Adult Education Planning

Pre-requisites: Didactics of Adult Education exam

Course objectives: The main objective of this course is to help students to obtain theoretical knowledge and competences about concepts, theories and basic models of adult education planning. The course provides students with essential knowledge and competences for carrying out educational and learning designs on differentiated levels.

Course description: Theoretical course: Theoretical and historical foundations of adult education planning – The concept, subject and constitution of research field of adult education planning – The dimensions of adult education planning process – Methods, techniques and instruments of adult education planning – Basic models of adult education planning (classic-linear, systemic, participatory, strategic, interactive model). Practical course: Prediction and design of educational needs – Writing preliminary plans – Determination of conditions for different models of adult education planning – Decision making – Application of different adult education planning methods and techniques – Plan writing for hypothetical situation – Coordination of adult education planning.

Learning Outcomes: By the end of the course students will be able to: predict and plan educational needs; to review the implications of the context, and to write the plan of any adult education activity for different levels of education and learning, in form of main adult education planning models.

Literature/Reading:

• Ovesni, K., prir. (2015), Planiranje obrazovanja odraslih, hrestomatija
• EC (2001), Memorandum o doživotnom učenju, Andragoške studije, Vol. 8, br. 1-2, s. 55-82
• Karnoj, M. (1989). Reforma i planiranje obrazovanja u kontekstu ekonomske krize. U: Perspektive obrazovanja 3, Beograd: ZUNS, 211—224
• Kulić, R., Despotović, M. (2004), Uvod u andragogiju, Svet knjige, Beograd, str. 211-219
• Kupisievič, C. (1982). Školske reforme u industrijalizovanim zemljama. U: Perspektive obrazovanja 1, Beograd: ZUNS, 77—84
• Lavrnja, I. (2001), Futurološki aspekti pedagoško-andragoških istraživanja, u: Klapan, A: i sar., ed., Andragoške teme, Vlast. naklada, Rijeka
• MPiS RS, (2002), Strateški pravci razvoja obrazovanja odraslih, Andragoške studije, Vol. 9, br. 1-2, str. 65-88
• Savićević, D. (1997), Učenje odraslih - ključ za 21. vek, Andragoške studije, Vol. 4, br. 2, str. 61-75
• Sack, P. (1982). Jedna tipologija obrazovnih reformi. U: Perspektive obrazovanja 1. Beograd: ZUNS, 51—68
• Ovesni, K. (2000). Koncept andragogije i praksa obrazovanja odraslih u Holandiji. Andragoške studije, 7(1—2), 47—60
• Ovesni, K. Alibabić, Š., Miljković, J. (2011). Evaluacija na područjima menadžmenta/razvoja ljudskih resursa i menadžmenta u obrazovanju. U: Kvalitet u obrazovanju. Beograd: IPA FF, 157—172
• Sikavica, P. i dr. (2008). Temelji menadžmenta. Zagreb: Školska knjiga, 136—183, 642—673
• Bahtijarević-Šiber, F. (1999). Menadžment ljudskih potencijala. Zagreb: Golden Marketing, 180—239
• Caffarella, R.S., Merriam, Sh.B. (2004). Perspektive učenja odraslih, Andragoške studije, 1—2, 31—40
• CIIO (2010). Razumevanje društvenih ishoda učenja. Beograd: MP RS
• Torrington, D. i dr. (2004). Menadžment ljudskih resursa. Beograd: Datastatus, 52—136
• Fild, S. i dr. (2010). Nema više neuspešnih: deset koraka do jednakopravnosti u obrazovanju. Beograd: MP RS, 81—93, 123—150
• Noe, R. i dr. (2006). Menadžment ljudskih potencijala. Zagreb: Mate, 143—175
• Robbins, S., Judge, T. (2009). Organizacijsko ponašanje. Zagreb: Mate, 144—183, 502—535