Facultatea Psihologie, Ştiinţe ale Educaţiei, Sociologie şi Asistenţă Socială / Faculty of Psychology, Educational Sciences, Sociology and Social Work

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    The valorization of intercultural education in national and international educational policies
    (CEP USM, 2024) Dicusară, Olga
    Intercultural education becomes an essential tool for developing a more tolerant and cohesive society, where diversity is perceived as a valuable resource. The analysis of the intercultural dimension in national and international educational policies highlights not only the necessity of integrating it into the school curriculum but also emphasizes the importance of developing intercultural competencies among all actors involved in the educational process (teachers, students, families, communities). The integration of diverse cultural values and practices into all aspects of the educational process must be carried out with care and responsibility, taking into account the specifics of each cultural environment and avoiding superficial or standardized implementations. Without well-thought-out measures and a deep understanding of diversity, efforts can become counterproductive, leading to stereotypes and inequalities instead of inclusion and mutual respect.
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    POLITICI EDUCAŢIONALE ÎN FORMAREA COMPETENŢEI ANTREPRENORIALE LA ELEVII DIN ÎNVĂŢĂMÂNTUL PROFESIONAL–TEHNIC
    (CEP USM, 2021) Novojen, Olga
    This article reflects the role of educational policies in the formation of entrepreneurial competence in students, in technical-vocational education. Thus, the main purpose is the analysis of educational policy documents related to entrepreneurial competence at international and national level and the promotion, in this context, of effective educational methodologies in the instructional process of forming the entrepreneurial competence in technical-vocational education.
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    O ABORDARE PARADIGMATICĂ A EDUCAŢIEI NONFORMALE CA PUNCT DE PLECARE ÎN FORMAREA CONTINUĂ A CADRELOR DIDACTICE
    (CEP USM, 2012) Hunga, Mihaela
    Educaţia nonformală, asociată conceptului de învăţare pe tot parcursul vieţii (lifelong learning), este o sintagmă care se va impune în discursul internaţional despre educaţie la sfârşitul anilor ′60 şi începutul anilor ′70 când, odată cu revoluţiile socioeconomice ale Occidentului, procesul instructiv-educativ va cunoaşte o schimbare de paradigmă. Formarea cadrelor didactice pentru integrarea educaţiei nonformale în educaţia formală rămâne încădificil de pus în practică, deoarece lipseşte un plan de acţiune specific şi coerent. Pentru a reduce aceste neajunsuri, este necesară promovarea unor politici guvernamentale/educaţionale care să orienteze modul în care diferiţi actori ar trebui să colaboreze astfel încât graniţele dintre învăţarea formală, nonformală şi informală să fie depăşite, fără a fi subminată autoritatea şcolii ca instituţie special investită de stat cu funcţia de educare a membrilor săi.
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    A COMPARATIVE PERSPECTIVE ON INITIAL TEACHER EDUCATION IN ROMANIA AND THE REPUBLIC OF MOLDOVA
    (Editura Alma Mater, 2011) Mâță, Liliana; Dandara, Otilia
    This study aims to develop a comparative analysis of educational policies in initial teacher education from Romania and Republic of Moldova. The theoretical background is elaborated starting on the general aspects of educational policies and the special issues from perspective of pre-service teacher education. Also, there is achieved a comparative analysis between initial teacher training programmes from Romania and Republic of Moldavia related to the curricular documents. The results of study provide the background of implementing of the educational policies in initial teacher education from Romania and Republic of Moldova, as well as the prerequisites for initiating further research to improve the quality of training future teachers.