EDUCATIONAL MANAGEMENT- AS THE RESPONSE TO THE SOCIAL-ECONOMIC CRISIS IN CONTEMPORARY EUROPE

Taking carefully into consideration the way in which emerged and evolved the actual economic and financial crisis, in Europe and in Romania, one can conclude that the educational management, as an academic program, or as a scientific research, can provide some solutions. First are analyzed the initiatives taken by the decision factors from the superior European education, in 1999, before the breaking out of the crisis, through the Bologna Convention. Due to the educational management's particularity to establish a communication channel between academics, specialists in educational sciences, educational institutions managers and political leaders, are presented the beneficial effects which a number of decisions like the stimulation of young people's interest for the studying of economical and entrepreneurial sciences, systematic programs open socially and culturally of knowing the foreign languages, the analysis of career's dynamic in parallel to the modernization of the career education, could have.education, management, social-economic crisis

Quo Vadis, Homo Digitalis? Razmišljanje o dobrobitima u obrazovanju i pandemiji bolesti COVID-19 u Belgiji, Hrvatskoj, Poljskoj i Rumunjskoj

The last few decades brought about unprecedented rapid technological change. The COVID-19 pandemic sped it up and forced digitalized citizenship, digitalized teaching and learning, and permanent engagement through the virtual bond. Many processes were moved to the virtual world and those illiterate in digital tools might have felt excluded or left behind. Technological advancements have had many benefits revealed but they have also had multiple negative effects on the educational process and the well-being of participants of the latter. As our study shows, human social nature opposes the use of the Internet as the main or only medium of human interaction. Our study shows that sole online education is not desirable and is not good for our well-being. In the article, we present empirical research findings from 4 EU countries representing different parts of Europe. A group of researchers from 4 universities joined forces to map the needs of teachers and learners and to identify key factors for well-being in education in post-pandemic educational settings. Qualitative data came from over 2000 participants (teachers and learners), as a part of a larger case study. In this article, we focus primarily on the data from an online survey in 2022, supplemented by a prior Pilot study in 2021.Posljednjih nekoliko desetljeća došlo je do neviđeno brzih tehnoloških promjena. Pandemija bolesti COVID-19 ubrzala ih je te prisilno digitalizirala građane, digitalizirala poučavanje i učenje te nametnula stalni angažman putem virtualne veze. Mnogi su procesi premješteni u virtualni svijet, a oni nepismeni u digitalnim alatima osjećali su se isključenima ili zapostavljenima. Tehnološki napredak otkrio je mnoge prednosti, ali je također imao i višestruko negativne učinke na obrazovni proces i dobrobit njegovih sudionika. Kao što pokazuje naša studija, ljudskadruštvena priroda protivi se korištenju interneta kao glavnoga ili jedinoga medija ljudske interakcije. Naša studija pokazuje da isključivo internetsko obrazovanje nije poželjno i nije dobro za našu dobrobit. U ovom članku predstavljamo rezultate empirijskih istraživanja iz 4 zemlje članice EU koje predstavljaju različite dijelove Europe. Skupina istraživača s 4 sveučilišta udružila je snage kako bi prikazala potrebe nastavnika i učenika te identificirala ključne čimbenike za dobrobit u obrazovanju u poslijepandemijskom obrazovnom okružju. Kvalitativni podatci prikupljeni su od više od 2000 sudionika (nastavnika i učenika) i dio su veće analize slučaja. U ovom se članku prvenstveno usredotočujemo na podatke iz internetske ankete iz 2022. godine, dopunjene prethodnom pokusnom studijom iz 2021. godine

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention

The Response to Challenging Behavior as a Barrier to Social Inclusion Erasmus+ Project Participants’ Perspectives on Policy and Practice

The paper is the result of collaboration between seven European universities and covers health, social pedagogy, and special education programs, aimed at the removal of barriers to social inclusion and social participation facing children and young adults with intellectual and developmental disabilities (IDD). The collaboration received funding from the Erasmus+ Intensive Program with the aim of developing a common curriculum on social inclusion for children and young adults with IDD. Identifying variables that support inclusion for individuals with IDD who engage in challenging behavior is critically important and this paper is built on reviewing social and educational policies from 5 European countries in order to do so. The paper reveals loopholes and paradoxes in policy that hinder social inclusion when addressing challenging behavior. The greatest challenges identified by the researchers are the gaps in training for different professions and the lack of overarching legislation for these professions. Another issue identified is government tolerance of a lack of clear competencies and codes of conduct amongst unregulated service providers

Changes in language about IDD, mental illness, disability in different countries in different languages

The use of language to construct and drive societal and professional approaches to intellectual and developmental disabilities have undergone significant change across the 20th and into the 21st century throughout Europe. The changes in political, professional and colloquial language reflect increasingly inclusive practices and recognition of human rights based approached to people with IDD internationally

Changes in language about IDD, mental illness, disability in different countries in different languages

The use of language to construct and drive societal and professional approaches to intellectual and developmental disabilities have undergone significant change across the 20th and into the 21st century throughout Europe. The changes in political, professional and colloquial language reflect increasingly inclusive practices and recognition of human rights based approached to people with IDD internationally

Social inclusion and people with intellectual disabilities in seven European countries

Policies for people with disabilities, and specifically those with intellectual and developmental disabilities (IDD), have undergone significant changes during the past three decades. Many people with IDD experience social exclusion, which has significant implications for the individual, their family and wider society. Today the focus is on accessing universal services, care and support in the community to facilitate social inclusion. Professions and professionals in health, education and social services implement social inclusion policy in the field of IDD. However, there is a lack of coherence between the policy intentions of social inclusion and the realities of professional practice. Educational collaborations involving academics, students and practitioners from the professions working with people who have IDD provide an opportunity for shared learning. These collaborations support the development of knowledge and understanding, and the barriers that need to be addressed to achieve social inclusion for people with IDD

Social inclusion for people with intellectual disabilities in seven European Countries

Policies for people with disabilities, and specifically those with intellectual and developmental disabilities (IDD), have undergone significant changes during the past three decades. Many people with IDD experience social exclusion, which has significant implications for the individual, their family and wider society.Today the focus is on accessing universal services, care and support in the community to facilitate social inclusion. Professions and professionals in health, education and social services implement social inclusion policy in the field of IDD. However, there is a lack of coherence between the policy intentions of social inclusion and the realities of professional practice. Educational collaborations involving academics, students and practitioners from the professions working with people who have IDD provide an opportunity for shared learning. These collaborations support the development of knowledge and understanding, and the barriers that need to be addressed to achieve social inclusion for people with IDD