples based on pedagogical theory and praxis, the thesis on inadequate teleological competence of teachers, is argued. Pursuant to the analyses of relevant pedagogical and lexicographical sources, including and providing practical examples, both theoretic and colloquial conceptual confusion, is settled. The conclusion highlights the need to insert into the pedagogical modules curricula at teacher-training faculties, contents and activities that would train students for teleological competencies.
NOVODIDACTICS ACCORDING TO THE INTERDISCIPLINARY CONTEXTS
In this article the authors describe the methodologically different modalities of new psycho-didactic direction of novodidactics, they show its connection with different modern sciences. Novodidactics as a scientific discipline can detect developing resource in the educational process of formation of tolerance of young people in a multicultural society , as well as in the areas of cognition , not directly related to learning - semiotics , synergetics , acseologics theory of meanings. Upon to the opinion of the authors, the development is the condition of human life and the lags in development affects on the quality of life negatively. If we take the development as the global aim of education and education in general, in accordance with this we are to interpret basic didactic concepts. We can understand the specifics of such interpretation only by having overstepped the bounds of traditional monistic methodology, going to the level of interdisciplinary understanding of the problem. Authors describe different aspects of interdisciplinary , analyze the fields of participation in didactic knowledge: didactic in the context of mathematics, physics, didactic in the context of the human physiology, didactic in the context of psychology, didactic in the context of logic, didactic in the context of ethics, didactic in the context of aesthetics, didactic in the context of sociology, didactic in the context of anthropology, didactic in the context of philosophy.
Copyright (c) 2017 Irina Abakumova, Pavel Ermakov, Vladimir Fomenko
PEDAGOGICAL SUPERVISON: A PROFESSIONAL TOOL FOR GUARANTEEING THE QUALITY OF SOCIAL WORK
Pedagogical supervision is a meta-reflective tool that activates analytical processes in relation to educational practices by focusing on intentionality and planning. It is an indispensable resource for conducting educational work with teams, maintaining the quality of services and continuously re-designing interventions. It is a lifelong learning tool that stimulates social educators to think critically about their identity, role and professionalism, enabling them to conceptualize knowledge acquired in the field and to formulate connections between theories and intervention strategies.
INTERCULTURAL EDUCATION FOR INTEGRATED EDUCATION SYSTEM
This paper is a brief description of the current developments in the educational system in the country and the need reform it. In terms of inter-ethnic relations in education, more prominent is the need for its interethnic integration. One of the ways to save and overcome the misunderstandings, and the integration of this system is seen precisely in the intercultural education that acknowledges and respects diversity and supports diversity or diversity in all areas of human life. That kind of education makes the students sensitive to the idea that people have naturally developed a different way of life, customs, traditions, values and worldview. The intercultural education tends to overcome the passive coexistence and to create a developed and sustainable way of living in a multicultural society as ours. This kind of upbringing and education should build individuals with intercultural competences who are capable of living and working in a multicultural environment. Hence, by analysing the advantages, principles, objectives and principles of intercultural education we will point out its necessity and a suitable way for introducing it into the curriculum, with the aim of improving and integrating the inter-ethnicity in the educational system, where it is most necessary and would give productive results in terms of building a healthy, stable and prosperous society
THE TEACHER AS A STUDENTS’ OVERLOAD FACTOR
The requirements posed to the teachers regarding their competence, professionalism and dedication, are bigger and bigger day by day, same as their responsibility. The teachers are especially responsible for the teaching process and for creating conditions where the students will know what they learn and the teachers what they teach. This means the teaching process should acquire interpersonal characteristics, thus avoiding the situation this process to be just a means for simple accumulation of facts. The role of the teacher in the educational process is of a first-rate importance, above all because of the specific function the teacher has in this process. In this respect, the issue as to whether and how much the students will be burdened in the educational process, in a great deal depends on the teacher’s work. In his/her work with the students, the teacher, in didactic and pedagogical sense, can considerably influence the students’ burden, either by increasing the tasks posed to the students thereby increasing the amount of work they should do and the time necessary for that, or vice versa – by reducing the tasks thereby reducing the students’ burden to a level below the optimal limit. So, the teacher is the one who may shorten or expand the material presented to the students and this way he/she can be or not be a factor causing students’ overload.
Copyright (c) 2017 Ankica Antovska, Borche Kostov
INTERACTIVE METHODS AS A RESOURCE OF EDUCATION GLOBALIZATION IN HIGHER EDUCATION
With the development of a "global society," one of the main objectives becomes the creation of a single educational space that unites different educational systems on common standards. In this case the requirements to education, aimed at the development of cognitive and communicative abilities and skills of collaborative work on projects, increase. Interactive learning that develops the ability of collaborative solution of various problems, ability to solve problems and tasks distributed among people, meets these requirements. As part of education modernization, the introduction of academic mobility expands the scope of inter-university cooperation, and in this way the use of interactive methods becomes one of the conditions for achieving the goals of education globalization. The concepts of "education globalization", "interactive methods" reflect the recognition that scientific knowledge and specialized unique skills become the main source and key factor in economic development. Psychology and pedagogy has long been studying interactive learning in education, quite often it is understood as aimed at making of: person of "global society", "innovative individual", formation of a person with high "innovative potential", having "innovative consciousness", "innovative culture". The author uses three educational models identified in literature, corresponding to the three types of cultures, in order to prove the importance of interactive learning in the development of innovative subject of modern education - educational groups. Theoretical analysis of the studies allowed to form a collaborative activity model that underlies the interactive learning. In accordance with the developed concept, the author identifies four functional roles: generation, sense transfer, selection and implementation, through which the interaction and collaborative thinking activity are carried out in educational groups. The author presents the results of a study in which there were formed different types of groups, implementing collaborative thinking activity, and there were also identified psychological models of effective and critical collaborative thinking activity.
Copyright (c) 2017 Alla Belousova, Denis Dautov
70 YEARS OF STUDY OF PEDAGOGY IN MACEDONIA: Educational Foundation In Continuous Development
The paper presents an analysis of the developmental path of the study of pedagogy in Macedonia since its establishment within the Faculty of Philosophy in Skopje immediately after the end of World War II. It is structured in three thematic sections that elaborate roots, development and prospects of the study of pedagogy. At the beginning the characteristics of the different stages of the 70-year development are identified, which is followed by an overview of the developmental changes regarding several aspects: name of the Institute of Pedagogy, organization of the study, programs, students and teaching and scientific staff. At the end, the author highlights ideas and dilemmas that are considered essential for the future development of the study of pedagogy in Macedonia, but also in a global context.
Copyright (c) 2016 Suzana Miovska-Spaseva
PROFESSIONAL DEVELOPMENT OF EDUCATORS-IMPORTANT CONDITION FOR IMPROVING EDUCATIONAL WORK WITH CHILDREN WHO HAVE DISABILITIES
Education system, globally, is one of the most important part in any successfully developed society in the world. In terms of reform of the educational system, role, position and function of educators in preschool organizations is changing. In order to respond to new requirements posed by preschool organization and society in terms of globalization, it is necessary to continuously improve professionally. In this paper we will pay attention precisely on the professional development of educators in the field of promotion the inclusiveness of preschool organizations. The author emphasizes the need for planning and system support of educators on effective implementation of the inclusive programs in the system of preschool education and education through the concept of accredited programs in the program catalog for professional development of employees in education in Serbia. There are some flaws in the system of professional development of educators in the area of inclusive education, and guidance and recommendations to overcome them are offered in this paper.
TEACHERS FOR TEACHERS, ABOUT SOME EXPERIENCES IN THE PEDAGOGICAL VIEWS ON EVALUATION, SELF-EVALUATION AND PROVIDING QUALITY IN THE EDUCATION AND TEACHING
Following the tendency of globalization, and having the intention of approaching the developmental level of the highly developed countries, Macedonia takes great strides in education. One of these steps is the production of effective teachers able to implement effective teaching, and its products - creative, initiative, and able young people will be actively involved in the community taking courageous steps towards change. The effectiveness of these steps, among other things, is determined by the teachers themselves. Namely, teachers as facilitators of the teaching process and one of the direct participants are a key factor for the success and sustainability of the strategy and objectives of the national education policy. For these reasons, our objective was to investigate the attitudes and opinions of teachers regarding the evaluation of their work. The research results showed that teachers have a positive attitude towards the need and importance of continuous monitoring and evaluation of their work in order to provide feedback on it and further improvement. Research has shown that teachers have concrete proposals for improving the system of evaluation of their work, and one of them refers to linking evaluation to teachers’ career advancement or career development.
Copyright (c) 2016 SettingsSnezana Mirascieva
CURRICULA FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN R. MACEDONIA AND R. TURKEY
Special education system is designed to enable education of students with special educational needs. The curricula for children with disabilities are complex need in every education system. In this paper, we analysed the primary curricula for five categories of disabilities; intellectual disability, visual impairment, hearing impairment, physical disability and autism; between two countries; Republic of Turkey and Republic of Macedonia. Our aim was to represent the curricula in the special education systems and understand the differences between these two countries. Our main research question is: What are the differences in curricula for children with special educational needs in R. Macedonia and R. Turkey. In order to be able to provide answer to this question, we had to set five associate questions linked with the type of disability and country. The results showed that R. Macedonia has 7 compulsory subjects that we can find in all special schools, while others are either adapted according to category of disability or available with another title. In Turkey, 16 subjects are the same for all special schools. This qualitative research has theoretical, modern, comparative and descriptive character. We used the method of descriptive and comparative analysis and our technique was Analysis of documentation on data received from relevant institutions. The collected data was analyzed according to the research questions, giving the appropriate conclusions and suggestions.
Copyright (c) 2016 Nergis Ramo Akgün, Risto Petrov, Olivera Rashikj Canevska, Natasha Stanojkovska Trajkovska
HISTORICAL REVIEW OF THE SPECIAL EDUCATION SYSTEM IN R.MACEDONIA AND R.TURKEY
Organized social care for people with special educational needs in R. Macedonia, expressed through care, education and rehabilitation, begins after World War II. Before that, on the territory of present Republic of Macedonia there wasn’t organized education and rehabilitation for children with special educational needs. In Republic of Turkey, the Ottoman period attributed great importance to the treatment of people with disabilities. In this paper, we analysed historical data of special primary education systems for five categories of disabilities; intellectual disability, visual impairment, hearing impairment, physical disabilities and autism in Macedonia and Turkey. The aim of our research was to make a historical overview of the special education system for all categories of disability in both countries. Therefore, the main research question is: In which of the two countries special schools are having longer tradition? In order to answer this question, we made five sub-questions linked with the category of disability and the state. The results showed that Republic of Turkey has a longer tradition of educating children with special educational needs for three categories of disabilities: visual impairments, hearing impairments and autism, while for the children with intellectual and physical disabilities, the treatment in Macedonia is organized earlier. This qualitative research has theoretical, comparative and descriptive character. We used the method of descriptive and comparative analysis. As a technique in qualitative research, we chose analysis of documentation of data received from relevant institutions. All data was analysed according to the research questions, setting the appropriate conclusions and suggestions.
Copyright (c) 2016 Nergis Ramo Akgün, Risto Petrov, Aleksandra Karovska Ristovska, Goran Ajdinski
TEACHING IN HIGHER EDUCATION – TEACHER-CENTERED OR STUDENT-CENTERED
We are witnesses to the massiveness of the current higher education system, in the quantity of students, which incredibly divides the student population in their quality. On the other hand the question is how to implement learning environment that puts students in focus. Under time pressure teachers often make quick and hasty choices for their teaching. The purpose of this paper is to examine how students perceive faculty teaching (lectures and exercises) in terms of whether they are focused at the students or to the teachers. In this research 203 students were included from 3 different faculties of the University "Ss. Cyril and Methodius "Skopje, such as: Faculty of Philosophy (N = 97), Faculty of Philology (N = 56) and Faculty of Architecture (N = 50). The perception of student`s teaching were measured with one questionnaire prepared for purposes of this research, and Cronbach`s alpha is .83. Students estimated teaching on 19 assertions (separately for lectures and exercises and teaching directed to the teacher and to the student) on the Likert`s scale from 1-4, where minimum score is 19, and maximum 76 of each subscale. Following results are obtained: there is no difference in the assessment of teaching focused to the teacher and to the student, among the students of Faculty of Philosophy (t = -.558; p> 0,05), while students from the Faculty of Architecture (-5.743; p <0, 01) and Faculty of Philology (-5,870; p <0,01) teaching was assessed as directed to the student more than to the teacher.
Copyright (c) 2016 SettingsOrhideja Shurbanovska
THE ROLE OF THE NATIONAL COUNCIL FOR PREVENTION OF CHILD DELINQUENCY IN BUILDING PREVENTIVE POLICY IN REPUBLIC OF MACEDONIA
The National Council for prevention of child delinquency was established under the Law on Justice for Children as an autonomous and independent body, which has jurisdiction in the area of monitoring of preventive activities by all the institutions and civil society organizations, in order to prevent child delinquency. The National Council was established in 2009 and is composed of 15 members who are representatives of the relevant ministries, institutions and NGOs involved in the system of justice for children and eminent scientists and experts. The National Council has a range of responsibilities the Law: it has adopted the National Strategy for Prevention of Juvenile Delinquency (2010-2020); conducts research; provides initiatives to improve the legal provisions; but the basic competence is monitoring of the situation of protection and promotion of the rights of the children. For this purpose the Council prepares annual reports on the situation of the child delinquency and implementation of the law. The report also gives an overview of the situation of the child delinquency through the data obtained based on 32 indicators submitted by 63 institutions in the justice system for children. This paper provides an overview of one aspect of the problem which is a scope of work of the National Council. That is the process of monitoring of the situation of the child delinquency by presenting the data published in the Annual Report of the Council. As well as the monitoring of the situation in the area of Justice of the child and the child delinquency for 2015. The annual Report of the National Council is submitted to the Parliament, the Government, the Supreme Court and the Judicial Council.
Copyright (c) 2016 Nevena Petrovska, SettingsTanja Bogatinova