Eleni Prokou, Adult Education and Lifelong Learning in Europe and in Greece. Dionicos Publishers, Athens 2009, (in Greek)

Μη διαθέσιμη περίληψηNo abstrac

PLANNING AND EVALUATION DURING EDUCATIONAL DISRUPTION: LESSONS LEARNED FROM COVID-19 PANDEMIC FOR TREATMENT OF EMERGENCIES IN EDUCATION

The aim of this paper is to formulate a proposal for responding to emergencies in education, either at the level of the education system at a national or regional dimension (macro level) or at the level of an organization (meso level). The impetus of this proposal stemmed from the crisis caused by the COVID-19 pandemic in education systems and educational/training organizations worldwide, which has resulted in the disruption of educational function. It should be clarified in advance that this proposal does not concern crises of the education system itself, but situations where a major crisis at another level of public life creates a secondary crisis in education, an emergency in which education cannot fulfill its function.  Article visualizations

TOWARDS AN INCLUSIVE SKILLS TYPOLOGY

The article seeks to contribute to the clarification and deeper understanding of certain key skills concepts. In this context, it presents and analyzes both the usefulness and the limitations and difficulties of constructing a modern and comprehensive skills classification and proposes a categorization of skills that are considered critical for the performance of job roles and the effective execution of work tasks. The proposed skill typology broken down into 7 categories, 9 sub-categories and 68 individual knowledge and skills was based on an overview and analysis of 18 important existing skill typologies. The proposed typology covers fundamental, general, professional, social skills, as well as certain work-related attitudes and values. It also includes a reference to digital skills.  Article visualizations

REASONS OF EMPLOYEES’ PARTICIPATION IN CONTINUING PROFESSIONAL EDUCATION PROGRAMS

The aim of this study was to highlight the reasons that motivate employees to participate in Continuing Professional Education (CPE) programs and, also, aims to identify the factors that contribute to their reasons for participation. The research tool was the questionnaire which contains a list of 28 reasons for participation. The results of the present study showed that the most important reasons that motivate employees to participate in CPE programs were, “to cultivate my skills and abilities”, “to be informed about new technologies and developments in my field”, and “to be a more accomplished as a professional”. Additionally, six categories of reasons for participation reasons have emerged from the statistical analysis: Efficiency at work, Professional advancement, Enhancement/acquisition of qualifications, Network/environment, Instrumental use of education, and Escape.   Article visualizations

Non – Formal Education Activities For The Enhancement Of Knowledge And Skills: Investigation Of Non-Explicit Motives For Participation

In recent years, more and more adults are seeking for opportunities for additional professional engagement and strengthening their position. Non-formal education offers such a pathway since they are designed to better suit the specific needs of adults. But to make this possible, it is important to direct the relevant scientific research towards analytical investigation of needs and incentives which motivate adults to participate in non-formal education. This investigation is useful to be directed in points beyond the obvious (e.g. acquisition of additional qualifications) to identify particular issues (e.g. need for communication) which should be taken into account for the design of efficient seminars. The purpose of this study was to contribute to the above direction by identifying individual approaches and social needs which affect participation in such actions. By focusing on specific subjects of training, literature study and surveying using questionnaires and focused interviews, it was revealed that apart from the obvious goals of acquiring new knowledge and skills, there are other "internal" needs of adults who urge them to participate in seminars. These have to do mainly with two categories of needs: - The strengthening of self-confidence in relation with continuous developments of our time - The need to improve and strengthen social relations These findings are an important basis for feedback on specific elements that are not often recorded and which should be taken into account during the needs analysis in order to design adult education activities

FLIPPING THE CLASSROOM REMOTELY: IMPLEMENTATION OF A FLIPPED CLASSROOM COURSE IN HIGHER EDUCATION DURING THE COVID-19 PANDEMIC

In this article we present the results of a pilot implementation of the flipped classroom methodology during the second semester of the COVID-19 pandemic. We suggest the term Remote Flipped Classroom for the flipped classroom mode in online environments, especially in case of emergency. This implementation was carried out in a Department of Education at the University of Patras, Greece after the first semester and the initial familiarization of students with the new learning environments due to COVID-19 pandemic. The research data presented here lead us to the conclusion that both the traditional form of the flipped classroom and the remote flipped classroom may contribute to the teaching and learning in higher education, based on the role differentiation of instructors and students, to the promotion of active participation and engagement of students and to the improvement of the learning experiences they have. Article visualizations

Ανδρούσου, Α., & Αυγητίδου, Σ. (επιμ.) (2013). Η πρακτική άσκηση στην αρχική εκπαίδευση των εκπαιδευτικών: Ερευνητικές προσεγγίσεις. Αθήνα: Δίκτυο Πρακτικών Ασκήσεων & ΤΕΑΠΗ, ΕΚΠΑ

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MOTIVATION AND BARRIERS OF UNEPLOYED PEOPLE REGARDING THEIR PARTICIPATION IN LIFELONG LEARNING PROGRAMS: A CASE STUDY IN A PREFECTURE OF GREECE

This article presents the results of a survey on the motivation and barriers of unemployed people regarding their participation in lifelong learning programs in a prefecture of Greece. As for the methodology followed, we selected the quantitative research, which was based on the collection of quantitative research data from 109 unemployed persons using a structured questionnaire during November and December 2019. The questionnaire used in this study was based on the PRB Questionnaire, which was slightly adjusted to fit the unemployed population. Specifically, most of the unemployed (62.4%) who participated in this survey stated that they did not participate in any seminar, training program or educational activity related to their profession. Even lower participation rates are found in general adult education programs, with only 22% saying they have attended some educational activity. Regarding the motivation of unemployed people to participate in a vocational training program, the research participants stated that finding a job was the most important motivation. They then set priorities to be more efficient in their jobs, to increase their financial returns and to maintain their future jobs. With regard to the barriers for unemployed people to participate in a vocational training program, the most important obstacle in all questions is the cost of participation. Next in the hierarchy are the lack of information, the difficulty of moving, the lack of time due to work obligations, the lack of time for occupations and the lack of time due to family obligations. Article visualizations

A STUDY ON EMERGING ADULTHOOD IN HELLENIC AIR FORCE CADETS IN GREECE

This paper presents the findings of the research carried out at the Hellenic Air Force’s 120 Air Training Wing, with the objective to define the characteristics and dimensions of emerging adulthood among student pilots during the initial and basic phase of flight training, and also to investigate the extent to which these characteristics are related to the type and content of their training. As shown by comparing the findings of the research with similar studies in the Greek context, in which students have participated, student pilots seem to be crossing the threshold of adulthood much earlier than their peers who are university students. Moreover, due to the content of their training, their views on the characteristics and dimensions of adulthood focus mostly on responsibilities and duties rather than on the rights of the adult phase of life. Article visualizations