2. Articole
Permanent URI for this collectionhttps://msuir.usm.md/handle/123456789/52
Browse
5 results
Search Results
Item MODEL ANDRAGOGIC AL ÎNVĂȚĂRII ŞI EDUCAȚIEI ADULȚILOR(CEP USM, 2024) Guțu, VladimirThe challenges of the contemporary world, the dynamics of social, economic and value changes impose the need to update the concepts of learning and education of adults. The global concept, in this sense, is about lifelong learning and adult education. The andragogic model presented in the article mainly focuses on the procedural dimension and the role of andragogy in the organization and achievement of learning and adult education. The ways of interaction of the anddragog and the adult-educable are described, the requirements for organizing the learning and education of adults are presented in relation to their needs and characteristics, frst of all, in relation to their educational experiences.Item Andragogic concept and tool of learning and education of adults(CEP USM, 2023) Guțu, Vladimir; Țurcanu, Carolina; Toma, NataliaOne of the aspects that are increasingly imposed in the context of developing systems of formal, non-formal, informal learning and education of adults is the adequacing of didactic actions to their individual, professional and social needs. Achieving this goal requires, among other things, the adoption and application of training, creative and interactive andragogic technologes and strategies. The premise from which it was started implies the delimitation and explanation of the key notions of adult learning and education: methodology, technology, strategy, method of learning and education of adults. The focus is on arguing the essence of these notions from the perspective of traditional paradigm and modern paradigm of training and education. In the given article, an andragogic concept of connection and interpenetration of the methodology, technology and strategy of adult learning and education is proposed. Examples of the design and application of didactic approaches to learning and educating of adults are also proposed.Item ADULT DIDACTICS – COMPONENT OF ANDRAGOGY: PECULIARITIES AND BASIC CATEGORIES(CEP USM, 2023) Guțu, Vladimir; Țurcanu, CarolinaAt the stage of rapid development of science and market of educational services for adults, a relatively new direction in education was formed - andragogy (pedagogy of adults). In the present time, andragogy occupies a place in the structure of education sciences as an independent category, possessing at the same time its own scientific apparatus, research methods, scientific approaches and principles. In this article, an attempt was made to substantiate the definition of basic concepts and categories of adult teaching: subject, tasks, functions. Special attention is paid to the principles of adult learning: priority of independent education, reliance on personal experience, individualization of learning, contextuality of learning, reliance on individual needs, considering them as motives and sources of designing the outcomes of education. At the same time, adult learning is considered within the framework of the following characteristics: andragogic self-reflexivity, decentralization of andragogic approach, deconstruction/reconstruction of andragogic theory, contextualization of adult learning and education.Item CONCEPTUAL AND METHODOLOGICAL FRAMEWORK OF IDENTIFYING ADULT’S LEARNING AND EDUCATION NEEDS(CEP USM, 2022) Guțu, VladimirThis article addresses the issue of identifying the learning and education needs of adults, primarily non-formal education. Different concepts and models are analized to identify the learning and education needs of adults. A concept is grounded and a methodology is developed in this regard. The factors that generate the learning and education needs of adults are described in detail: external factors – national educational policies, institutional educational policies, educational reform projects, etc.; internal factors – the need for compensation, recapitulation, complementary knowledge, the need for retraining, the need to realize one's own interests and options, the need to capitalize on free time, etc. The emphasis is on establishing the tools for diagnosing needs, on forms and methods to carry out this process. At the same time, the way of obtaining and interpreting the data is argued. The proposed concept opens new perspectives for the development of formal and non-formal adult education and, first of all, of diversifying adult continuing education programs.Item PEDAGOGY FOR ADULTS: CONCEPT AND EPISTEMOLOGY(CEP USM, 2021) Guțu, VladimirThis article addresses the issue of establishing and developing adult pedagogy from the perspective of epistemology: to establish the factual categories and guidelines of adult pedagogy. The psychological and philosophical-pedagogical approaches to adult learning and education and the connection of adult pedagogy with other sciences are extensively analysed. The concept produced contributes to the elaboration of a Reference Framework of adult education in formal, non-formal and informal plan.